The meeting commenced with the Board entering an executive session to discuss sensitive matters related to harassment, intimidation, and bullying. Upon reconvening, Mr. Mosley led a detailed presentation focusing on the district’s initiatives to address these issues, emphasizing internet safety for high school students with the collaboration of the Ocean County prosecutor. Anti-bullying specialists have been educating students during gym classes to promote internet safety and good character, essential elements in preventing bullying.

Dr. Anderson, the director of curriculum instruction, followed with a report on the ACCESS testing for multilingual learners (ML). This assessment tracks students’ progress in English comprehension, including speaking, listening, writing, and reading. The 2024 administration data revealed varying proficiency levels across different grades, with 42 students successfully exiting the program this year. Dr. Anderson highlighted the district’s efforts in implementing bilingual classes and high-intensity models for middle school students, alongside expanding digital resources and providing professional development for teachers. This comprehensive approach aims to enhance instructional strategies for ML students and ensure their academic success.

Continuing with academic updates, Dr. Anderson presented the results of the New Jersey Graduate Proficiency Assessment (NJ GPA) for 11th-grade students. The district reported a graduation-readiness rate of 85.1% in ELA, surpassing the state average of 81.6%, and a substantial improvement in mathematics performance, with a growth of 7.6 points to reach 48.6%, compared to the state average of 54.7%. These achievements reflect the district’s focused efforts on enhancing student learning outcomes.

Additionally, a detailed report on student achievement highlighted significant growth in ELA and mathematics compared to the previous year. Economically disadvantaged students showed a 3-point increase in ELA, while students with disabilities achieved an 8-point increase. However, the English Language Learners (ELL) subgroup saw only a 1-point increase in ELA, and a 2-point decrease in mathematics, attributed to the higher difficulty of the test due to language demands. The district is implementing various strategies to support student achievement, including employing an interventionist, revising the curriculum, and integrating new assessment tasks into the ESL curriculum. The adoption of the computer-adapted program Freckle aims to remediate specific areas of weakness among students.

The facilities committee report provided updates on ongoing air conditioning projects in several schools, noting some pending final inspections and others scheduled for upcoming summers. The committee also discussed an increase in the budget for Osbornville’s kitchen addition and recommended utilizing funds for a one-man lift for maintenance and a pole building project at Lake Riviera. Additionally, discussions included community solar initiatives, electric school bus grants, and the potential sale of naming rights for the football stadium to generate advertising revenue.

During the public comment section, a resident, Molita Gagliardi, expressed gratitude for the services provided by Brick Public Schools, praising the positive school experiences of her children. The board members echoed sentiments of appreciation towards teachers and staff, and one member shared personal reflections on their child starting preschool, emphasizing the importance of maintaining high academic standards and the successful completion of orientation events.

The board also acknowledged community contributions, including school supplies donations and grants totaling $7,000 for each high school, credited to the efforts of grant writer Nicole Panucci. The Human Resources section included the approval of new hires, particularly security officers with backgrounds as retired police officers and state troopers.