The primary focus of the meeting was the detailed presentation on the NJGPA results, which are critical for assessing the readiness of 11th-grade students for graduation. The presentation outlined that Vernon students performed above the state average, with 89.1% achieving graduation readiness in English and 65.2% in math. This is an achievement compared to the state’s 80.7% in English and 58% in math. The data showed a positive trend in math scores, with a 10% increase from 2024 to 2025. The analysis included a breakdown by race, though privacy concerns limited the granularity of the data. The report acknowledged the district’s demographic diversity, noting only Hispanic and white subgroups were represented in the available data.

Intervention strategies were also discussed, with a focus on supporting students who struggle to meet graduation requirements through alternative assessments and targeted programs. The district employs a multi-tiered system of supports, which includes instructional coaches and intervention strategies tailored to assist students in need.

In a related discussion, the NJ Access assessment data for multilingual learners was reviewed, highlighting the challenges in evaluating proficiency due to the small size of the multilingual learner population. The board discussed the performance metrics and the importance of providing tailored support to these students, noting recent curriculum changes aimed at enhancing their educational experience.

Public comment brought attention to issues within the district’s human resources department, as Robert Kennedy read a letter on behalf of his wife, Debbie Kennedy, who is a school district employee. The letter detailed her difficulties in securing temporary disability benefits after being diagnosed with stage three cancer, citing a lack of communication and transparency from the HR department. This situation underscored the need for better support systems and accountability within the district’s administrative processes.

The meeting also included discussions on technological integration, specifically the development of flexible policies to accommodate emerging technologies such as artificial intelligence. The board emphasized the importance of creating adaptable policies that allow for timely responses to technological advancements while avoiding the need for constant revisions.

Further, the board considered recommendations regarding staffing and program approvals for the upcoming school year, including the approval of certified teachers for bedside tutoring and collaborations with external educational agencies. There was also a focus on ensuring safety and preparedness through proposals for deadly weapons protection coverage and adjustments to food service pricing.

Superintendent Mr. Rogers provided a report on the district’s initiatives, including summer programs designed to mitigate learning loss and support student achievement. He acknowledged partnerships with local organizations and highlighted the expansion of preschool programs to meet community needs. The board was informed about ongoing challenges and successes.

In addition to these topics, the board engaged in a self-evaluation process led by an external facilitator. The evaluation highlighted strengths in committee use and goal setting but identified areas for improvement, such as communication strategies and the onboarding process for new board members. The board recognized the need for enhanced communication with the public and expressed a commitment to addressing these areas.