A substantial part of the meeting was dedicated to the second reading of revisions to policy 2411, which pertains to counseling services. One speaker argued that the current policy does not adequately address the emotional and social needs of students. They expressed concern that the proposed changes might reduce essential support structures for students’ social and emotional well-being. The speaker emphasized the critical role of the counseling department in fostering supportive relationships and providing resources that empower students to develop their identities. They urged the board to ensure that the counseling services would not be diminished, irrespective of the policy vote outcome.

The board also delved into a review of student performance metrics, with particular attention to the results of the New Jersey Graduation Proficiency Assessment (NJGPA) and the ACCESS assessment for multilingual learners. The director of curriculum and instruction presented data showing that 69% of students were deemed “graduation ready” in mathematics, and 88% in English language arts. However, disparities were noted, such as the significant performance gap in math among Hispanic Latino students compared to other groups. The data’s complexity, described as “noisy” due to overlapping categories like economically disadvantaged students and multilingual learners, underscored the need for a nuanced analysis to improve overall performance metrics.

The longitudinal analysis of NJGPA results revealed fluctuations in performance, particularly noting the adverse effects of the COVID pandemic on student achievement. A noteworthy point was the introduction of the Genesis student information system, which facilitated deeper cohort analysis. For example, it was reported that among 11th graders who took the NJGPA, 54.7% were performing at or above grade level in eighth grade, which rose to 86.1% by the end of 11th grade. This growth in English language arts proficiency was highlighted as evidence of the effectiveness of instructional programs.

In contrast, the performance in mathematics showed different trends. Among students who took Algebra 1 in ninth grade, only 16% were at grade level in eighth grade, but this increased to 73.4% by 11th grade. Yet, students who started Algebra 1 in eighth grade saw a decline from 80% to 58% by the end of Algebra 2, raising concerns about the progression in math skills. The meeting stressed the importance of targeted support for students not meeting grade-level expectations, with a commitment to ensuring no student is left behind.

Discussion also focused on the multilingual learners (ML) within the district. The ACCESS assessment data was scrutinized, showing that 60% of students achieved the targeted growth in English language proficiency, though the current mean growth was below the goal. The variability in proficiency among multilingual learners was attributed to the constantly changing student population. Concerns about absenteeism among multilingual learners were raised, with cultural differences cited as a potential factor. Strategies to address this included engaging families to underscore the importance of regular school attendance.

The board also addressed organizational matters, notably the revision of the 2025-2026 school year calendar. This included the addition of early dismissal days for student professional development, which was framed as an investment in instructional excellence aimed at enhancing staff collaboration and learning. The calendar revision also saw the removal of a second back-to-school night in the fall.

Additionally, the board approved the chapter 27 emergency virtual or remote instruction program for the 2025-2026 school year, a requirement by the New Jersey Department of Education. This move aligns with ongoing adaptations stemming from the COVID-19 pandemic.

The meeting proceeded with committee reports, covering various action items including the renewal of contracts, establishment of new student clubs, and approval of trips. The Operations and Transportation Committee highlighted a notable $700 donation to the music department, while the Personnel Committee addressed staffing changes and professional development for staff.