A focal point of the meeting was the debate over the current English Language Arts (ELA) curriculum. Jen Allen, a member of the public, expressed gratitude for recent modifications but criticized the district’s use of a modified Teachers College reading and writing curriculum, arguing that it exacerbates achievement gaps. Allen advocated for a shift towards a knowledge-building curriculum, which integrates subjects like science, social studies, and the arts to systematically develop students’ background knowledge. She highlighted research indicating that comprehension and critical thinking improve when students possess substantial background knowledge, urging the board to align educational practices with these findings. Allen shared a personal story of her daughter’s positive experience with a knowledge-building unit on ancient Egypt, emphasizing the importance of depth over isolated skills.

Following Allen’s remarks, Suzanne Crow, another community member, addressed the board regarding the district’s special education population, noting that 18% of students have either an Individualized Education Program (IEP) or a 504 plan. She pointed out inefficiencies in the current learning environment, where pull-out sessions often occur in hallways, leading to chaotic and less effective instruction. Crow proposed dedicated spaces for special education staff and the establishment of inclusion and wellness rooms for each grade level to provide focused support in a calm environment. She also advocated for in-class support classrooms in every grade to ensure comprehensive assistance for students needing support, urging the board to strive for higher standards of support.

In response to these concerns, the board discussed the potential formation of a special education subcommittee to address the issues raised. The idea received agreement, with further inquiry planned to explore the establishment of either an ad hoc or standing committee to tackle these needs comprehensively.

The meeting also covered the annual anti-bullying self-assessment, which evaluates the school’s adherence to state-mandated protocols. The district maintained a score of 72 out of 78 points for the 2022-2023 school year, consistent with previous years. While the score remains above the baseline of 52 points, the superintendent identified a need to strengthen the frequency of meetings held by the school safety and climate team, which had decreased due to administrative turnover. Training has been provided to new anti-bullying specialists. The superintendent expressed satisfaction with the timely reporting of incidents but acknowledged the ongoing challenges faced by students and parents involved in allegations. Initiatives like the “Way of the Panther” handbook and schedule adjustments for circle meetings and advisory sessions have reportedly led to noticeable improvements in student behavior.

In addition to these discussions, the board received updates on financial matters, including an upcoming audit and the status of federal grants under the secondary education act. The grants, which include Title II, Title III, and Title IV funds, support various educational programs and initiatives. A board member noted that the $45,000 from these Title funds represents a small fraction of the district’s overall budget, emphasizing the modest impact of these funds on the district’s financial landscape.

The personnel report highlighted challenges in hiring substitute teachers and featured an initiative by the New Jersey Department of Education allowing highly effective teachers to contribute to professional development, utilizing their expertise in a more beneficial manner.