The meeting began with a discussion on the search for a new superintendent. Betsy announced that updates regarding the superintendent search would be provided at each meeting, even if there were no developments. A new dedicated webpage developed with the help of Christa Gallion was introduced. This webpage serves as a resource for community information and participation, featuring a survey for community input and opportunities for public forums aimed at gathering feedback from various stakeholders, including students, parents, and staff. Betsy emphasized the importance of broad community engagement and confirmed that multiple forums would be held for different groups. She encouraged attendance at these forums, stressing that participation is welcome even if individuals cannot attend their designated sessions.

The board highlighted the significance of community input in the superintendent search and the effort to gather feedback through surveys and forums. These forums are designed to include various groups within the community, such as special education parents. A special meeting was scheduled for October 16, where Dr. Brooks and Ms. Bader are expected to present the specifications developed for the superintendent position, along with the job description to be approved. The official launch of the superintendent search was set for October 17.

The introduction of the J Pal’s mentoring program was another topic of discussion of the meeting. Johnson Park principal Chris Sheridan and school counselor Kristen Whitmore presented this initiative. Principal Sheridan expressed enthusiasm for his new role and the collaborative efforts at Johnson Park, acknowledging the school as a special place filled with dedicated individuals. He emphasized moments of collaboration that lead to student growth and wellness.

Counselor Whitmore discussed the evolution of the school counselor’s role, focusing on social and emotional wellness as a critical aspect of student support. She highlighted the successful reinstatement of the school-based mentorship program, J Pal’s, and introduced the Tiger Pals initiative, which partners Johnson Park students with university student-athletes for mentorship. Whitmore explained that this initiative arose from a recognized need for mentorship within the school community.

The Tiger Pals program, an extension of the existing Reading with the Tigers program, has shown positive impacts on student outcomes, including improved attendance, higher grades, and a stronger sense of belonging. Last year, twelve students were identified for the initial phase of the program, with 25 university athletes expressing interest in participating. This year, the program expanded to include 23 students from grades two through six and 45 university athletes from various teams. Whitmore recounted a successful kickoff event for the program, describing moments where students expressed excitement about their future and realized that college is attainable for them.

Superintendent Dr. Kathie Foster provided an overview of the district’s goals for the 2024-2025 school year. These goals emphasize the importance of kindness and creating safe, inclusive learning spaces. The district aims to enhance early learning experiences, particularly in preschool, and improve student engagement through various initiatives, including professional development for teachers and family engagement events. Dr. Foster discussed specific strategies to ensure student success across different grade levels, such as expanding preschool programs and aligning early childhood education with special education.

A significant portion of the meeting was dedicated to the college matriculation report presented by John McMichael and Peres Shaw. They highlighted the achievements of the previous graduating class, reporting a graduation rate of 96% for the class of 2024, with 92% of graduates attending four-year colleges and 4% attending two-year colleges. The report detailed the variety of colleges that students were accepted into, with notable institutions such as Rutgers University and Cornell University being among the most frequently attended.

The discussion on student performance data revealed positive trends in academic achievement, particularly in grades three through five. The percentage of students meeting or exceeding expectations increased from 30% to 40%, attributed to strong support systems for students. Administrators emphasized the importance of celebrating colleagues’ successes and the positive impact of having a supervisor of Multi-Tiered Systems of Support (MTSS). It was acknowledged that academic intervention teams had met with every teacher from kindergarten through fifth grade.

The meeting also addressed the need for intentional planning to support students with 504 plans, particularly during transitional phases in middle and high school. The data presented showed improvement among traditionally lower-performing populations, although challenges remain. A structured literacy block was being implemented in grades K through 3, with plans to extend this to grades 4 and 5 in the following year.

During public comments, Hazel Fitzgerald, a tutor in the middle school tutoring program, emphasized the critical role of tutoring initiatives in education. Fitzgerald shared her enjoyment in working with students of varying skill levels and reported significant improvements among her students. RA Elish Lipets echoed Fitzgerald’s sentiments, advocating for the expansion of the tutoring program despite recent budget cuts.