Mr. Ross detailed the collaborative effort behind the preparation of the NJGPA scores presentation, acknowledging the contributions of several individuals. The focus was on assessing students’ readiness for graduation and offering support for those not meeting the threshold score of 725. Various strategies were discussed, including introducing alternative school programs during the day, previously only available after school. New testing opportunities in fall and summer aim to keep students on track, with plans to offer Academic Support Instruction (ASI) for English and math at all grade levels by the 2025-2026 academic year.

Data on math scores over the past three years was presented, with a reported mean score of 712 for the 2022-2023 academic year, showing a six-point increase from the previous year. Despite this, there was a plateau in scores, prompting a focus on students scoring between 690 and 724, known as the “graduation readiness bubble.” The 11th-grade cohort showed notable growth, with mean scores rising from 697 to 713.

The English Language Arts (ELA) scores also saw a slight increase, with the mean scores rising from 751 to 754. This improvement was attributed to strategic shifts in teacher assignments, allowing for better student monitoring and support. The effectiveness of tutoring and ASI initiatives was also highlighted as contributors to improved student outcomes.

Throughout the presentation, there was a consistent emphasis on intentional actions to support students at risk of falling behind. Strategies included more comprehensive testing, tutoring, ASI, and curriculum changes like new math programs and benchmark assessments.

Further discussion during the meeting centered around the preliminary analysis of student performance, particularly regarding graduation readiness and proficiency in various subjects. An increase in proficiency, especially in language arts, was aligned with state trends. A specific cohort showed a 16-point growth in math, attributed to tutoring and ASI programs.

The administration and faculty were acknowledged for their hard work and progress in improving student outcomes. A 66% proficiency rate was noted among NJGPA math tutoring attendees, and efforts to address student dropout rates and provide support through alternative programs were discussed. An existing after-school alternative program has seen increased participation, and ASI and intermediate math courses are designed to help students meet graduation requirements.

Concerns about identifying at-risk students for ASI programs were addressed, with efforts being made to target these students based on their academic performance. The introduction of advanced opportunities, such as AP classes and dual credit courses, was discussed, alongside strategies for students scoring in the 650–700 range.

The graduation rate of the current cohort was scrutinized, with a previous year’s rate of 95% not expected to be matched by the current cohort. Out of 169 students, 40 need to pass in English and about 100 in math, leading to tutoring sessions being implemented for preparation. Alternative pathways to graduation readiness, such as passing the PSAT or SAT or completing an alternative portfolio process, were emphasized.

The meeting also provided an overview of the summer college and career readiness program at Lafayette, designed for high school students in grades 10 through 12. The program includes a boot camp offering essential skills for college and careers, with free meals provided.

The education committee’s recent meeting focused on the assessment schedule for the upcoming year, introducing a new tool called Linkit. This tool aims to help teachers track student progress relative to state curriculum standards while maintaining a balance in assessment frequency.

Staffing updates were highlighted in the HR report, including the hiring of a new principal at Smoly School and a supervisor for bilingual ESL and world language programs. Additionally, district maintenance projects were reported, with some nearing completion and others requiring further attention.