One development during the meeting was the approval of the $2.9 million SDA grant, with the school district responsible for $1.7 million of this amount. This grant is designated for the installation of new air handlers and HVAC units across all schools in the district. The funds will be distributed over the next three years.

Another noteworthy decision was the approval of a purchase agreement for a new board office on Newark Pompton Turnpike. The $575,000 agreement marks a strategic move for the district, as it seeks to centralize operations and provide a more efficient workspace for administrative tasks.

During the meeting, the board also accepted non-public school nursing funds totaling $27,690. These funds are earmarked for nursing supplies and services at non-public schools within the area.

The board acknowledged the recent completion of resurfacing and striping of the parking lot at Steven Jerice Elementary School, which took place on July 7th. This project is part of ongoing efforts to maintain and upgrade school facilities. Additionally, fieldwork for the 2024-25 audit commenced on the same day, with completion expected by October 15th. The final audit is due to the state by December 15, 2025.

In a discussion on student assessment and proficiency, the board focused on the New Jersey Student Learning Assessment (NJSLA) and the New Jersey Graduation Proficiency Assessment (NJ GPA). Emphasis was placed on monitoring students from grade nine to identify those in need of additional support, particularly in English Language Arts (ELA) and mathematics. The district is considering compiling portfolio assessments before the traditional grade eleven timeline to reduce stress during the senior year for students struggling with assessments.

The district’s approach includes using tools like Common Lit for remediation and benchmarking instruction. Teachers are encouraged to identify class-specific data and set student goals based on individual performance metrics. In mathematics, comparisons were made between state averages and local student performance, with 83.4% of students reported as “graduation ready.” Only a few students are required to take additional assessments.

The board also reviewed ACCESS test results for multilingual learners, with 37 students participating and an average score of approximately 3.5. A score of 4.5 is necessary for exiting the ESL program, and although progress is evident, some students still refuse services but are required to take the test. Notably, eight students successfully exited the program during the previous academic year.

The board discussed the comparability of district performance with similar districts, noting that while the state no longer categorizes schools with letter grades, upcoming school performance reports will provide detailed comparisons. An examination of former district factor groups was suggested for more insightful performance comparisons.

Policy discussions included the acceptable use of generative artificial intelligence, particularly for students. While a formal policy for staff use may not be necessary, there is support for staff utilizing AI tools for efficiency, with restrictions on using AI for sensitive tasks like writing IEPs until internal solutions are developed.

Staffing challenges were addressed, particularly the ongoing search for two Spanish teachers and a special education science teacher, complicated by the need for dual qualifications. Additionally, a part-time LDTC position remains difficult to fill, and there is a call for elementary lunch aides.