The meeting commenced with a presentation by Patricia Reese from the New Jersey School Boards Association, who guided the board through a self-assessment discussion focused on goal setting. Reese introduced the “stairstep model” of responsibility, outlining how strategic planning goals feed into district and board-specific goals. The board was encouraged to evaluate past accomplishments and set priorities for the upcoming year, with an emphasis on enhancing student success.

A significant portion of the meeting involved deliberations on the adoption of new textbooks for math and language arts as part of the district’s strategic plan. The board discussed the necessity of establishing a singular goal around textbook adoption. Members acknowledged that the success of this initiative might not be immediately measurable, particularly in the first year. The importance of managing expectations around strategic goals, which span five years, was highlighted, with annual action plans developed to achieve these long-term objectives.

The board examined the integration of mental health initiatives and the alignment of financial resources to support student achievement, stressing the need for flexibility in response to unforeseen events such as the pandemic. There was consensus on the necessity of clear communication regarding curriculum changes to families.

Further discussions centered on enhancing student achievement through new program initiatives. The board considered listing potential programs aimed at student achievement in a main goal, breaking down implementation timelines into phases. This approach would facilitate a continuum of achievement for diverse student demographics, including those in basic skills, multilingual learners, special education, and exceptional learners.

The importance of establishing SMART goals—Specific, Measurable, Achievable, Relevant, and Time-bound—was emphasized, with a focus on creating comprehensive action plans for English Language Arts (ELA) and math. There was debate about the categorization of students, with suggestions to differentiate between at-risk students, high achievers, and those struggling with basic skills. Ensuring effective communication and support for students across the performance continuum was deemed critical.

The board also addressed the necessity of evaluating school culture and climate. Participants discussed conducting culture and climate surveys for students, staff, and families to provide insights into the district’s environment. This data-driven approach would inform future actions and goals, recognizing that a positive culture and climate underpin effective educational practices.

In terms of governance, the board explored the possibility of adopting a “committee of the whole” model, which could allow for public discussions on all topics at once, rather than fragmenting discussions across multiple committees. Concerns were raised about communication gaps among board members, with suggestions made to establish a norms document to clarify expectations around collaboration and respect. This would aid in onboarding new board members and enhance board functionality and transparency.

Professional development and board certification were also topics of discussion. Members expressed enthusiasm for completing required training hours, with the potential for sessions during regular meetings or special retreats. The board recognized the importance of these sessions in minimizing public misunderstandings and enhancing governance.

The meeting concluded with a discussion on the superintendent’s evaluation method, with considerations about continuing with the existing tool from the New Jersey School Boards Association or shifting to a narrative format. Concerns about technical issues with the current tool were raised, though a consensus was reached to continue using it, citing its ease of use.

Public comments were invited, with guidelines provided regarding the structure and time limits for speaking. However, there was no immediate public response, and the board adjourned to a closed executive session to discuss personnel matters. Upon returning, the meeting concluded with no further public input.