Maryann Friedman from the New Jersey School Boards Association (NJSBA) delivered an update on the district’s strategic plan. The strategic plan aims to establish a vision and mission involving all stakeholders, focusing on enhancing student achievement. Friedman emphasized the “waterfall effect” of the plan.

During the strategic planning process, stakeholders identified district strengths and challenges and developed a vision for the future. This included an exercise envisioning East Windsor Schools on the cover of Time Magazine five years ahead, which helped pinpoint common themes for district goals. Five primary goal areas were established: student-centered learning, staffing, community engagement, facilities and finance, and climate and culture.

The mission statement emphasizes a safe and inclusive learning environment fostering academic, social, and emotional growth. Objectives for student-centered learning include enhancing academic achievement through rigorous instruction and collaboration, with measurable outcomes tied to student growth. The staffing goal focuses on recruiting and retaining a diverse staff reflective of the student population. Community engagement aims to establish lasting relationships across diverse backgrounds, with initiatives such as universal preschool and summer programs. Facilities and finance goals include upgrading learning environments while ensuring fiscal responsibility. The climate and culture goal aims to foster inclusivity and respect.

Friedman concluded that the strategic plan would guide the district for the next three to five years, with action plans developed by the administrative team being crucial for implementation. Upon adoption, the plan will be made available on the district’s website. A board member expressed appreciation for the strategic planning process’s efficiency and meaningfulness, particularly highlighting the need for a full-day preschool program despite current facility limitations. The plan was not on the agenda for approval that evening, allowing for further review and discussion before moving forward.

Next, the assistant superintendent for curriculum and assessment presented the district’s recent 11th-grade assessment data, mandated by the New Jersey Department of Education. The district received the data earlier than usual, enabling timely adaptations ahead of the new school year. Notably, 86.1% of the district’s 11th graders were deemed graduation-ready, surpassing the state average of 81.6%. Despite these positive figures, continuous improvement was emphasized, with a focus on striving to exceed state averages.

The data analysis revealed that various demographic groups, except Hispanic or Latino students, surpassed state averages for graduation readiness. Special education students achieved a readiness rate of 74%, which was considered commendable. However, the data for English Language Learners (ELL) raised concerns. Plans for an Access testing presentation were mentioned to better understand multilingual learners’ trajectories.

A comparison of 2023 and 2024 data showed modest increases in graduation readiness for both the state and district. However, caution was advised regarding the “other” demographic group due to small sample sizes. The presentation also included an analysis of ELA levels versus New Jersey Grade Point Average (NJ GPA) data, noting discrepancies, particularly with special education and multilingual learners. AP and dual enrollment students demonstrated high readiness at 97.9%.

In mathematics, the district performed slightly above the state average at 56.5% compared to the state’s 54.7%. The district reported a significant 5.6 percentage point increase from the previous year, contrasting with a state decrease. Notably, the Hispanic and Latino population improved by 8.3 percentage points, and black or African-American students improved by over 10 percentage points.

The implementation of after-school test preparation programs was discussed, with low attendance rates despite numerous invitations. However, those who attended showed higher success rates.

The meeting also addressed mental health services and policy reviews. Care Soless, a mental health care coordination service, saw increased overall usage but a marked decrease in inbound interactions. The service is open to the public, benefiting students, staff, and community members. Low-level suicide threat assessments were mostly reported, with few moderate threats and no high-level threats. Rutgers University Behavioral Health clinicians provided various mental health services, with referrals increasing from 147 to 162, mainly for depression and anxiety. Anxiety referrals rose from 61 to 83.

GoGuardian technology, which flags concerning online activity among students, was discussed. Vape sensors were recently installed in high school bathrooms, with plans to deploy them in middle schools. These sensors notify administration upon detecting vaping, allowing timely intervention. Higher Up, a nonprofit organization, assists juniors and seniors in finding jobs through trainings funded by Mercer County Community College and support for purchasing work attire.

The policy committee reported on several policies under review, including electronic communication, homework, and student vehicle use. A new policy on artificial intelligence is in development. Discussions also covered the approval of curriculum documents and concerns about the vagueness of executive session minutes.