At the forefront of the meeting was a presentation on the New Jersey Graduation Proficiency Assessment (NJGPA) results, delivered by Patrick Pandolfo, director of student intervention and district testing. The NJGPA is a mandatory test for all 11th-grade students in New Jersey, assessing proficiency in language arts and mathematics as a graduation requirement. This year, the passing score was adjusted from 750 to 725, but only 65% of Dover’s 11th graders passed, compared to the state average of 80%.

The district’s performance, though slightly improved from the previous year, highlighted a significant gap, particularly in mathematics, where only 39% of Dover students passed versus 58% statewide. Pandolfo pointed to the diverse demographic of the district, noting that many students had not attended New Jersey public schools for a full 12 years, impacting their test readiness. He also emphasized that special education and multilingual learners faced unique challenges, especially in language arts.

To address these issues, Pandolfo outlined targeted interventions, including small group instruction aimed at enhancing problem-solving skills and critical thinking. Board members engaged in discussions about comparing district data with other schools in Morris County and requested more information on the consequences for students unable to meet graduation requirements. The board was particularly interested in the large number of students resorting to portfolio assessments after failing the NJGPA.

The meeting then transitioned to the performance of multilingual learners, with an update on the ACCESS test results. This test, part of the WIDA consortium, measures English language proficiency, and the results are important for determining student placement in bilingual programs. The presentation revealed that 58% of tested students had been in the district for two years or less, complicating the measurement of progress. Nonetheless, proficiency levels were increasing, with 64 students exiting the program this year.

Despite this progress, challenges remained, as many students still scored below the exit threshold of 4.5. The board discussed the district’s plans to expand dual language programs and enhance support for multilingual learners, particularly in the lower grades. Questions about the time it took students to exit the bilingual program prompted responses indicating a range from three to seven years.

Another point of discussion was the district’s financial outlook, highlighted by a $90,000 reduction in funding, including Title I programs. Concerns were raised about the district’s ability to manage this loss while seeing an increase in preschool students needing services. The board reviewed bids for school vehicle maintenance and approved a contract with Balair Services as the lowest qualified bidder.

Additional legislative updates were provided, detailing new mandates such as providing parents with information prior to Individualized Education Program (IEP) meetings and ensuring mental health resources are accessible to students.

The board also reviewed several curricular updates, approving a variety of new courses aimed at meeting the needs of diverse learners. This includes offerings in multilingual biology and chemistry, ESL programs, and innovative courses such as social media marketing and entrepreneurship. The board expressed appreciation for the hard work of teachers and administrators in developing these programs.

Finally, community engagement initiatives were discussed, including the launch of a new chat box feature on the district’s website to improve communication with families and community members. The board also addressed ongoing construction projects, including the North Dover annex and HVAC upgrades, emphasizing the importance of transparent communication with the public about these developments.