A prominent concern raised during the initial public comment segment was the new camera systems being installed on school buses. Arthur Z., a resident, queried the board about the functionality of these cameras, specifically whether they would be live-monitored or used solely for post-incident reviews. He emphasized the high expense of a system that would only record incidents and expressed a preference for live monitoring capabilities. A board representative confirmed that the camera system would feature both internal and external cameras with live streaming capabilities if necessary. The data from these cameras could be downloaded to district servers when buses were nearby. The board committed to informing the community about the camera system once it was fully installed.

Moving to public presentations, Miss Jenna Russo presented the annual self-assessment for grades under the Anti-Bullying Bill of Rights Act (ABR). This assessment considered multiple criteria, and Russo reported that all schools met the minimum requirements. The average scores were 81% for the elementary school, 71% for the middle school, and 88% for the high school, resulting in an overall district average of 80%. Russo detailed specific programs aimed at preventing harassment, intimidation, and bullying, including social-emotional learning programs, wellness fairs, and mental health awareness activities. These initiatives are designed to foster a positive school community and engage students through dedicated meetings and programs. The board discussed the self-assessment scores, emphasizing transparency and the continuous improvement of anti-bullying efforts.

The conversation then shifted to the accuracy and transparency of data reporting related to student assessments and district performance. The importance of truthful reporting was stressed, especially in light of potential complaints to the state regarding the district’s handling of HIV-related issues. The scrutiny by the state serves as a counterbalance to the temptation of artificially inflating performance data. This transparency ultimately benefits the district.

A detailed presentation on the Dynamic Learning Maps (DLM) followed. The DLM serves as an alternate assessment for students with significant intellectual or developmental disabilities who do not participate in state standardized testing. It allows these students to demonstrate their knowledge and skills in language arts, mathematics, and science. The assessments are available for students in grades 3 through 8 and grade 11 for language arts and mathematics, while science assessments occur in grades 5, 8, and 11. Although the results from the previous school year were not publicly reported due to small group sizes, the district continues to analyze the data for internal improvement.

General district achievements from recent assessments were highlighted, noting a continuous trend of positive growth, especially post-COVID. The district consistently scores higher than state averages, with an increase in student performance in various subgroups. Multi-tiered systems of support have been established to cater to diverse learner needs, including the launch of the Educ Climber platform, which aggregates student data into a single interface for easier access by staff and administrators.

In discussing English Language Arts (ELA) and mathematics performance, a 1.3% increase in students meeting or exceeding expectations was noted, with targeted improvements in literary and vocabulary development. Participation rates for assessments were also discussed, with near 100% participation, although some students opted out due to parental choice. A multi-year comparison demonstrated a consistent upward trend in student performance, with specific scores detailed for grades 3 through 9.

The meeting also addressed the academic performance of various student subgroups, particularly focusing on ninth-grade transitions and subgroup data reporting. The curriculum saw substantial revisions over the summer to align with the new New Jersey Student Learning Standards (NJSLS), with a particular focus on grammar, vocabulary, and phonics for grades K-5. Professional development for teachers included multisensory reading training and the introduction of new educational resources such as Lexia and No Red Ink.

The state comparison data showed Leonia’s performance in contrast to the state, with specific attention drawn to seventh-grade scores influenced by students taking advanced courses. The science curriculum, assessed in grades 5, 8, and 11, emphasized the application of scientific skills rather than rote knowledge, with reports of increases in performance for grades 5 and 8 and positive growth for grade 11.

The meeting concluded with discussions on the impact of COVID-19 on education, particularly its effect on student learning and assessment results. The administration was using assessment data to evaluate the pandemic’s effects, although isolating these effects remains challenging. Funding received for addressing learning gaps created by the pandemic, including grants for high-impact tutoring, was also discussed.