The most notable topic of the meeting was the concern over the increasing number of shortened school days dedicated to professional development. A board member voiced apprehension about the impact of these days on students, noting that shortened schedules often result in minimal educational engagement. They pointed out that students still have lunch on these days, leading to “very, very shortened classes,” where “generally nothing happened.” This sentiment echoed a broader concern that reduced instructional time could undermine the quality of education, especially when important tests are scheduled on these shortened days.

The proposed calendar suggested additional professional development days on October 5th and January 11th, intended to support teachers in college recommendations and course planning. However, there was a suggestion to approve the calendar without these extra days due to the cumulative effect on student learning. A board member underscored this by stating, “If we look at the benefit of as you said, the classes are shorter times sometimes students actually have tests during that time and it’s lesser time to take a test.”

Historically, the number of shortened days has gradually increased from three to nine since the 2017-18 school year, prompting questions about the rationale behind this rise. Board members emphasized the necessity of understanding the objectives of these professional development sessions and ensuring transparency about their value. One member stressed the importance of acknowledging that these days should be “valuable” and that the board must be clear about how they are used.

The board expressed a desire to strike a balance between the educational needs of students and the professional growth of teachers. There was a consensus to table the calendar discussion to allow for further deliberation and possibly invite Dr. Russo to provide insights into the necessity of these professional development days. The motion to table the calendar was unanimously supported.

In addition to the calendar discussion, the meeting covered several other topics. A significant announcement came from the New Jersey Department of Education regarding graduation assessment requirements for the class of 2026. Seniors who have not passed the New Jersey Graduation Proficiency Assessment (NJGPA) will be permitted to use standardized test scores from the PSAT, SAT, and ACT as secondary assessments. This adjustment maintains a long-standing practice and was discussed as a relief for students who may struggle with the NJGPA.

The board also addressed ongoing construction projects within the district, noting that the milestone project for students aged 18 to 21 faced delays due to permitting issues. The kitchen and cafeteria HVAC project was nearing completion, while auditorium construction was progressing with a meeting scheduled to align expectations.

Further discussions included the superintendent search, with applications being accepted until November 14th. The finance committee reported on Region 2 staffing, lease costs, host fees, retirement plans, and health insurance increases, which will have implications for future budgeting.

The curriculum and technology committee discussed district goals for integrating technology into classrooms to enhance student engagement. The committee planned to utilize AI grant funding to improve resources and support struggling students. Meanwhile, the governance committee proposed consolidating various committees to improve efficiency and considered moving board meetings to Tuesday evenings to avoid conflicts with town council gatherings.

Student representatives provided lively reports on school activities, highlighting field trips, co-curricular engagements, and a successful marching band season. These reports underscored the community’s support and involvement in educational and extracurricular activities.

Motivational speaker Jordan Toma was also noted for addressing freshman and sophomore students at Pascack Hills High School. Toma, who has dyslexia and ADHD, emphasized resilience and the importance of support, stating, “Your struggle is your strength.” His message resonated with students and underscored the significance of having supportive relationships in educational success.

As the meeting concluded, a report from the New Jersey School Board Association convention highlighted New Jersey’s high ranking in educational assessments. The discussion touched upon the dual role of artificial intelligence in education as both a learning tool and a challenge for assessment integrity. A model from North Bergen High School’s STEM initiatives was shared as a potential curriculum improvement for Pasack Valley.