The board meeting prominently featured a presentation on board norms led by representatives from the New Jersey School Boards Association. The emphasis was placed on the importance of establishing and adhering to norms that promote effective governance. The presentation outlined that high-performing boards often adopt these practices, which facilitate a positive and collaborative board culture. The board was encouraged to consider implementing a governance handbook to formalize these norms and procedures. This initiative aims to prevent conflicts that could adversely affect the district’s functionality and support.

The discussion on board norms highlighted the necessity of onboarding new members quickly. There was a consensus that regular self-reflection and evaluation are critical to maintaining the relevance and effectiveness of these norms. A summer retreat was proposed as an ideal time for revisiting these norms, with an annual self-evaluation process also suggested to align board roles and responsibilities.

In line with these goals, a board member expressed satisfaction with the current dynamics, noting the healthy exchange of diverse viewpoints and the absence of significant conflict. The concept of a governance handbook was described as a strategic move to eliminate confusion and provide clarity in board operations, likened to bringing order to what was described as the “wild wild west.”

Transitioning from governance to educational outcomes, the board reviewed a detailed presentation of student performance data from the New Jersey Student Learning Assessments (NJSLA) and other assessments. The district showed significant improvement compared to state averages, particularly in mathematics and science. Third-grade results were especially impressive, with notable growth across all grade levels. The presentation also covered the ACCESS and Dynamic Learning Maps (DLM) assessments, focusing on multilingual learners and students with significant cognitive disabilities, respectively.

A point of discussion was the district’s goals informed by this data, which include revising the K-4 English Language Arts (ELA) and math curricula to align more closely with NJSLA requirements. The board underscored the need for consistency across grade levels and the development of common assessments to ensure equitable access to the curriculum. Professional development remains a priority, with a focus on best practices for student achievement and personalized coaching for teachers.

In operational matters, the board addressed ongoing construction projects and facilities updates, noting delays in fencing and sports field installations due to material orders and design changes. The business administrator reported the successful completion of an audit and changes in payroll processes due to new contracts. The need for completing free and reduced lunch survey forms was emphasized, as this data impacts district support services.

The meeting also covered the New Jersey Department of Education Anti-Bullying Bill of Rights Act, emphasizing compliance and community education on harassment, intimidation, and bullying. Schools are required to evaluate their implementation of anti-bullying programs, with training provided to school employees, volunteers, and parents. The school climate team, comprising counselors and administrators, is tasked with addressing climate issues and implementing the anti-bullying program.

Community engagement was highlighted with initiatives like the trunk-or-treat event and Candy Wars, aimed at fostering participation and involvement. The meeting featured structured opportunities for public comment, allowing residents to express gratitude for the district’s efforts and inquire about communication regarding test scores.

Finally, the board discussed the upcoming field test for a new state testing platform, set for November. This test will assess students on the previous year’s standards and is primarily intended for the state to implement the new platform. Concerns regarding equity and inclusion were voiced, particularly for students with Individualized Education Programs (IEPs) and English as a Second Language (ESL) students.