In a major discussion, Mr. Jefferson presented troubling data on the disproportionate disciplinary actions against minority students. At Collingswood Middle School, white students, who make up 63% of the population, accounted for only 29% of suspensions. In contrast, Hispanic and Latino students represented 18% of the population but 41% of suspensions. Similarly, at the high school level, black students, comprising 16% of the population, represented 35% of suspensions. Jefferson emphasized the need to address these disparities, calling for accountability and improvement in the school’s disciplinary practices.

He stressed the importance of respectful communication and building relationships within the school community. The board discussed how restorative practices should be applied both reactively and proactively to resolve conflicts and prevent escalation. Jefferson assured that professional development and planning are underway to support staff in implementing these practices effectively.

Board members were curious about the mechanisms for facilitating restorative conversations and the frequency of updates on the effectiveness of these practices. They emphasized the need for comprehensive data to inform decision-making, particularly regarding the duration of suspensions across different demographic groups.

Another topic was the recognition of exceptional staff members. Brian Kulak, principal of Tatum Elementary, introduced Morgan Lair as the staff member of the year, lauding her transformative impact on the special education department. Lair, described as the “greatest free agent signing in the history of Elementary education,” has fostered a nurturing environment for students requiring additional support. Parents showed their appreciation through various gestures, and Lair expressed her gratitude for the supportive atmosphere at Tatum.

Dr. McMullen recognized Marian Dockery as the Collingswood Middle School support staff member of the year. Dockery, a long-time community member and director of the Collingswood Youth Theater, has been instrumental in the special education program. Dr. McMullen praised her care and compassion for her students. Dockery expressed her joy in witnessing the achievements of her students and the rewarding nature of her work.

Jack Moser was introduced as the Collingswood Middle School teacher of the year. Known for his dedication and ability to create engaging math lessons, Moser has built strong relationships with his students since joining the district in 2008. He expressed his appreciation for the community’s support and shared his fulfillment in working with his students.

Katie Balaban was also honored as the teacher of the year. Her dedication to her students and role as senior class advisor were commended. Balaban’s involvement in coordinating senior activities and community service initiatives, such as the fall blood drive, was highlighted, reflecting her commitment to fostering a sense of service among her students.

The meeting also addressed the recent referendum vote against investing in school facilities. A board member expressed disappointment but noted the community’s increased willingness to engage in difficult conversations about systemic inequities.

Safety routes to schools were identified as a recurring issue, with plans to collaborate with the Department of Transportation to improve student safety. The board discussed the necessity of creatively utilizing existing educational spaces following the referendum outcome. They stressed the importance of gathering community feedback to address overcrowding and improve facilities effectively.

The board also reviewed policy updates, including the abolition of a COVID-19 related policy on remote board meetings and the introduction of a revised student code of conduct. These items were unanimously approved without discussion.

Public comments included appreciation for teachers, specifically highlighting Mrs. Lair’s advancements with a student struggling with dyslexia. Concerns were raised about the Chromebook distribution system, particularly its impact on special education students, and the necessity for effective leadership and communication to ensure equitable access to technology.