The meeting began with a report from the Superintendent on the ACCESS for ELLs test results. This national norm assessment evaluates students’ proficiency in speaking, listening, reading, and writing English. The goal is a passing score of 4.5, reflecting proficiency at the expanding level of language acquisition. The superintendent highlighted notable improvements in the number of students passing the assessment, although specific numbers were withheld due to privacy concerns when fewer than ten students are involved.

The report detailed the implementation of sheltered English instruction training for general education teachers, conducted over three days through Stockton University. Fourteen teachers from grades K-8 participated. Approximately 25% of the staff have now completed this training, contributing to improved support for students in the classroom.

Further initiatives included the use of WIN periods (What I Need) as an intervention strategy, allowing students to receive English as a Second Language (ESL) services without missing critical instruction in other subjects. This approach aims to provide additional language support while maintaining the integrity of regular classroom instruction.

The report identified writing and speaking as areas needing growth. Writing has consistently been the last domain mastered by English language learners, while speaking skills showed a slight decline. A target was set for 2026 to achieve full training for all staff in sheltered English instruction to meet the needs of the increasing multilingual learner population, which currently represents about 10% of the student body. Coordination between the ESL department and general education teachers was also highlighted as a priority.

Further discussions revealed that new multilingual learners, particularly those recently arrived from countries with less exposure to English, face significant challenges. Last year, 18 new multilingual learners entered the district, 17 of whom were new to the United States, impacting their initial assessment performance.

In addition to the ELL report, the board discussed the expansion of the preschool program. This year marked the first significant expansion, with a quality assessment conducted by the National Institute for Early Education Research across 187 state-funded preschool classrooms in New Jersey, including five in Little Ferry. The district received positive feedback, especially in staff-child interaction and individualized teaching, which exceeded the good scale.

However, areas for improvement were identified, notably the duration and availability of materials in the classrooms, which fell short of requirements. Personal care routines, particularly hygiene practices like handwashing, were not consistently observed. Gross motor play also received low scores due to the condition of the playground space, but a new playground had been established, expected to positively impact future assessments. An action plan was developed, including sharing assessment data with teachers and planning professional development initiatives.

Business Administrator John Gomez provided an update on the ongoing building project, confirming the installation and programming of locks. Financial tracking for June and July was being updated, with Gomez reassuring that the district’s financial situation remained stable.

The meeting saw limited discussion on committee meetings. The transportation committee had not met but was awaiting transportation bid results. A joint school bus plan was in place for local technical and Catholic schools.

Public comment on agenda items was invited, but no responses were received. The board proceeded with a block vote on specific agenda items, which passed without objection. The meeting concluded with an open comment period on non-agenda items, though detailed responses from the public were lacking.