A recurring theme from parents was the lack of certified teaching staff in the first-grade classrooms, with one parent highlighting that the absence of stable instruction is impacting students’ ability to progress into second grade. This sentiment was echoed by Patricia Brian, who shared her son’s experience of having multiple substitute teachers, one of whom was uncertified. She emphasized the lack of consistent phonics and writing education, expressing concern over the absence of updates on her child’s academic progress.

Elizabeth Bfii reinforced the importance of first grade as foundational, expressing fears over the frequent changes in teaching staff and the resulting instability in her son’s learning experience. She noted that parents were largely uninformed about their children’s progress, exacerbating concerns about potential learning gaps.

Ponie Maddox, with children in multiple grades at Cherry Hill, conveyed distress over the disparity in educational quality her youngest child experiences compared to older siblings, drawing parallels to the disrupted learning during the COVID-19 pandemic. Maddox highlighted the need for assessments to gauge students’ current levels and address their educational needs, lamenting the lack of communication from the school regarding resources and recommendations for home support.

In response, the board expressed gratitude to the parents for bringing these concerns forward, acknowledging the critical nature of ensuring a solid educational foundation and the challenges posed by teacher shortages. Although the board assured parents that plans are in place to address these issues, they refrained from discussing personnel specifics due to confidentiality constraints.

The board discussed a new job description for a Coordinator of Educational Technology. This role is designed to enhance the district’s technological capabilities, and the board is optimistic about finding a suitable candidate to lead strategic initiatives.

There was considerable discussion on the district’s favorable ranking by Niche, which placed River Edge among the top 20 elementary schools in Bergen County. The rankings were based on academic performance, teacher quality, and other factors like cultural diversity and resources. The board noted that while rankings can guide families in evaluating school options, they should be considered alongside other factors such as school visits and discussions with administrators.

Academic performance, contributing to the rankings, remains a focus for the district, with ongoing benchmarking assessments helping identify areas for improvement. The board discussed curricular enhancements in English Language Arts and Mathematics, including a pilot program for grades five and six, and the potential expansion to lower grades.

The committee on personnel and management highlighted ongoing negotiations of administrator contracts and potential budget shortfalls due to declining enrollment and rising costs, stressing a conservative approach to budgeting to prioritize educational needs.

From a community engagement perspective, the board plans to develop a social media doctrine to improve communication about school events and achievements. The integration of local history into the curriculum was proposed by Eric Modell, a resident and member of the historical commission, who suggested using River Edge’s history to foster community pride and connection.

The meeting also included reports on routine matters such as the approval of the purchasing manual, health and safety checklists, and the holiday turkey and food donation drive aimed at assisting local families.