The board meeting unveiled the introduction of the NJSLA adaptive test, a state assessment designed to adjust to each student’s ability level, offering a more personalized evaluation. The field test for this new assessment is scheduled for October 27 through November 14, with sample questions being made available to students for preparation. This shift aims to provide more accurate insights into student learning and proficiency, allowing for better-tailored instruction to meet individual student needs.

In parallel, the board addressed proficiency gaps within the district, noting that while fourth-grade English Language Arts (ELA) and math targets were met, eighth-grade ELA and math did not reach their proficiency goals. The district acknowledged the need to improve eighth-grade performance, with plans to implement further support strategies. However, the district’s success in achieving a 55% inclusion rate for students in the least restrictive environment, exceeding the state target, was celebrated.

Special education was a focus, with presentations on the development of a comprehensive special education handbook and an instructional associate handbook. These tools are designed to enhance staff support and student service delivery. The board emphasized the importance of parent engagement, discussing the role of the Community Parent Advisory Committee (CPAC) and initiatives to improve communication and support for families. New training initiatives for teachers and instructional associates were highlighted, including RBT certification and collaboration with local organizations for art exhibits, which foster a sense of community and support for students.

The district’s efforts to expand the executive functioning class at Voorhees Middle School (VMS) were also discussed. This class aims to equip special education students with critical skills like calendar usage and time management, addressing gaps in student support. Additionally, the district is enhancing adaptive specials to ensure students in self-contained classes have access to subjects such as health, music, and gym.

To further support student learning, the board is exploring additional resources for VMS’s resource and inclusion support groups. Meetings with teachers are ongoing to improve student access to the curriculum and increase proficiency. Behavioral supports and training protocols for staff interactions with students were also emphasized.

The board discussed substantial progress in the district’s Response to Intervention (RTI) strategies, particularly in phonics instruction for struggling students. New initiatives, such as peer buddy opportunities and before and after school tutoring, aim to provide additional support for special education students.

The composition of the special services population was shared, with approximately 456 students receiving special education and an additional 160 receiving speech-only services. The child study team plays a role in supporting these students.

A highlight of the meeting was the success of the “buddy classes,” which saw significant volunteer participation from staff members. The Extended School Year (ESY) program was also praised for its engaging thematic activities, such as “solar s’mores” and “dinosaur week,” which aimed to enrich student learning experiences.

During the meeting, data regarding the ACCESS for ELLs testing results for multilingual learners was also presented. This assessment evaluates English proficiency across speaking, listening, reading, and writing domains. The shift in terminology from ELLs and ESLs to multilingual learners reflects a broader understanding of language acquisition. The board discussed the need for targeted interventions for subgroups exhibiting lower proficiency levels, particularly those identified as chronic absentee or low-income.

Concerns about data management for students falling into multiple subgroups were raised, with the board seeking assurance that assessments accurately represent student performance without inflating numbers. The effectiveness of the morning program for struggling students was discussed, with a request for data on participation rates to ensure accountability and identify areas for improvement.

The meeting concluded with discussions on the attendance and progression of students in specific programs. A board member highlighted the need for tracking the percentage of students enrolled versus those not attending, emphasizing the importance of understanding program effectiveness. The administration acknowledged this need and committed to gathering relevant data to better assess program impact.