Dr. Michael DeTuro, the Superintendent, delivered an update on the progress of multilingual learners, focusing on the results of the ACCESS assessment. This test, which evaluates language proficiency across speaking, listening, reading, and writing, was administered to 64 multilingual students, with a 100% participation rate. Dr. DeTuro emphasized the importance of academic language proficiency, explaining that students need more than just conversational skills to succeed academically. He noted that all students demonstrated progress in all tested domains, with significant improvements in reading, a priority area for the district.

In addition to the assessment results, Dr. DeTuro outlined the intervention strategies implemented over the past year. These included curriculum updates and intensive professional development aimed at enhancing literacy for multilingual learners. The district also focused on targeted support strategies such as after-school tutoring and the introduction of new courses to bridge gaps in algebra and geometry understanding. A notable addition was the multilingual learners pre-algebra solutions class at Ramapo Ridge, designed to prepare students for future mathematics courses.

The Superintendent’s report also highlighted an enriching field trip to the local post office, where students explored career pathways and community opportunities. This practical experience allowed students to engage in meaningful discussions about their futures and the professional world.

The board then shifted its focus to the New Jersey Graduation Proficiency Assessment (NJ GPA), a crucial metric for high school graduation. The current status of the class of 2025 was discussed, with 92% of the 203 students tested in English meeting the graduation readiness threshold, and 83% achieving this in math. The improvement in scores, especially among the special education population, was a significant highlight. The proficiency rate for special education students rose from 49% last year to 71%, attributed to a cross-curricular approach and the integration of general education courses.

Further emphasizing the district’s success, the board noted that all 226 seniors from the class of 2024 graduated, maintaining a high graduation rate. The board clarified that this rate includes students who may have left the school for various reasons, including special education attendance and academic requirements. Additionally, 33 students from the class of 2024 passed substitute competency tests, with consistent performance in SAT and ACT scores. The average SAT score was reported at 600, with a combined score of 123.

The meeting also covered the success of the Advanced Placement (AP) program, with 210 students taking 477 AP exams and 91% receiving college credit for their scores, averaging 3.8. Notable growth was seen in computer science and English language composition. The board highlighted that 92.9% of students attended two-year technical schools, and 82% went to four-year colleges, with various other post-secondary plans including military enlistment and gap years.

Public participation was invited, allowing attendees to ask questions or comment on educational issues, limited to one question and three minutes per individual. The meeting proceeded smoothly without any notable points of contention or disagreement.