Chronic absenteeism, defined as students missing more than 10% of school days, has been a issue, with the district’s current absenteeism rate estimated to have dropped to approximately 19%. The newly proposed plan emphasizes enhanced communication with parents. Schools are also encouraged to engage in regular discussions with students about attendance expectations during class meetings.

The plan includes forming school-level teams responsible for consistently monitoring attendance data and evaluating the effectiveness of interventions. These teams will report their findings to a district-level committee, enabling the sharing of successful strategies across schools. The board stressed non-punitive measures to encourage attendance, such as potential incentives for students, which will be customized to meet the distinct needs of different communities.

Additionally, the board discussed specific barriers faced by at-risk students. Administrative and counseling teams have initiated articulation meetings with sending districts to identify students with existing attendance issues. The board emphasized collaboration with external resources, including family crisis services and local counseling providers, to offer comprehensive support for families struggling with attendance challenges.

A notable initiative within the plan is the introduction of attendance criteria for students seeking exemption from final exams. This policy, particularly aimed at seniors who represent the highest percentage of chronically absent students, requires that students must not exceed 13 absences to qualify for exam exemptions. This threshold was carefully considered, taking into account the number of exam days and the potential for further absences if students were allowed to be exempt without meeting attendance requirements.

Discussions also highlighted the complexities of accurately reporting attendance, especially concerning students with Individualized Education Programs (IEPs). It was confirmed that absences linked to medical conditions, even if documented in an IEP, are still counted against students by the state. The board recognized the challenge this presents and expressed a commitment to ongoing dialogue with families regarding attendance expectations and the importance of student participation in school activities.

Beyond absenteeism, the board meeting covered several other topics. Superintendent Dr. Nicole P. Hazel reported on the readiness of the district to welcome approximately 10,000 students for the upcoming school year. She shared statistics for the class of 2025, noting that while most students met graduation requirements, a small percentage did not, primarily due to failing assessments. Dr. Hazel emphasized the district’s focus on ensuring successful post-graduation pathways for all students.

The meeting also included a presentation on the Student Safety Data Sheets (SSDS), detailing incidents of violence, vandalism, and other disciplinary matters. The district reported a decrease in incidents compared to the previous year, attributing the positive trend to the efforts of staff and administration.

Facility improvements were another key topic, with reports of upgrades completed over the summer. Projects included paving, STEM lab installations, and security enhancements across several high schools. The administration expressed pride in these accomplishments, stating that the schools were well-prepared to welcome students into enhanced environments.

In terms of curriculum, the board highlighted ongoing efforts in curriculum writing and revisions for various subjects, including International Baccalaureate (IB) history courses and core subjects such as math and algebra. The success of SAT prep courses was also noted, with positive feedback from participating students.

Lastly, the meeting concluded with the introduction of a new supervisor of special education, Michelle Figen Winter, who will join the leadership team at Manalapan High School. Her appointment was framed as a step towards enhancing support for students in the district, given her extensive experience in special education and her data-driven approach to instruction.