One focus of the meeting was the presentation of NJSLA results, which showed River Edge students outperforming state averages. For English language arts (ELA), the presentation detailed that 91.8% of sixth graders met or exceeded standards. Similarly, in mathematics, fourth graders achieved an impressive 81% proficiency rate, nearly doubling the state average. The math assessments, noted for their increased rigor, highlighted the need for continued curriculum adaptation to maintain high achievement levels. Subgroup analyses revealed that 88% of Asian and 87% of students identifying as two or more races met or exceeded expectations.

In response, River Edge and the neighboring Orodal district adopted the Amplify Desmos math program, aligning it with updated state standards introduced for the 2024-2025 school year. The program’s implementation began with grades four and five and is slated to expand to grades K through five. Paige Driver, a professional learning developer, was engaged to facilitate staff and family training for the transition. Concerns were raised about the initial decline in scores, but it was clarified that the drop was due to the curriculum’s heightened rigor rather than the effects of the new program.

In science, River Edge students achieved a 59% proficiency rate, surpassing the state average of 30%. This success was attributed to a hands-on science curriculum and dedicated teaching staff, who participate in ongoing professional development. A recent session with consultant Alyssa Reicher focused on reading technical texts, equipping teachers with strategies to enhance classroom instruction. The science assessments, only administered to fifth graders, showed strong performance across various subgroups, with Asian and white students scoring 76% and 83% respectively, outperforming state averages.

The district utilizes platforms like LinkIt to compare NJSLA data with internal assessments, identifying strengths and areas for growth. This data-driven approach informs district programming, including intervention and after-school initiatives. Professional development opportunities, particularly for multilingual learners and literacy instruction, were emphasized as crucial elements in supporting student achievement.

Financial discussions at the meeting included the 2026-2027 budget process. Recent grant-funded projects, such as boiler replacements and roof work at Roosevelt School, were noted for their potential to reduce long-term maintenance costs. The board addressed the district’s financial reserves, with a suggestion to increase the maintenance reserve if excess surplus becomes available, potentially reaching over $600,000 by year-end.

The meeting also covered strategic goals established in the previous spring, focusing on curriculum enhancement and collaboration with educational specialists. Stakeholder engagement and professional learning partnerships with experts like Patty McGee and the Amplified Desmos Math team were recognized as vital to the district’s ongoing growth.

Additionally, an upcoming vacancy on the board was announced, with a call for interested individuals to submit letters of intent for a one-year term starting January 1. The board’s retreat was briefly mentioned as a forum for refining district goals aligned with the strategic plan.