The 2024-2025 state assessment report, presented by Dr. McGary, took center stage as it detailed the NJGPA results for the Class of 2026. The NJGPA evaluates students in algebra 1, geometry, and 10th-grade English language arts as a graduation requirement. The demographic breakdown revealed that Asian students and those identifying as two or more races achieved 100% graduation readiness. White students attained 94.4%, while Hispanic and Latino students were at 85.1%, and Black or African American students at 82.4%. A concern was highlighted for students with disabilities, who had a 70.1% readiness rate. Year-over-year improvements were noted, particularly for Hispanic or Latino students and Asian students, who saw increases of 8.2 and 9.4 points, respectively.

In mathematics, the district boasted an 85% graduation readiness rate, surpassing the state average of 58%. Despite this, challenges remained in mathematical reasoning, where only 43% of students exceeded expectations. The district plans to focus on enhancing problem-solving abilities and mathematical thinking skills. Improvements were also evident among economically disadvantaged students and those with 504 plans, showing gains of 13.3 and 11.6 points, respectively.

Dr. McGary also shared findings from the ACCESS for ELLs assessment, which evaluates English proficiency among multilingual learners. Ninety-two English language learners participated, with a qualifying score of 4 required to exit ESL services. The year saw a 9% increase in students exiting the program compared to the previous year, with listening comprehension as the strongest language domain.

Another topic was the relocation of the high school main office to improve accessibility for students and families. The move required considerable effort in relocating staff and refurbishing spaces, facilitated by the buildings and grounds director and custodians. The board also discussed major upcoming construction projects, including HVAC and electrical upgrades, with bids expected in October. These projects represent nearly $50 million in investments. Additionally, the board is exploring property appraisals to potentially reduce operating costs through leasing options.

Public comment brought forward several community concerns. Gary Morris from Fanwood addressed the referendum tax increase and its staffing implications. He questioned the immediate implementation of the tax increase before hiring additional teachers and suggested alternative staffing arrangements to mitigate costs. Morris also proposed acquiring a modular building planned for demolition as a cost-effective classroom space solution and raised concerns about parking for construction vehicles. The board responded, explaining legal requirements for having a full-time principal at each school facility and the process for managing tax increases.

Further clarifications were provided by Mr. Jones regarding tax increase queries. He explained the district’s request for full tax impact related to staffing, although specific billing cycle details were not shared. Mr. Jones also emphasized the importance of reserving office space for potential future student needs, given rising enrollment figures.

The board addressed federal funding, special education costs, and the disposal of obsolete books, approving a water infrastructure grant and resolutions for Latin and Hispanic Heritage Month, arts and education, and suicide prevention month. During public comments, Brad Herman expressed concerns about the reliance on test scores to assess school performance, arguing the lack of accountability could skew results. He suggested the district’s math performance was below average and could impact science outcomes without improvements. Another resident, Gary Morris, reiterated his concerns about immediate taxation from the referendum, labeling it a “sticker shock” and questioning fund management. The board assured that unspent funds would roll over into the next year’s budget, adhering to state regulations.