During the meeting, a comprehensive presentation on New Jersey Statewide assessment data revealed significant performance gaps in mathematics and ELA. The data highlighted that most grade levels, except for the Algebra 2 group of double-accelerated ninth graders, failed to meet expectations. Economically disadvantaged students showed particularly concerning results, with average scale scores in many grades lagging behind their peers. The board acknowledged the need for targeted interventions to address these disparities, especially in the lower grades where performance was notably poor.

To combat these challenges, the board discussed a variety of intervention strategies. These included tiered support in phonics and reading for students behind grade level, and targeted math tutoring programs. There was also a focus on inquiry-based learning strategies aimed at engaging higher-performing students who were showing signs of decreased motivation. The introduction of AI tools in teaching was another key topic, with the board emphasizing the importance of balancing AI innovation with traditional teaching methods.

Concerns were raised about the declining attendance in after-school support programs, attributed to competition from sports and other extracurricular activities. This prompted a shift towards enhancing in-class instructional options. The board outlined plans for small group instruction in literacy and writing, reflective writing workshops, and a comprehensive eighth-grade literacy model designed to increase student engagement.

In the realm of math education, the board discussed the need for tier two and tier three interventions and introduced a comprehensive eighth-grade math course to address ongoing struggles. The board also addressed the challenges of maintaining student numbers in advanced math courses, emphasizing fluid curriculum progression opportunities for students ready for advanced coursework, irrespective of their initial placement in earlier grades.

The meeting also covered the topic of multilingual learners, with strategies implemented to enhance classroom instruction. Differentiation tactics based on data analysis from assessments like Access and Lexia were highlighted. Professional development focused on supporting students at different learning levels, with the addition of Lexia English noted as a significant resource for ESL classes aimed at improving speaking skills.

In addition to educational strategies, the board addressed the implementation of new state math standards. Teachers are engaged in curriculum writing and modifications to align with these standards, supported by an AI-driven math tool called Alex, which aids in reinforcing foundational skills inside and outside the classroom.

Security was another major focus, with discussions on the need for a new security audit, as the last one was completed in 2018. The board expressed consensus on the importance of revisiting the audit, given the evolving landscape of school security. Efforts are being made to invest in an automated emergency notification system, with a pilot program underway at the high school.

Moreover, the board considered policy updates related to the use of AI in education. They discussed professional development for teachers concerning AI tools and guidelines, emphasizing the importance of clear rules for both teachers and students as AI becomes more integrated into the educational framework. The board underscored the need for developmentally appropriate guidelines across different educational levels and proposed educating parents and caregivers to better understand AI’s role in the classroom.