Fort Lee School Board Debates Zoom Participation for Public Comments Amidst Varied Concerns

During the recent Fort Lee School Board meeting, a debate emerged regarding proposed policies on public participation via Zoom during board meetings. This discussion highlighted differing perspectives on maintaining traditional in-person meeting structures versus embracing modern technology to enhance public engagement.

A board member expressed disagreement with the removal of the Zoom option for public comments, emphasizing a preference for extended meetings to accommodate all community voices. They stated, “I would rather sit here one or two three nights a year until 10 or 11 o’clock and know that we’re getting a chance to hear what every community member has to say.” Another member suggested revisiting the policy in the committee for further drafting, resulting in tensions about whether to amend the policy or proceed with a vote. The board’s attorney clarified that any modified policy requires two readings before becoming effective. The motion to return the policies to the committee for revision passed after a roll call, with varying votes among the members.

Public comments reflected widespread concern over the potential removal of Zoom participation. One parent, Stephanie Coto from Tom Hunter Road, highlighted the challenges faced by parents of children with disabilities, stating, “I had a child with disabilities; I couldn’t leave my son alone. There’s no way that I’m going to drag my son to these meetings.” She stressed that many parents work different shifts and may be unable to attend in person, particularly with ongoing bridge closures adding to traffic issues. Coto argued that Zoom has allowed for broader community involvement, calling any move to limit it “one of the most nefarious things that I’ve heard come up yet on this board.”

Another community member, identified as Prios, argued that Zoom has become an important part of life and work, describing the proposal to remove it as “cheeky” and regressive. He emphasized that it would silence important voices. Irena KES also raised concerns about the removal of Zoom, noting that many parents struggle to attend meetings due to conflicting schedules, particularly when picking up children from after-school activities.

The board members responded to these public comments by clarifying that the proposal to remove Zoom participation had been withdrawn from the agenda for that evening. Nevertheless, the concerns about accessibility and inclusivity persisted.

In addition to the debate over Zoom participation, the meeting featured a detailed presentation on the performance of multilingual learners within the district. Data from the New Jersey Graduation Proficiency Assessment (NJGPA) and ACCESS test results from Spring 2024 were presented. The NJGPA is a state requirement for all 11th-grade students, encompassing English Language Arts and Math components. Fort Lee students performed above the state average in both areas, although there was a noted 5% decrease in English language arts performance compared to the previous year, while mathematical proficiency improved by 7%. Disparities among different ethnic subgroups were also highlighted, with some groups showing a decline in performance.

The assistant superintendent emphasized the need for focused support in areas where students struggled, particularly in reading informational texts and geometry. Planned interventions included professional development for Algebra 1, Geometry, and Algebra 2 teachers, along with a revised English language arts curriculum aimed at enhancing reading skills. Tutoring and specialized support for multilingual learners were also mentioned as crucial strategies moving forward.

The presentation then shifted to the ACCESS test results, assessing English language proficiency among students eligible for English as a Second Language services. The overall performance showed that among grades K-4, 36% of multilingual learners scored at levels four or five, with similar trends observed in higher grades. However, declines were noted in specific grades, particularly in the lower elementary levels. A significant increase in the population of multilingual learners, with a total increase of 117 students, was also highlighted.

Comparative analysis across racial and ethnic subgroups revealed that while many students scored at the lower levels, 71% of students in the multiple races subgroup achieved scores of four or greater. The report outlined both improvements and declines in performance across various groups, necessitating ongoing attention to instructional strategies and support for students with disabilities and multilingual learners.

In response to these findings, several initiatives were outlined for the 2024-2025 school year. These included extensive curriculum assessments and revisions for elementary English as a second language programs, curriculum resource pilots, and professional development opportunities. The initiatives aimed to enhance literacy and foundational language skills, with coaching opportunities for science and social studies departments and workshops for ESL and bilingual staff.

Further public comments addressed multiple concerns regarding the continuation of Zoom as an option for participation, the hiring of staff at a new school, and various policy matters. One speaker emphasized the importance of allowing public participation through Zoom. Another participant, Andrew G., raised specific inquiries regarding the new school on Tom Hunter Road and the presence of a school nurse and interim director.

Note: This meeting summary was generated by AI, which can occasionally misspell names, misattribute actions, and state inaccuracies. This summary is intended to be a starting point and you should review the meeting record linked above before acting on anything you read. If we got something wrong, let us know. We’re working every day to improve our process in pursuit of universal local government transparency.

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