A significant portion of the meeting was devoted to the concerns brought forward by parents and residents regarding the district’s approach to special education. One parent, with a background in psychology, highlighted challenges within the special education system. They emphasized that student behaviors often reflect unmet needs and called for a data-driven examination of special education placements and the support provided to students returning from out-of-district placements. This sentiment echoed the broader community’s demand for a comprehensive analysis of how the district manages special education services.

The discussion extended to the implementation of the Multi-Tiered System of Supports (MTSS), a framework intended to provide systematic and tiered assistance to students struggling academically. The MTSS aims to address these challenges through a tiered approach, with interventions ranging from general classroom strategies to targeted support and intensive interventions. Concerns were raised about the consistency and clarity of communication with parents regarding intervention processes and their children’s learning progress. The speaker acknowledged the need for clear communication to ensure parents understand the interventions being implemented and their children’s progress.

Further, the board addressed concerns regarding the potential restructuring of the district’s administrative framework, specifically in special education. There was an emphasis on the need for additional administrative support to manage the intricacies of special education effectively. The proposal included creating a new director of special services position to focus on these complexities, allowing current administrators to concentrate on high-stakes issues and overall program management.

The meeting also focused on the strategic goals for the 2024-2025 academic year. The board discussed the reevaluation and updating of the district’s strategic plan, emphasizing the need for “smart goals” that are specific and measurable. This includes a plan for inclusivity addressing diversity, equity, and inclusion (DEI) topics. A proposed audit of current practices aims to assess how inclusivity is managed across the district, with the board expressing a desire to ensure that the workforce reflects the student body’s diversity.

Moreover, the board explored the need for a clear organizational structure to support these strategic goals. Proposed changes included the creation of assistant superintendent roles for elementary and secondary education, alongside a director of curriculum position. This restructuring seeks to streamline operations, reduce the volume of appeals directed to the central office, and foster a collaborative environment between school supervisors and principals. The board highlighted the importance of maintaining a coherent educational approach across all schools, particularly in how instructional programs are implemented and how students transition between grade levels.

Amid these discussions, the board also reviewed the district’s financial outlook. Concerns were voiced about the potential flatlining or reduction of state aid due to the end of the S2 adjustment to the school funding formula. The board emphasized the importance of a solid budget based on a zero-based budgeting approach, scrutinizing accounts to prepare for potential financial challenges.

In addition to these primary discussions, the board acknowledged the achievements of Ridgewood High School students, particularly those recognized as AP Scholars. A total of 228 students were honored, with a noteworthy number receiving the AP Scholar with Distinction Award.