The in-depth analysis of student data revealed areas of success and concern. The presentation of end-of-year data focused on transfer numbers, Dibbles data, and I-Ready reading and math scores. Board members engaged in querying about the data, especially in comparison to state and national norms. The implementation of intervention rooms for grades one through six was discussed, pinpointing areas such as phonics instruction and math reasoning for targeted improvement. Phonics instruction, in particular, was noted for its positive impact on the data, with an overall growth in math scores compared to the previous year. Further discussion revolved around the number of students meeting their stretch growth objectives and the distribution of students across different performance tiers.

The board acknowledged advancements in areas like math relationships and fluency. The necessity to enhance certain target areas was recognized, and the Board emphasized the importance of establishing student domain goals based on assessment data. The incorporation of more reasoning-type questions with written responses into the curriculum was deemed essential. The district’s three-year goal regarding student growth was scrutinized, celebrating achievements and identifying goals that were not met. The percentages of students meeting their objectives in reading, math, and language arts were dissected by grade level and tier group. The significance of these results was a focal point of the conversation. The meeting also touched upon the use of assessment tools, such as I-Ready and Dibels, to pinpoint students’ needs to furnish suitable intervention services.

A shift in the conversation took place when the topic turned to administrative matters, particularly the consolidation of schools. The board revisited old business, specifically addressing the proposed school consolidation. The mention of a steering committee meeting to review a study related to the consolidation sparked debate and uncertainty, primarily concerning the involvement of Newfield in the merger and the pending tuition issue between Newfield and Delsea Regional. The board conveyed that the study had been revised to concentrate on merging Franklin and Elmer schools, explicitly excluding Newfield due to unresolved complications. During the public comment session, a community member inquired about the merger’s status and the prospect of a public vote. The board discussed the ongoing negotiations and the anticipated timeline for a decision on regionalization.