The meeting commenced with a presentation by the director of curriculum instruction and staff development on the New Jersey Graduation Proficiency Assessment (NJGPA) results. This assessment is administered to all 11th-grade students to evaluate their readiness for graduation in English Language Arts (ELA) and mathematics. The proficiency level cut is set at 725 for both subjects.

The board noted that these figures represented a strong performance compared to state averages. Specific subgroup performances were highlighted, with Hispanic students at 91.2%, Asian students at 98.1%, Black students at 76.5%, and White students at 94.6% achieving graduation readiness. Gender-based data showed that 94.4% of males and 97.3% of females were prepared to graduate. Among economically disadvantaged students, 83.3% were graduation-ready, while students with disabilities showed a readiness rate of 75.6%.

In mathematics, 92% of students were graduation-ready, with 8% still striving for proficiency. The breakdown of subgroup performance revealed that 79.4% of Hispanic students, 97.6% of Asian students, 58.8% of Black students, and 89.9% of White students met the criteria. The data for gender showed that 92% of females and 91.6% of males were prepared for graduation. Among economically disadvantaged students, 69.4% achieved readiness, and students with disabilities showed 53.3% readiness.

The board engaged in a thorough discussion regarding the shift in mathematics performance from 2023 to 2025, with concerns raised about the timing and effectiveness of interventions. The director of curriculum assured the board that student performance is closely monitored, with proactive interventions implemented months ahead for at-risk students. The board also expressed the importance of addressing the needs of economically disadvantaged students, acknowledging the challenges they face in achieving high success rates.

Following the assessment discussion, the board turned its attention to the introduction of the Hope Squad program, a new initiative aimed at promoting mental health among students. This program trains students to identify signs of distress in their peers, with the objective of providing timely support. The program will be financed locally for its initial two years, with potential funding from various sources thereafter. Board members expressed concerns about the program’s long-term sustainability and its potential impact on student mental health, emphasizing the need for continuous evaluation and support.

The board also discussed the district’s approach to monitoring student growth, utilizing the STAR 360 assessment from third to eighth grade for mathematics and from third to tenth grade for English Language Arts. For high school math courses, course assessments are aligned with educational standards, supplemented by marking period and unit assessment grades.

Operational matters were addressed by the Operations, Facilities, and Finance Committee. Updates on the auditor Request for Proposal process were provided, with two firms invited for interviews. Oversight plans for the food service program were discussed, highlighting increased monitoring through advisory meetings and cafeteria visits. The unresolved shared service agreement for the community pool was also noted, with ongoing communication between the township and school administration.

Concerns regarding K-24 school restructuring were raised, with feedback from parent groups prompting a feasibility study. An architect is scheduled to provide further insights at the next committee meeting. New business items included the approval of a fee increase for the YMCA program and a report from the district’s food service vendor, indicating approximately $129,000 in cost offsets through May.

The meeting concluded with a discussion on student retention, as enrollment data showed a drop of 90 students from the previous year. Board members emphasized the importance of understanding why students are leaving the district, advocating for data-driven strategies to address retention and growth. The board stressed the need for a comprehensive understanding of student departures to inform future decisions and initiatives.