Cliffside Park honors 19 students with perfect NJSLA scores; supervisors outline supports for multilingual and special‑education students
Summary
At the Sept. 17 Cliffside Park Board of Education meeting the district recognized 19 students with perfect NJSLA scores and supervisors described programs — including an intensive math course and an inclusion grant — aimed at supporting multilingual learners and co‑teaching across four schools.
At its Sept. 17 meeting the Cliffside Park Board of Education recognized 19 students who earned perfect scores on last year’s NJSLA state assessments and heard supervisors describe district programs intended to support multilingual learners and strengthen co‑teaching.
The board called up students from the elementary schools and the high school for brief tributes. "Amarelli had a perfect score on math," said Barbara Bracco while introducing three School 3 honorees, praising their focus, helpfulness and dedication. High school principal Joshua Genucci introduced high‑school recipients and noted their success in honors and AP classes.
District supervisors used the recognition segment to summarize instructional priorities. "I'm the high school English supervisor," Georgette Van Fleet said, adding that her office helps seniors polish college essays and secures scholarship funding. Stephanie Brennan, the district’s ESL supervisor, told the board the district tracks "over 500" multilingual learners and stressed individualized supports and collaborative intake processes. Margarita Clark, supervisor for math and computer science, said the district recently wrote curriculum for an "intensive mathematics" course that covers eighth‑grade math in one year to help students with interrupted education reach algebra readiness.
Supervisors also described the early rollout of an inclusion grant (NJIP) and expanded co‑teaching across four buildings. A STEM and arts supervisor highlighted new equipment and electives aimed at real‑world engineering and arts programming.
Board members and presenters emphasized teacher and family roles in the outcomes; presenters repeatedly thanked classroom teachers and families for their work. The student recognition was followed by a brief recess for photos and refreshments, after which the board moved on to routine business.
The board is expected to continue discussion of instructional programs as the school year progresses.
