The meeting began with a detailed presentation on the 2024 New Jersey ACCESS testing, specifically focusing on the assessment of multilingual learners. The director of curriculum highlighted a shift in terminology from “English Language Learner” to “multilingual learner,” reflecting the diverse backgrounds of the students. The ACCESS test, administered from February through April 2024, evaluates students in listening, speaking, reading, and writing, contributing to an overall proficiency score.

The presentation included statistical data on proficiency levels among assessed students, with specific attention to the restrictions on reporting results for groups smaller than ten. There were gray boxes in the data slides representing these unreportable groups. Discussions ensued regarding the consistency of proficiency scores across several grade levels, with particular emphasis on oral language skills, which include listening and speaking.

One notable point was the drop in numbers from one grade to the next, especially from spring 2022 to 2023. This prompted a discussion about the movement of students in and out of the district, affecting reported results. Changes in population could lead to varying assessments of proficiency levels year over year. ESL specialists and general education teachers were acknowledged for their active engagement in addressing the needs of these students, despite the inability to present specific identifiable information publicly due to state guidelines.

The assessment results for various subtests were detailed, highlighting areas such as oral language, literacy, and comprehension. Oral language scores were noted to be relatively high, indicating effective ESL instruction, particularly at the kindergarten level. Data from second-grade assessments showed a consistent pattern in student performance, with strong oral language and comprehension skills. Third-grade results approached the threshold for proficient scores.

Data from grades K through six showed that in 2022, 29% of assessed students exited the ESL program, while in 2023, this figure dropped to 23%. However, in 2024, there was a notable increase, with 35% of students reaching the exit criteria. ESL specialists expressed pride in these results, highlighting the intensive nature of the testing and the dedication required from students.

In addition to the ESL program updates, the meeting addressed support for multilingual families and instructional improvements. The district has engaged with multilingual families through initiatives like an information session that attracted several parents, aided by the provision of childcare. This session included participation from Riverdell students. Plans are in place to replicate this successful model in the upcoming year.

The district has also organized professional development sessions for ESL specialists, incorporating input from notable literacy consultants. The goal is to ensure teachers apply what they learn in these sessions to benefit their students, with positive feedback noted from staff. The ongoing review of data on multilingual learners will inform instructional strategies for both ESL and general education. The focus will extend to small group and multisensory instruction in English language arts and mathematics, with additional support targeted at content areas like science and social studies, which present unique vocabulary challenges for multilingual learners.

Concerns were raised about the participation of parents in the advisory group, primarily due to language barriers. Efforts to involve more parents are ongoing, and community members interested in contributing are encouraged to reach out.

Superintendent Dr. Bernice provided an enrollment update, reporting a current total of 1,173 students, a slight decrease from the previous year. She acknowledged a successful new teacher orientation process with eight new employees and a virtual orientation for substitute teachers. However, the district faces challenges in maintaining a sufficient number of substitute teachers, with current employment at 17, down from 25 the previous year. Dr. Bernice emphasized the need for a stronger substitute pool, indicating that ideally, the district requires about 40 substitutes. Efforts to establish relationships with local universities for recruitment are underway.

In administrative matters, the board is set to uphold the decision regarding a harassment, intimidation, and bullying (HIB) corrective action plan, and the adoption of Hipster software aimed at streamlining district procedures was also on the agenda. Curriculum updates for K-6 English language arts and mathematics are scheduled for approval, with the district aiming for compliance with new standards ahead of schedule. Recognition was given to the custodial staff for their extensive preparations for the new school year, although repairs to the West gym at Roosevelt School are still pending, with completion expected by the end of October.

Personnel changes included the appointment of Mr. Jim Marcella to assist with transitions at Roosevelt School and Brooke Geller as the supervisor of innovation, assessment, and special projects. Dr. Bernice praised Ms. Geller’s extensive experience in public education and her roles at Teachers College Columbia University and as a regional director focused on literacy initiatives.

The board also acknowledged over $300,000 in school facility improvements, specifically door access and camera upgrades, with reimbursement already processed. The summer saw various facility updates, such as a new copier lease, repairs to the back stairway, and mulch deliveries for playgrounds. The Cherry Hill playground is nearly complete, and the gym floor abatement is underway. The board secretary reported that work on the school roof is almost finished, with plans to seek a 40% reimbursement for the project. The boiler installation at Roosevelt is nearing completion, with funds reserved for future boiler work at Cherry Hill.