A point of discussion was the introduction of a new attendance regulation, which seeks to delineate excused and unexcused absences more clearly. The regulation specifies that only those absences outlined by state code will be considered excused, and a doctor’s note will be required for student illness to qualify as such. This change aims to enhance student attendance and learning opportunities. The board emphasized the importance of optimizing student achievement and educating parents about these new requirements. A communication campaign will be launched to inform families, with updates to the parent and student handbooks and direct communications from school principals.

In terms of academic performance, the board reviewed an achievement report highlighting substantial progress in the Advanced Placement (AP) programs. The number of AP scholars and exams taken has increased since the 2021-2022 school year. This trend is attributed to concerted efforts to encourage AP course enrollment by adjusting entry criteria and promoting success within these courses. Professional development initiatives have been pivotal in improving teaching strategies and student outcomes.

Mr. Keaney discussed the New Jersey Graduation Proficiency Assessment (NJ GPA) results, with ELA and math components both exceeding 90%. Tutoring programs were highlighted as a support mechanism for students who do not pass the NJ GPA, alongside opportunities for retests and other assessments like the PSAT, SAT, or ACT. Historical data shows that fewer than ten students have had to use a portfolio process to demonstrate graduation readiness, with all students passing in recent years.

The board also focused on the district’s “belonging community journey,” an initiative to enhance equity in behavioral management and foster a sense of belonging among students. Professional development workshops have been conducted to support these objectives, with additional PD days planned throughout the school year. Efforts at various schools within the district include visits to observe other schools’ climate and culture, the development of a digital library for cultural competence, and updates to student handbooks. A curriculum checklist is being created to ensure educational resources align with the belonging and community initiative over the next five years.

The meeting also addressed professional development days, emphasizing the differentiation between K-6 and 7-12 grade levels. An outside consultant led workshops on emotional regulation for K-6 teachers, while grades 7-12 focused on school climate and technology surveys. Teachers expressed appreciation for the time allocated for self-reflection and collaboration. More than 400 In-School Professional (ISP) days were utilized this year, with teachers highlighting the value of these days for collaboration and lesson planning.

In administrative matters, the board approved minutes from previous meetings and addressed several action items, including finance and education-related motions. The introduction of new staff members, such as Heather Huber as a mathematics teacher and Stephanie Miller as a science teacher, was noted. A new flip book containing the district’s mission statement, five-year goals, and board goals was introduced as a resource for board members.