A significant portion of the meeting focused on the preliminary results of the NJGPA, which revealed slight increases in English Language Arts and math scores, but also highlighted ongoing achievement gaps, particularly among Black and Hispanic student groups. The Board was briefed on the necessity of the NJGPA for graduation, noting that students unable to pass have alternative assessments or portfolio options to meet requirements. The Superintendent explained that although the gains in the NJGPA scores were marginal, they were a positive sign compared to stagnant state averages.

Concerns were raised regarding the impact of student opt-outs on overall assessment results. A decline in science scores was noted when participation was low. The performance of students in programs like English as a Second Language (ESL), special education, and general education was reviewed. The ESL data was withheld due to privacy concerns stemming from the small number of students. The need for increased collaboration between general and special education departments was emphasized to improve outcomes for special education students.

The Board discussed next steps for students not deemed graduation-ready based on their NJGPA scores. Approximately 15 to 20 students had already met graduation criteria through PSAT scores, reducing the number of students requiring additional support. For those needing further assistance, “math plus” or “English plus” classes were proposed, offering small group instruction and portfolio assessments. The ACUPLACER test, planned for December, was highlighted as a successful tool for multilingual learners in the past.

The ACCESS assessment for ESL students, which evaluates reading, writing, speaking, and listening skills, was addressed. The Board considered the challenges in differentiating learning issues from language barriers and stressed the need for improved instructional strategies. Areas for growth included better student support, parental engagement, and enhanced tier-one general education instruction for multilingual learners. Plans for professional development for ESL staff were outlined.

In discussions of the Dynamic Learning Maps assessment, the Board reviewed performance results, noting that sixth-grade students showed the strongest outcomes. The purpose of DLM assessments was clarified as ensuring accountability and equitable treatment for students with significant disabilities, who cannot opt out but receive tailored instruction to participate. The meeting also acknowledged the participation of out-of-district students in these assessments.

The meeting transitioned to a public forum, though attendance was minimal, and no comments were made. The Board reviewed a report on harassment, intimidation, and bullying, discussing the school self-assessment aligned with the anti-bullying bill of rights.

The operations committee reported on facilities improvements, sustainability initiatives, and new food service equipment. The personnel committee reviewed job descriptions for supervisors of special education and board-certified behavior analysts, in addition to discussing new staff orientation and stipends. The student achievement committee evaluated AAPL testing results and curriculum reviews, while the equity committee planned to meet in September.

The meeting concluded with the announcement of the retirement of two long-serving educators, Dr. Steve Carson and Liz Lean, whose combined service spanned 54 years. Their contributions to the school community, particularly Dr. Carson’s impact on science education, were acknowledged.