The NJ GPA results were at the forefront of the meeting, revealing that 92% of rising seniors passed the English Language Arts (ELA) component and 82% passed the math component. A notable aspect of the presentation was the comparison of subgroup data, which showed an increase in the Hispanic student population and a decrease in the black student population. These shifts prompted discussions on how to provide targeted help to these student groups.

The board acknowledged the small numbers of students within subgroups and emphasized the importance of extra support for those who needed it. In light of the NJ GPA findings, the board deliberated on developing systems to assist students who did not pass the assessment. Among the measures discussed were leveraging alternative pathways, such as the PSAT and ACT, and strengthening the Saturday Academy, a program designed to provide targeted supports for students requiring additional assistance. Concerns were also raised regarding students’ motivation, the impact of testing on academic success, and potential equity issues relating to access to test preparation resources.

In addition to the NJ GPA, the topic of disparities among student populations was a point of conversation. The board examined the readiness for graduation among different demographics, noting that about 14% of both female and male students were not yet meeting standards. Special attention was given to the provision of more intensive supports for students receiving lunch services. Furthermore, the board discussed the minor decrease in the readiness percentage for special education students from the previous year, while rates for general education and Section 504 students remained constant.

A notable moment in the meeting came during the public comments section, where a community member, Jacqueline Fusero, voiced concerns about proposed alterations to the middle school schedule. Fusero critiqued the potential reduction of frequency in Paws and recess time, linking it to the effectiveness of the current math and English Language Arts curriculums, especially for economically disadvantaged and culturally diverse students. She challenged the use of the Lucy Calkins model for ELA and underscored the vital importance of recess for students’ cognitive development and mental health. Fusero’s remarks highlighted the broader community’s investment in the school district’s decisions and the impact they have on student well-being and academic success.

The board also discussed concerns about the potential impact on students’ ability to advance to higher track math classes due to reduced recess time and the removal of the option for students to leave pause class for math help. Additionally, the new supervisor of MTSS (Multi-Tiered System of Supports) and special projects shared initiatives to support student achievement.

Committee reports provided further insight into the school board’s comprehensive approach to district matters. The Operations Committee updated on summer projects that included roofing, HVAC, security upgrades, and sustainability initiatives. Furthermore, the Policy Committee deliberated on the class size policy and the need to inform the community about targeted class sizes. Outreach efforts to ld16 Representatives to discuss the district’s financial situation, the impacts of the 2% cap, charter school costs, special education outplacement rates, and transportation costs were also mentioned.

The Student Achievement Committee addressed the class size policy, opt two for high school students, and the disproportionality report, highlighting a focus on equitable student success. Additionally, the Long-Term Planning Committee’s engagement with a communication firm for growth and capacity projects demonstrated an intent to keep the community informed and involved.