This plan involves a series of targeted initiatives aimed at recruiting and retaining Black, Indigenous, and People of Color (BIPOC) educators. The district intends to partner with minority-serving institutions and launch a mentorship program specifically for teachers of color, diverging from existing requirements of the New Jersey Department of Education. The plan’s phased approach includes conducting comprehensive needs assessments, developing recruitment materials, and strengthening community partnerships.

In addition, the meeting featured a detailed update on the district’s implementation of the Rutgers Equity Audit, which is closely aligned with the five-year diversity plan. The update, led by Dr. Kevin Gilbert, Assistant Superintendent for Access and Equity, highlighted the ongoing efforts to address systemic inequities and enhance educational outcomes for marginalized groups, including Black, Latinx, and low-income families. The audit’s recommendations span various domains, including curriculum and instruction, pedagogical capacity, and intentional integration.

Part of the equity audit’s implementation involves the development of a robust multi-tier system of support to address both academic and behavioral needs. The district is also focusing on professional development to enhance cross-cultural competencies among educators, with a particular emphasis on dismantling biased beliefs and promoting empathy. Dr. Gilbert underscored the significance of hiring more diverse staff and creating affinity spaces to support and retain BIPOC teachers.

The meeting also emphasized the importance of data-driven decision-making, as the district has developed a new data infrastructure to track key performance indicators and assess the effectiveness of its initiatives. This data system includes a comprehensive culture and climate survey conducted across all grade levels, providing essential baseline data for evaluating progress.

Another discussion point was the progress of the district’s five-year plan, which details activities and goals aligned with external assessments, including the Rutgers audit. The first year focused on laying a foundation for these initiatives, with over 70 specific activities completed to ensure accountability and sustainability. As the district moves into the second year, the focus will shift to evaluating the implementation of specific recommendations.

Concerns regarding community engagement were also addressed, with the board acknowledging the need for ongoing communication and outreach to build trust and support among families. Efforts to engage with BIPOC student groups through focus groups and provide inclusive spaces were highlighted, alongside the necessity of addressing the broader community’s needs and reservations about the changes being implemented.

Funding for the initiatives was a key topic, with the board approving a budget of $350,000 for implementing the recommendations. An additional $250,000 was received for integration recommendations from a Rutgers team, intended to support tier systems of support and curriculum integration.

The board also discussed the implementation of a structured tiered system of support, which is critical for addressing academic and behavioral needs. This system aims to hold staff accountable and ensure effective intervention strategies are in place, incorporating social-emotional learning to address students’ holistic needs.

Further conversations included the district’s efforts to enhance math instruction, particularly through the development of a sixth-grade curriculum to increase access to higher-level courses. A consultation model is being explored to support students with special needs in general education settings, offering tailored assistance.

This approach has been well-received by board members, who appreciate the clarity it provides. The session ended without public comments, and the board moved on to new business before adjourning.