The most discussions centered on curriculum updates, particularly in literacy and phonics. The board detailed the implementation of the Foundations phonics program for kindergarten through third grade, and the expansion of the Heggerty program from kindergarten to first grade this year. There were concerns about vocabulary instruction in the fourth and fifth grades, prompting a focus on bridging gaps from earlier foundations. The board highlighted the use of various assessment tools, including the DIBELS assessment for grades K through five, to monitor literacy progress.

Patty McGee, a literacy staff developer, was introduced as a figure in enhancing the curriculum. She brings experience from the Northern Valley Curriculum Center and previous collaborations with Oradell, combining practical knowledge with theoretical expertise. Her passion for grammar and her methods received positive feedback from the staff.

During the public comment section, Jen Allen from Wildwood Road voiced concerns about the lack of public engagement with the curriculum decisions. Allen noted that the public had limited opportunities to review and comment on the revised English Language Arts (ELA) curriculum before the board’s vote. She emphasized the importance of content knowledge in the upper grades and questioned the process of presenting curriculum changes without prior public involvement. Allen insisted that greater transparency would foster better understanding and engagement from parents.

Another public commenter, Amry Spel from LS Place, acknowledged the training of 15 teachers in the science of reading but urged the board to extend this training to all K-3 staff members. Spel stressed the importance of teacher knowledge for effective reading instruction and emphasized the role of background knowledge in literacy development. She appreciated the use of DIBELS assessments but recommended that classroom teachers administer these assessments to fully understand their students’ needs. Spel also cautioned against an overreliance on the Teachers College Assessment, questioning its validity and reliability.

The board then addressed financial matters, particularly the YMCA lease increase of 6%. Questions were raised about whether this increase would affect parents using YMCA services, with some board members seeking clarification on how the YMCA would manage these rate changes. Discussions highlighted the procedural concern that financial items, such as the YMCA lease, had not gone through the Finance Committee before board approval.

Facility updates were another focus of the meeting. The renovations included updates to stairwell treads, the introduction of external cleaning services for specific areas, and improvements to landscaping, which received positive community feedback. The roof work was reported as nearly finished, with ongoing efforts scheduled after school hours. The installation of 20 exhaust fans was nearing completion, with a walkthrough planned for project closeout.

Security measures were also highlighted. The Vata gas management system was operational, and 15 additional cameras were added, bringing the total to 73. A major project involved linking cameras with door sensors to enhance security protocols. Instructions regarding door access during school hours were shared, and the implementation of signage was pending.

Renovations extended to the bathroom facilities, which received considerable attention. First-floor bathrooms were fully cleaned and updated with new lighting and mirrors. Similar upgrades were planned for the second floor, emphasizing cleanliness and appearance improvements.

Attention turned to language arts curriculum updates. The New Jersey Department of Education revised standards to better prepare students for future success, particularly in reading and writing foundations. The K-6 curriculum was revised over the summer, with professional development for the curriculum team and staff members pursuing Orton Gillingham certification. The revisions aimed to clarify existing practices and enhance content knowledge, especially in grades four and five, where specific texts were chosen to build background knowledge and vocabulary. Curriculum writers collaborated with experts to align with updated standards, using research-based programs to improve teaching strategies in reading and writing.

The board discussed the use of Reader Strategies and Writing Strategies books, confirming the continuation of the traditional reading and writing workshop model. Adjustments were made to improve text selection for students while still utilizing assessment methods from Teachers College. The importance of balancing structured guidance and student choice in reading materials was emphasized.

The meeting also covered personnel matters, with questions raised about the approval process for staff leave requests and whether these were properly vetted through appropriate committees. The board members discussed the necessity of understanding leave requests and ensuring compliance with personnel policies.