The meeting opened with a detailed presentation on student performance data from the NJ SLA, highlighting both strengths and areas needing improvement. The analysis covered ELA, math, and science scores, with board members emphasizing the need to identify patterns and trends to inform educational strategies. The presentation revealed that ELA performance varied across grades, with notable improvements in some cohorts, such as the third graders who increased from 47% to 66% in passing rates. However, a decline was observed in fourth graders, dropping from 81% to 63%. Discussions underscored the importance of considering both cohort performance and individual student growth, contextualized within the district’s socioeconomic peer group, the District Factor Group (DFG).

In math, the board noted general consistency, but with certain grades experiencing fluctuations. For example, third graders showed a marginal increase from 52% to 53%, while sixth and seventh graders maintained stable passing rates at 58% and 61%, respectively. Challenges arose in eighth-grade assessments, where the inclusion of Algebra I and Geometry students skewed the general math data. Despite these fluctuations, the district’s overall math performance surpassed the state average and outperformed DFG peers.

This issue was attributed to the NJ SLA’s format and timing, which some board members argued did not truly reflect student learning or engagement. They criticized the lengthy testing format and the lack of individual score reporting, which could demotivate students. Conversely, fifth graders showed a stronger performance with 71% passing, highlighting inconsistencies within the grades.

The board discussed strategies to address these challenges, including the introduction of “retach and enrich” programs for grades two and three. This initiative aims to consolidate learning by regrouping students based on assessment performance, allowing for targeted instruction. Teachers are also using state-issued evidence statements to pinpoint areas needing reinforcement, such as geometry, which is being introduced earlier in the curriculum.

A formal curriculum review is planned for math programs in grades two through five, prompted by identified weaknesses. The board intends to form a committee to explore alternative programs that might better meet student needs. This is part of a broader effort to ensure assessments are rigorous and provide opportunities for students to apply their knowledge critically, rather than simply recalling information.

Additionally, the board is collaborating with Dr. Ji from Montclair State University to enhance special education support. This partnership focuses on tailoring instruction, developing goals, and monitoring progress for special education students, recognizing the need for extra attention to ensure they receive the appropriate support.

The board also addressed the low state-wide science assessment scores, with a board member questioning the test’s validity given the poor results. There was consensus that the accountability for science assessments does not match that for ELA and math, leading to frustration over the lack of constructive feedback to improve instruction.

Community engagement was another focus, with the board reviewing reports from the Director of Special Services and the Director of Guidance. Announcements included an upcoming open house and changes in preschool program scheduling, allowing for earlier enrollment decisions. The board encouraged active participation from parents, emphasizing the role of the Parent-Teacher Organization (PTO) and the Education Foundation in supporting school programs. Upcoming events, such as a Fall Festival and an eighth-grade fundraising initiative, were also highlighted.