The transition process for students entering high school was a primary focus. The Deputy Superintendent underscored the importance of informed decision-making as students and parents navigate this critical period. He emphasized balancing academic choices, social-emotional development, and extracurricular involvement. The transition can be daunting, especially for families with no prior high school experience, with the Deputy Superintendent stating, “It’s always about making smart choices and being placed appropriately.”

A detailed presentation outlined the high school graduation requirements, which include 20 credits and three years each of math, science, social studies, and world languages. The Deputy Superintendent encouraged students to explore electives they are passionate about. The high school schedule features a rotating drop schedule with common lunch times, fostering peer connections. Course placements consider eighth-grade midyear marks, with an 80% average suggested for eligibility. The Deputy Superintendent noted the appeal process for students not meeting specific criteria, emphasizing holistic decision-making. The course request process starts on January 24th through the Genesis system, with final selections requiring a meeting with a counselor or case manager.

Option Two courses, which offer alternative curricular activities, were discussed, highlighting that these are not replacements for traditional courses. The approval process requires pre-approval and alignment with New Jersey standards. Option Two is tailored for passionate exploration, not as a comprehensive substitute. Concerns were raised about undue stress from accelerated summer courses, and it was advised that students work with counselors to design balanced schedules.

The meeting also delved into the Visual and Performing Arts courses for ninth graders, addressing common parental queries about continuous participation throughout high school. Courses such as Art Foundation, Computer Art and Design, World Dance, and music theory were presented as accessible to all students, regardless of prior experience. The Theater Arts program was highlighted for its dual benefits of continuing performing arts education and enhancing public speaking skills.

The mathematics curriculum for ninth graders was outlined, with courses like Algebra 1, Algebra 2, and Geometry honors discussed. Placement depends on eighth-grade math courses. Summer courses in mathematics were noted to expand curiosity beyond the traditional curriculum.

The language arts program from grades 6 to 12 was characterized as transformative, encouraging self-discovery and global awareness. The curriculum progresses from identity and global connection in ninth grade to American Literature in tenth grade, and global literature in eleventh grade, culminating in discussions on positive change in twelfth grade. Advanced placement options like AP Literature and AP Language cater to passionate readers and writers.

For world languages, students must complete ten credits or two years, with additional years encouraged. Proficiency assessments are available for those transitioning between languages to ensure proper placement. The social studies curriculum includes a ninth-grade world history course and a new summer course on Asian-American and Pacific Islander studies.

The meeting also highlighted the AVID program, a college preparatory initiative that replaces traditional study halls with classes focused on academic skills, organization, and college preparedness. The program, available at both high schools, is designed for students aspiring to college who meet specific criteria.

The athletic director discussed physical education and athletics programs, emphasizing the benefits of sports participation, such as enhanced skills, healthy habits, and community belonging. Facilities include gyms, playing fields, and a swimming pool, with unified physical education promoting inclusion. Registration deadlines and medical record updates were noted for sports participation.