Good morning. >> Good morning. >> Good morning. Good morning. The New Jersey Open Public Meetings Act was enacted to ensure the right of the public to have advanced notice and to attend the public bodies at which
any business affecting their interest is discussed or acted upon. In accordance with the provisions of this act, the state board of education has caused notice of this meeting to be published by having the date, time, and place thereof posted in the Department of
Education. Secretary of State's office and notice has been given to the state house press, the governor's office and the state board agenda subscribers and as a quorum is present. This meeting will now come to order. May I please have a motion?
>> A move. >> Thank you very much. May I please have a second? >> Thank you. All those in favor, please say I. >> I. >> Any opposition? Any abstensions? The motion is approved.
And whereas in order to protect the personal privacy and to avoid situations where in public interest might be disserved, the Open Public Meetings Act permits public bodies to exclude the public from the portion of the meeting in which certain matters are discussed.
Now therefore be it resolved that consistent with the provision of NJSA 10 column 4-12B the state board of education will now adjourn to executive session to discuss personnel and legal matters. May I please have a motion?
Thank you very much. Board member Bennett may please have a second. Thank you very much. Past President Arcilio Ponte. All in favor of adjour adjourning to executive session please say I. I. >> Any opposition?
Any abstensions? Motion is approved. Thank you very much. We should be back. Um, it is now 9:20. I would suspect we'd be back a few minutes after 10. Thank you so much. Remember that teacher who changed your life? You
could be that teacher. New Jersey has some of the best public schools in the country with competitive salaries and valuable benefits. Be that teacher. Visit teach inspire.nj.gov. Remember that teacher who changed your life. You
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Go. I think this is better than this. Okay. Um, thank you everyone for being here. It's good to see you. Um, I'd like to resume with the public portion of our meeting, please. Whereas
consistent with the provision of NJSA 10 col4-12B, the state board will now adjourn from executive session to resume the open session portion of our meeting. May I please have a motion? Thank you, sir. May I please have a second? >> Second.
>> Thank you very much. All those in favor, please say I. >> I. Any opposed? All right. We'll we'll go ahead. I won't ask if there are any abstensions. Dr. Johnson. Vice President Johnson, will you please lead us with the pledge of
allegiance to the flag of the United States of America to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Great.
Um, so as far as announcements, the state board meetings are accessible to the public for viewing on the YouTube channel. I would like to advise that YouTube provides readily accessible language translation options for closed captioning. If you are viewing our
Simocast currently, you may use the settings option in YouTube for information regarding subtitles, auto translations, and closed captioning in multiple languages. I'd like for the board members to please
vote on the minutes from our March 4th meeting. May I please have a motion for the minutes of the February State Board of Ed meeting at this time? Thank you so much, board member Bennett. May I please have a second? >> Thank you very much, Dr. Keenan. All in
favor, please say I. >> I. >> Thank you. Any opposed, please say nay. Any abstensions? >> I abstain. >> Thank you. Sorry.
So, we will not be holding public testimony today on the draft of the religious holidays candle resolution that was read and the proposed or that was sent out and the proposed amen amendments for chapter 9B.
State board of examiners and certification pertaining to military science endorsement as we did not receive any registrance to speak on those topics. Public testimony will be held on May 6th as it is open public
testimony opportunity, meaning that the registered members of the public may speak on any educational topic of choice. The state board members who are scheduled to be here are Janette Pena,
Mary Beth Barry, Ahmed Shahada, and Ron Butcher. They're all scheduled for public testimony next month. James Williams and Ned Johnson are alternate. State board members who are unable to sit for these important public
testimony sessions are asked to please reach out to the alternate or others if they're unavailable. And now we go to our student representative Kayn D. Rose. If you would please um know that she is a junior at East Brunswick High School in
Middle Sex County. Um her advisor Bonnie Benard, are you here? stand up. Thank you. Today we also have Alex Maz Misella who is our director um executive director of NJASC who's in the audience.
Yay. Thank you, Kaylin. Whenever you're ready. We're eager to hear your report. >> Thank you, President Goldenberg. And good morning, everyone. Before I start this month's report, I would like to highlight that my successor, Amelia Reynolds, a current sophomore at
Collingswood High School, has officially been elected at the New Jersey Association of Student Council's 100th annual winter convention. Amelia will not us today, but I send high regards and I am incredibly excited to introduce her in person in June. When I first met
Amelia, I quickly noticed how many clubs and activities in which she participates in. As a matter of fact, all of the students I've met through NJASC participate in some form of activity outside of school or student council. New Jersey prides itself on having the
top education in the country. We do our best to work with schools, support teachers, and listen to students to achieve this high standing. As proper student learning standards and balanced teacherto student ratios are important to student success, so are extracurricular activities. According to
the journal of youth and adolescence, adolesccents who participate in extracurricular activities demonstrate higher levels of academic achievement, greater character development, greater social development, and a greater sense of importance in community involvement. Extracurriculars provide the opportunity
to teach content that cannot exclusively be taught in a classroom, such as problem solving, collaboration, perseverance, and leadership. Extracurriculars also reduce chronic absenteeism as they work as the glue between classes in forming essential skills and preparing students for the
future. Of course, not every school or activity is the same. While about 80% of children in highincome areas participate in one or more after school activities, that percentage is halfed to about 40% of children in lowincome areas. By no surprise, there's also a high disparity
in how many options are available for students by income. and private schools also often have higher quantity and quality of activities. Extracurriculars exist within and outside of school, but those in school are more accessible, more affordable, and more reliable. The
ability for a student to have to not drive miles for an activity or not not pay high membership fees is incredibly important to students who don't have access to reliable parent transportation or the funds spent on extracurricular activities. It's vital to keep these opportunities present in schools across
the state. I say this now because many local boards of education, including mine, are working with budgets for the upcoming school year. With federal funding cuts and changes to funding allocations across the state, schools are working with less, and routinely these clubs will be the first to go. Of
course, every district is unique and many factors go into the go into the decision to eliminate activities for funding from programs. By recognizing the importance of extracurricular activities in schools, we can understand the value that's lost when cutting them. I would like to end with a more
triumphant story at East Brunswick High School. EBHS had a video newsmakers club which would broadcast daily morning announcements. The school environment was formed during home room by a small group of students who made up the club. The club dedicated mornings to writing scripts, presenting behind the camera,
and working with other clubs to promote events and activities. In the middle of in the middle of this past school year, the club was abruptly shut down with with the co-presidents having no prior knowledge that it was coming. Not only did the group lose their club status, but the students were no longer permitted to use any equipment or the
green screen room. With weeks of dedication from the entire club membership, a petition was signed to partially reinstate the club. The organization is now permitted to occasionally create videos. Although the although the daily video announcements have not returned, video newsmakers was
not the first club shutdown and it probably will not be the last during my time in high school. I share this story as an inspiration for students who also have connections, community, and find importance in these activities. The strength students hold isn't the only isn't only in numbers. I also share the
story for school leaders across the state to highlight the student perspective of these changes. As African-American contraalto Marian Anderson said, "Leadership should not be born out of the should be born out of the understanding of the needs of those
who are affected by it." Thank you. >> Thank you very much. I know that you are a superstar, but how many extracurriculars are you personally involved with? Um, >> wow, that is
Do you want like a number or? >> Yeah. Um well >> more than five. >> Yes. >> Okay. Um do they select at Eastpens High School for example which alternatives
will be kept provided by the high school based on the number of attendees? >> They do track by student interest and also what the club brings to the school environment. >> Is there a cutoff number that you're aware of? I'm not aware of a specific cutoff number, but I do know if clubs
for maybe let's say a certain amount of years have been having lower enrollment amounts, they do keep an eye on that club and see if it's something that they could project will remain for the next school year. >> Thank you. Are there any other questions or comments? I believe board member
Bennett a comment. >> You haven't gone yet and I already noticed you. Um so the example that you shared with us was very poignant especially when the program for the video group was abruptly stopped and
they had been given no prior notice. What do you think would have been a better approach by the school administration? Um, I think students, especially the club leaders such as their co-presidents, would have appreciated if notice of course came to the school year prior because then the
students could figure out a more permanent solution or alternative. I think in the middle of the school year, not only is it a bit awkward to end something while it's continuing, but because students went through the last school year's cuts and adjustments with the budget thinking that they made it
and that they wouldn't have to worry about it for the next school year, it did definitely come as surprising. So, I think if that communication is over the summer or at least ahead of time, stu the students definitely would have appreciated it.
Thank you. >> If anyone else had uh questions or comments that were online, our board members or in person, but thank you very very much. We appreciate you. Um did you have comments at this time? Okay. Thank you.
>> Yeah. just a a thank you and a reiterating of you know your thoughtful approach to things I think uh is always very insightful. So thank you. >> Thank you commissioner. >> And now I would like to um discuss a resolution in recognition of school
library month in New Jersey. Today, um, we have the state board to consider a ceremonial resolution in recognition of our school library month here. Before the resolution is read, may I please have a motion to consider this resolution in recognition of school
library month in New Jersey? May I please have a motion? Thank you very much. May I please have a second? >> Second. >> Thank you very much. Um, and now, state board member James Williams, I'd ask you to please read the resolution publicly
for us. Resolution in recognition of school library month in New Jersey. Whereas, the month of April 2026 has been designated nationally as a school library month by the American Association of School Librarians. And whereas the New Jersey State Board of
Education values the role that certified school library media specialists play in the collabor uh the collaborative process of literacy and learning. Whereas the school library media specialist role is to provide the leadership and expertise necessary to
ensure that the school library is an integral part of the instructional program of the school allowing opportunities for learning and innovation. And whereas the school library media specialists assist with the literacy development to raise the literacy rates by inspiring students to
develop a lifelong love of reading. And whereas the school libraries provide materials allowing for free expression of access to ideas meeting the individual needs, varied interests, abilities, social economic backgrounds, and maturity levels of the students served. And whereas the school library
media specialist connects students and staff to ideas and knowledge by providing instruction and information literacy and uh teaching students to utilize information for specific purposes using traditional resources and emerging technologies. And whereas the school library media specialists teach
students how to locate, evaluate a broad range of ideas with the goal of students developing critical thinking and problem solving skills as part of information literacy instruction. And whereas it is both fitting and proper that special recognition be given to the school
libraries and the contributions of certified school library media specialists in the meeting the New Jersey in meeting the New Jersey Department of Education's mission to ensure that all students have equitably access to a high quality education and
achieve academic excellence. Now, therefore, it be resolved that the New Jersey Board of Education and the Commissioner of Education recognize April 2026 as school library month in New Jersey. >> Thank you very much. Um, there's a
resolution on the floor. Um, there any discussion at this time? All those in favor, please signify by saying I. >> I. I. >> Thank you. Is there any opposition?
Please signify by saying I oppose any abstensions conflict of interest hearing none. The motion is approved. Thank you. Um we'd like to ask Miss Gabriel Casier, president. If I mispronounced it, please let Caseri
Caseri >> Caseri. Yes. Thank you. And um she is the president of the New Jersey Association of School Librarians and Mary Moyer. Okay, thank you. If you would like to say a few words, that'd be great. Thank
you. >> Hey, can you hear me now? I can. Um, thank you. On behalf of the New Jersey Association of School Librarians, I would like to thank the members of the State Board of Education and Commissioner Locks for proclaiming April as school library month. As the State
Board of Education moves to adopt new standards in information and digital literacy, school librarians are positioned to assist with the implementation of those standards in core areas linked directly to our certification. In New Jersey, the school library media specialist certification
includes delivery of instruction and information literacy skills. Librarians teach students to think critically and how to sift through the layers of information that they experience daily. This instruction prepares students for post-secary success and global
citizenship. School library media specialists collaborate with their colleagues in literacy efforts that go beyond simply decoding language to improve reading comprehension. School librarians promote curiosity, encourage independent critical thinking, and provide students with opportunities to
develop a true lifelong love of reading and learning. School library media specialists are the educator equivalent of the Swiss Army knife. We are adaptable, inventive, and collaborative partners in education, and we thank you for this resolution that recognizes
their value and contributions to the students of New Jersey. Thank you. And now we're going to discuss the resolution in recognition of National Speech, Language, and Hearing Month. Um, I would like to ask state the state board to consider this resolution.
before it's read. May I please have a motion to consider the resolution in recognition of National Speech Hearing Language Month? >> Thank you, sir. May I please have a second? Thank you very much, madam. Um,
and Dr. board member Dr. Claudine Keenan will read the resolution to us at this time. Thank Thank you, Madam President. a resolution in recognition of National Speech Language Hearing Month in New Jersey. Whereas the month of May 2026 is
being celebrated as National Speech Language Hearing Month. And whereas the New Jersey State Board of Education and the Department of Education recognize that many students have communication disorders and acknowledge significance that the ability to communicate plays in
building personal and societal relationships as students grow and mature. And whereas National Speech Language Hearing Month is a time to raise awareness about communication disorders and to encourage children and families to receive appropriate screenings and evaluations.
And whereas National Speech Language Hearing Month is also a time to acknowledge the hard work of aiologists, speech language pathologists, and speech language and hearing scientists and the contributions they make that remarkably affect the lives of students in New
Jersey. And whereas these professionals are invested in serving the needs of students with speech, language, and hearing disorders to foster success in all aspects of their lives by prioritizing effective communication for the highest quality of life. And whereas
the New Jersey Speech Language Hearing Association supports students and professionals by its professional development offerings, advocacy efforts, and public awareness campaigns designed to ensure that a high quality care is provided.
And whereas it is both fitting and proper that special recognition be given to acknowledge May 2026 as National Speech Language Hearing Month along with commending the New Jersey Speech Language Hearing Association for its role in providing outstanding service to
professionals throughout the state of New Jersey. Now, therefore, be it resolved that the New Jersey State Board of Education and the Commissioner of Education recognize May 2026 as National Speech Language Hearing Month in New Jersey.
>> Thank you very much, Dr. Kanan. There's a motion on the floor. So, all those in favor, please say I. Oh, excuse me. Is there any discussion at this time? Hearing none, may I please have an I with those board
members who are in favor of this? >> I. >> Thank you. >> I >> Thank you. Um are there if anyone would not like this to be accepted, would you please say nay at this time?
Hearing none. Are there any abstensions at this time? Hearing none. All right. The motion is approved unanimously. Thank you. Um, I'd like to invite Donis Bilman Kennedy, immediate past president of the New Jersey Speech Hearing Association to
please come to the podium and accept the resolution and pose for a picture. Thank you. Thank you very much to the board for this great honor. Um I am so excited to be here and I really appreciate everyone
recognizing the importance of aiologist, speech language hearing scientist and speech language pathologist. We provide very needed services within our schools and it was very exciting to be here when you were recognizing the library
association as oral language is so deeply connected to reading and writing. So we're very excited by that. Also, just um to let those in the library world know that we partnered with the New Jersey Library Association two years
ago to develop communication boards for those who are minimally verbal or non-speaking to communicate with librarians in both public schools, private schools and in the community. So, uh we are all about collaboration. As we know, speech, language, and
hearing is what prepares all of us as individuals for a lifetime of work. Thank you. >> Thank you. It is essential. Thank you. Are there any comments at this time? All right, hearing none. Um, now we're
going to go to the recognition of the autism acceptance month in within New Jersey. Um, I would like us to consider a resolution, please, to consider a resol a ceremonial resolution in recognition of the autism
acceptance month in New Jersey. Before it is read to you, um, there is a motion that we'd like to consider. If I could please have that motion. Thank you. Is there a second? Thank you, sir. Um, so I'd like to ask board member Mary
Bennett to please read the resolution into the record. resolution in recognition of autism acceptance month in New Jersey. Whereas the month of April is globally acknowledged as autism acceptance month's dedicated to increasing
awareness, understanding, and acceptance of autism spectrum disorder. And whereas it is important to recognize and support individuals with autism by fostering a learning environment and community that
embraces neurodeiversity and promotes inclusivity. And whereas autism spectrum disorders are characterized by a range of challenges and strengths impacting social communication, behavior, and sensory experiences.
And whereas raising awareness about autism is essential in promoting early diagnosis, intervention, and access to appropriate resources and support. And whereas creating an
inclusive and supportive environment for individuals with autism involves promoting understanding, empathy, and acceptance within schools, workplaces, homes, and communities. And whereas the New Jersey State Board of Education and
the Commissioner of Education acknowledge the importance of fostering understanding and support for individuals on the autism spectrum and recognizing their unique social and emotional needs. And whereas creating
inclusive and supportive learning environments that cultivate positive relationships, understanding, and empathy for all students, including those with autism, is integral to the mission of the New Jersey Department of Education.
And whereas the New Jersey State Board of Education and the Commissioner of Education are committed to promoting inclusive practices with educational settings to ensure safe, supportive, and equitable learning environments for all.
And whereas collaboration among schools, families, and the broader community is essential to enhancing awareness and understanding of autism and to furthering inclusive practices that benefit every student. And whereas the
New Jersey State Board of Education and the Commission of Education recognize the ongoing efforts required to advance autism awareness and acceptance contributing to the creation of a more compassionate and inclusive community.
Now therefore, be it resolved that the New Jersey State Board of Education and the Commissioner of Education hereby recognize April 2026 as Autism Awareness Month in New Jersey. >> Thank you so much, board member Bannon.
Thank you. Um there's a motion already on the floor. Is there any discussion, comments at this time, questions? Hearing none, may I please um hear from all those in favor? Would you please say I? >> I. >> I.
>> Thank you. Is there any opposition? Please say nay. Are there any abstensions? Hearing? None. The motion passes unanimously. And I would like to please and the motion is approved. I would like to
please invite Miss Stacy Sherman to speak to us. Thank you. You have um a parent of two young adults and we'd like to hear what you have to say. Thank you. >> I was told to I'm too short I have to
stand. Good morning and thank you commissioner, president, board members for this meaningful proclamation recognizing April as Autism Acceptance Month. My name is Stacy Sherman. I'm honored to
be here on behalf of Autism New Jersey, an organization dedicated to ensuring that autistic individuals and their families have access to the support, understanding, and services they need and deserve.
This proclamation carries great significance, not only professionally, but personally. As a mother of two children on the autism spectrum, I've seen firsthand how acceptance helps our children grow and thrive. It happens in
those small but unforgettable moments when kids are welcomed and embraced exactly as they are. Like the day a girl on the playground took my daughter Belle's hand and encouraged her to play without hesitation or judgment. Moments like
that stay with a family forever. Every act of acceptance helps create a more inclusive New Jersey. On behalf of Autism New Jersey, thank you for your partnership and for using your platform
to amplify what acceptance truly means. Thank you for making April a moment of recognition, one that encourages acceptance every day of the year. Thank you. I have one more report. Um, Assistant
Commissioner Ambrose Duckett and I had the honor of presenting the military child proclamation at the ceremony put on at the Joint Base Maguire, Dixs, and Lakehurst on April 1st, last Wednesday. There were 21
schools from New Jersey in attendance. Currently, New Jersey has 7,266 active duty and National Guard students comra comprising from kindergarten through their senior year. At the proclamation ceremony, the military
branches that were in attendance along with assistant commissioner Ducket and myself were commanders from the Air Force, the Army, the Navy, the Coast Guard and Marine Corps. And they had other commanders there that were the
strike people and different subsets, but they were all so impressive. The commanders from these bases spoke very movingly about the students contributions and how their strength and family support make it possible for servicemen
and women to protect our country while having their family move together with them. Many of the students indicated that they've moved as much as six times in their early lives to different school systems and how difficult at times that
can be to make new friends continually. But they were very strong and their educ educational process was obvious the way they spoke so well. Candidly, this ceremony was very moving and it was a highlight in my presidency.
I don't know if you want to say anything, Assistant Commissioner Ducket, but please >> your microphone, sir. >> Thank you, assistant commissioner councel.
One of the things I want to highlight is um during the ceremony, the board president and I had an opportunity to interact with the families and one thing was consistent that a lot of families chose to get
transferred to New Jersey because of the educational system and the education that we provide here. So I think that is a celebration to the state board of education and everybody in this room for their collaborative efforts as
stakeholders for the students of New Jersey. And I was especially moved by the two students who spoke about their experiences of moving around. And one young lady, she was asked um what was
how would she describe herself? And she said nice at first, but then she just talked about her experiences of perseverance, of caring, of preferring. And she said there's a lot that goes into making a military child because they move so
often that they make friends and then in two or three years have to leave and reestablish new friendships. And it was such a powerful ceremony. I was honored to be there with the board president um to celebrate the month of the military
child. So um if they're watching, I think we need to celebrate the families and those who serve and protect for our freedoms and rights. >> Thank you, sir. >> Thank you. >> So we'll move on to the petition for
rule making. Um, the state board received a petition for rulemaking from Robert Goodman on January 6, 2026. The petitioner asked that the state board adopt new rules of
NJAC 6A 9A to restore rules as they existed at NJAC 6A 9A-5.6 6 to being readopted with amendments from 2023.
Commissioner Locks and I have determined that further deliberations are required before acting upon this petition. The extended deliberation will allow us to make a well thought of and informed conclusion
that considers both workforce realities as well as the need to uphold rigorous standards for educators. serving in New Jersey schools, specifically with the documented shortage that we have in these areas. The notice of action is
posted on the Department of Education's web page for anyone who would like to read the specific details. And now we'll continue with our state board reports. Dr. Johnson with the Administrative
Policy Committee, if you would like to please inform the public. Thank you. Um actually I'll be reporting on the instructional policy committee. >> I'm so sorry. >> Um we met on March uh 30th 2026 to
discuss excuse me the implementation of the recently passed literacy leg legislation which establishes universal literacy screening as a uh requirement for all schools. Further, we discussed the overview of
the proposed revisions to the uh preschool standards. Since both of these items are on today's agenda, I will forgo a more detailed report. >> Thank you, sir. And now back to our other committee.
The administrative policy committee met on March 26 to discuss the limited certification of eligibility and the certificate of eligibility with advanced standing limited CE/CAS the pilot program that started in 2023
and will continue and conclude at the end of the 2627 school year. As this is on today's agenda under the commissioner's report, I will forgrow any further details of my report and let you hear the total report from that
department. >> Thank you. This month, the state board members once again had a wonderful opportunity to visit and accompany Commissioner Locks on her visit to schools across the state. I would like to offer my thanks to the commissioner for the invitation
and to thank the host schools that we had the pleasure to visit, Northern Burlington and Vineland. Um the opportunities that are provided for the students were impressive. And then Dr. Johnson, Dr. Keenan and myself were also
fortunate to visit the Cumberland VOTE School and we're delighted as well to hear from the students and the things they're working on and how much of a great education they're receiving. So now I will turn the meeting over to Commissioner Locks. Thank you.
>> Thank you so much, President Wenberg. Um I have two reports today and you just heard reference to both of them in the committee updates. So we're going to start with that limited certificate of eligibility and limited certificate of eligibility with advanced standing report. So this presentation will give you a little bit more context about why
this pilot was created, what participation looked like and outcomes data gathered date um and highlight key findings as the program enters its final years. Importantly, this is not a recommendation at this time. So, this is
brought before you forformational purposes and to provide data and evidence for future discussions where you may wish to make a recommendation. So, as you'll see, we've carefully monitored that implementation. Hopefully, we'll get the sound figured out. I'm sorry. Um, and again, hopefully
you'll consider what future actions might look like. So, I'm excited to turn it over to Assistant Commissioner Jordan Schiff and Executive Director Lisa Habil of the Division of Teaching and Learning to tell you about this program. >> Thank you, Commissioner. Good morning, President Goldberg, Vice President Johnson, and members of the State Board
of Education. Today, we're presenting for your information a report on the limited certificate of eligibility and the limited certificate of eligibility with advanced standing pilot program. The 5-year pilot program started in 2022, the 2023 school year, and will
conclude after the 2627 school year. In this presentation, we'll be providing an overview of the pilot along with some data from the program. >> This pilot program was enacted through PL 2021 chapter 224 as a legislative
response to ongoing teacher shortages across the state. The central purpose of the pilot was to allow otherwise qualified candidates to wave exactly one certification requirement when that requirement presents a barrier that is not necessarily indicative of classroom readiness. There are key guard rails
that are important to emphasize. The pilot applies only to instructional certificates, not administrative roles. Candidates may wave one and only one requirement, such as GPA, course credits within a subject area, or an assessment.
Limited CE and CASS holders may only work in commissioner approved districts, ensuring oversight and intentional placement. The data presented in this report are drawn from the department's annual employment snapshot generated each
October through the NJ sleds data system. This statewide snapshot cap captures where limited CE and limited CAS holders are employed at a single point in time each year, providing a consistent benchmark for tracking
participation and workforce trends. Because the most recent snapshot was taken in October of 2025, all employment totals and analyses in this presentation reflect limited CECAS educators working in approved New Jersey school districts
as of that date. This timing ensures that the information is both standardized and comparable across pilot years, offering a clear view of how the program is being utilized statewide. Over the four years of the pilot, the department has issued a total of 3,445
limited certificates. What stands out to here is not just the volume, but the alignment. Nearly 80% of employed limited certificate holders are working in their area of certification. That alignment has improved dramatically from
37% in the first year to over 79% in year four. It is also important to clarify that this alignment reflects educators working appropriately within their credentials. In many cases, individuals hold multiple certificates, which explains why alignment has improved over
time rather than suggesting out of field placement. It >> is important to note that nearly a quarter of all participants in the pilot are serving in high need teacher shortage areas. The largest concentrations of limited CE CAS holders
are working in English as a second language and mathematics. Without the limited certificate, these 454 positions in teacher shortage areas may have been left unfilled. These findings suggest that the pilot has played a role in addressing staffing needs in hard to
staff disciplines, particularly in districts experiencing persistent vacancies. One of the most important questions is whether this flexibility has affected educator quality. The data shown here reflects 120 teachers who as of the
October snapshot were working in positions aligned with their limited certificate. Their student growth outcomes are comparable to novice non-tenure teachers who hold standard certification. Early data shows that limited certificate holders demonstrate
student growth outcomes comparable to other novice teachers statewide. The majority of limited certificate holders are rated as effective for student growth. Um or certified non uh novice teachers appear I'm sorry there is a
notable distinction here between the highly effective category where traditionally certified novice teachers appear more frequently as you can see in the chart. This slide highlights how the program has evolved in response to broader policy changes. Originally, the practice
core basic skills assessment was the most commonly waved requirement for limited CE candidates. However, in 2024, New Jersey eliminated the practice core as a certification requirement for all candidates. That policy change significantly altered how the pilot
functions. Candidates who previously needed a waiver for the practice core can now obtain certification. Candidates seeking flexibility in GPA or coursework must still pass the practice core to enter the limited CE pathway. This shift
helps explain the decline in limited CE participation rates in year four that we shared earlier in the presentation. By contrast, the limited CS pathway primarily used to wave the practice subject practice 2 subject assessment
has remained stable. This concludes our presentation and we're available to answer any questions that you may have. >> You go first. >> Thank you. Uh thank you for the information and your presentation. Was there any uh collection of diversity
data over the uh term of the pilot? >> Yes, diversity data is collected and we can share that with the board at a future date. >> Thank you. Um what do you think the uh collected data might suggest regarding future policy
uh decisions in this area? I >> think it's still too early to tell at this point. Remember our data snapshot lags a year behind. So really we're looking at just a few years. um once we have completed the the 5-year pilot and we're and we're also talking internally
about having some uh outside evaluation of the efficacy of this particular program. Um it's important to answer just a few obvious questions like um how did our students do uh being taught uh by a teacher with limited uh
certificates? Did it help us fill positions that wouldn't have been filled otherwise especially in those critical shortage areas? and are there other factors such as are the employers happy and pleased with um with limited certificate holders as compared to
non-limited certificate holders. So all of that information needs to be gathered. Remember the data lags so it's going to take us a little bit of time in order to analyze that full data. But um the overall we're it's looking like it's moving in a direction to fill a particular need especially in those
areas um that Lisa talked about which were in the bilingual math um areas where we have more critical shortage areas. So she's going to refer to that. >> Thank you. >> Yeah. Um,
>> it's not a question so much as an elaboration on the data that uh, Vice President Johnson requested. About a quarter of them ended up in the high needs positions which has some policy implications immediately. May we have in the data set that you prepare
for us the other certification areas along with the numbers and have that as well by diversity data as well. So we can see cross tabs if you absolutely. Thank you. Good morning. Thank you for this wonderful presentation. Just in terms of
uh you presented some data on slide three. Just just curious to know uh you also mentioned uh targeted districts or districts uh that were a part of the program. Did they include charter schools as well? >> Um it was all public schools including charter schools. Include charter
schools. >> Yeah. But not all districts participated. >> Right. Not all districts participated. So, they had to actually apply and fill out an application in order to accept um we accept them and then they're able to accept limited certificates. >> Were there districts that were maybe
disproportionately hiring uh or or or welcoming I should say I guess uh cert limited certified holders or some districts uh >> yeah the law required that a very small portion are are limited certificates but we can get you that.
>> Yeah, that'd be interesting to see. >> Sure. Thank you. >> Uh, one of our disc I keep trying to not have the reverberations for the audience. Slide five, please. >> Yep. >> So, we talked about it a little bit in committee, but I'm still very concerned
that partially effective and ineffective. Unfortunately for our students, we're um 19% for some of the areas and 17 and a half%. And I'm just wondering now that we know
this and we have this data, what are we doing to catch those students up if they needed to be, how are we helping them? >> Yeah, I just want to um clarify what what this chart is looking at. This is looking at 5% of the overall teacher
evaluation. So this is only looking at the student growth indicator which in this case is the um is the median student growth percentile ranking. So the median student growth percentile ranking is only for a subset of
teachers. So we only generate an MSGP for teachers that teach in fourth grade, fifth grade, sixth grade, seventh grade, and eighth grade in English language arts or in um or in those grades. I'm sorry. And ninth grade. We we do do it
for ninth grade for ELA. Um and up to eighth grade starting in fourth grade for mathematics. So it's a subset of a subset of teachers. So I ask that you look at this as what it is, which is a narrow slice of performance. What it
what this chart particularly indicates is that there doesn't seem to be a difference between the MSGP generated from novice teachers as there is for those with limited certificates in terms of effective and highly effective. We do see more highly effective for the novice
teachers when compared um against the limited certificated teachers. Okay. Um so I don't want you to walk away thinking the entire state of New Jersey has this percentage of teachers that are in effect. Many students are affected then with this. >> Well, in in terms of the limited
certificate, we don't have the actual student count, but we do have the teacher count. So, the teacher count for the limited certificate here is about 120 at this point. Now, remember teachers. Yeah. But but in terms to answer your question
more directly about what do we do in order to help and provide support for our teachers where the student growth um percentile is lower than than average. Um that happens at the local district level as teachers and principles are
working with their teachers, vice principles working with their teachers, supervisors of curriculum are working with their teachers to identify individual needs within that particular class. So remember this median student growth percentile is a median score of
multiple students. So you may have a lot of students that are actually doing well and some students that are doing not so well and how do we intervene for those particular students. We're actually going to be doing a presentation in a couple moments talking about the
interventions that are generated from the universal screening data also. So we'll we'll have more conversations. But a lot of this question about well what do we do when a child is not performing as well? What do we do when we identify a teacher that's not performing as well
is is handled on a local level based upon the evaluation and uh the evaluation process that occurs multiple times throughout the school year. >> Please Mary Bennett. >> Is it a requirement for the districts
that applied and were accepted and now are working with these teachers? Is it required that there be an induction coach assigned to those people? What do we do to ensure that the districts who are accepting the people through this pilot get the
support they need? Because they're still new teachers. >> Yeah, they they're required to go through all of the mentoring and other programs that support any novice teacher. So, they are inducted in the same way that um a non-tenure staff member, new hire is inducted throughout
the state. The difference here is that they have waved one of the requirements that are offered for certification. >> What's the tracking? What's the followup to be sure that indeed the supports that are needed are given >> after the pilot teaming?
>> Yes, specifically for the teachers in the pilot. >> Well, we we do request information from those districts about would you hire this teacher back again? What is your overall satisfaction? And we're tracking that relative to how um how teachers are
typically invited back o over their first non-tender years to see if there's any significant um difference at that point. At this point there isn't. So you'll have to see. >> Um I'm so sorry. Thank you. Board member
PA, do you have a question or a comment? >> Yes. I'd like to uh complement this uh uh program that we have. I'm I've have firsthand knowledge of some of the staff that have been hired underneath this program and uh while I do agree they do
not have uh perhaps the K to2 experience of teaching uh I have seen uh PhD level college professors that have chosen to go in this area and with a little bit of guidance and support obviously uh it's been very successful from what I've seen
I think that this has just expanded um the arena of possible candidates that have come in with CTE as well. May some people that perhaps didn't consider this or felt that going back to school to teach at the K to2 would have been a
very long and arduous um task for them. I I'm I'm happy to see a lot of success with this. So I I compliment the department and I think it's good. I give it a thumbs up. >> Thank you. >> Thank you. Just um last m making sure
our request for data is really clear that to uh board president Goldenberg's request for composite performance by certification area and diversity data. Again, those cross tabs. I know that's difficult. Um but I think that's really
important to show us exactly how this program impacted the praise that uh board member Pñena just gave to the program. So if we could see that, that'd be great. Thank you. And oh I'm sorry one more thing by CAS
and C that as well. Thank you. >> Jeez my microphone. Um I want to thank the board for the robust discussion and this question of what is this additional data and analysis that we want to see with this program I think is really important. Um
as as the team shared we will get more data. This is certainly lagging and we'll have to continue to look at that. So appreciate again the insightful requests and we look forward to getting you more information on it. >> Thank you. >> We've already previewed but my second report for the day which is spoiler alert also going to be shared by
assistant commissioner ship and executive director habil uh is about the important work that we're doing to improve literacy. So teacher shortage and literacy this morning with this work I also Oh did I I'm okay. Okay, sorry. Um, I'm also thrilled that we've already
heard this morning about the importance of oral language for the science of teaching reading and we'll be sharing more about this initial implementation of the universal literacy screener legislation. So when we talk about this today, this screener is an important
shift in how we approach literacy as a state. And this is assess an assessment that is really used for this careful identification of particular skills for students to be able to help them with those foundational skills that are predictive of long-term success in literacy. So you'll see that today that
these are not evaluation tools, but these are really instructional tools to make sure that students are getting that important support and that we're strengthening those interventions early. So again, you'll see how we establish that baseline. You'll hear a little bit more again about what we're doing to
support uh where implementation is not fully at scale. And just again want to emphasize that this is really about connecting data to action and that this identification is the first step as we continue to work with our teachers to make sure we have strong reading instruction, high-quality instructional
materials, targeted interventions, and sustained professional learning. So with that, I just again screening alone does not move things forward, but it's an important step and really great and exciting data. So I will turn it over to Assistant Commissioner Chef and Executive Director Hil. >> Thank you again, Commissioner. We are
excited to share with you this morning the beginning of the year universal literacy screening data with you. The passage of public law 2024 chapter 52 established universal literacy screening as a requirement for all schools providing consistent statewide insight
into student performance on the indicators most predictive of future literacy success. With the creation of the Office of Learning Equity and Academic Recovery or LER, we were charged with strengthening the department's capacity to make datadriven
decisions regarding literacy and learning equity policies as well as coordinating resources across the department to ensure supports are aligned and effective. >> This year marks a significant shift under PL 2024, chapter 52, as all
districts across New Jersey implement universal literacy screening. As Commissioner underscored earlier, this is a tool for instruction, not evaluation, designed to help local education agencies understand the health of their systems in alignment with evidence-based literacy measures. The
goal is simple. Screen early so we can support students sooner. By identifying needs early, educators can act before small challenges become significant barriers. Research consistently shows that early identification enables timely, targeted support and prevents
minor reading difficulties from becoming long-term challenges. Without early intervention, reading difficulties often persist. But with many students continuing to struggle well beyond the elementary years, universal screening shifts our approach from reaction to prevention, informing stronger tier one
instruction and guiding targeted tier 2 and tier three supports so we can reduce gaps and improve outcomes for all students. >> During the beginning of the year collection window, 76% of LEA successfully submitted screening data to
the department. All LEAs that did not submit the data were contacted directly and offered individualized technical assistance. Additional communications were made to superintendents to support compliance with this new screening requirement. And we anticipate increased compliance during future administrations
of the literacy screeners. For the first time, we have clear statewide visibility into literacy screener usage. This level of transparency allows us to better support districts and communicate more clearly with families about how students are being assessed and supported. It
also promotes greater consistency and alignment across New Jersey. Notably, 71% of LEAs are utilizing two approved screening tools, creating a strong foundation for shared understanding and more focused support.
This is our baseline, our starting point. It reflects where students are right now, but not where they will stay. Through universal screening, we are measuring the foundational skills that are essential for reading success. Whether students can name letters, identify sounds and words, decode written text, read with accuracy and
fluency, and ultimately understand what they read. These are the building blocks that support all later literacy development. And this is not about comparison or evaluation. Through the priority indicators identified in the statewide screener criteria, this ensures our districts are
responding to the same components in their instruction and supporting students in the indicators that are most predictive of reading success. >> These data represent thousands of students whose needs we can now see more clearly. And with that clarity comes responsibility. One of the key goals of
the of the Lear office is to strengthen the department's ability to make datadriven decisions about literacy. Reviewing these data at the state and local levels is is a critical step in addressing students needs and ensuring resources are intentionally aligned to systematically close gaps. These data
will guide better decisions about instruction, targeted support, and how we ensure that every student has the opportunity to become a strong and competent reader. Research clearly shows that with highquality evidence-based literacy instruction, up to 95% of students can
achieve reading proficiency. This is a powerful and important message. It tells us that reading success is not limited to some students, but is within reach for nearly all students when the right instruction is in place. This has significant implications for closing
long-standing achievement gaps. When instruction is aligned to evidence-based practices, we move closer to ensuring that all students, regardless of background, language, or learning needs, develop the skills they need to become successful readers. The department is
committed to supporting districts in making the instructional shifts needed to make this a reality. Through guidance, resources, professional learning, and targeted supports, we are working to ensure that every student in New Jersey has the opportunity to achieve reading proficiency.
The most important part of this work is what happens next. Schools now have actionable data that they can use right away. This allows educators to align instruction directly to students needs that are aligned to the indicators most predictive of reading success and enables districts to strengthen and
align their systems of support. With this information, teachers can organize targeted small groupoup instruction, adjust core teaching, and ensure students are receiving the right support at the right time. At the system level, schools can more effectively structure
interventions and monitor progress. This is how screening translates into meaningful action and ultimately into better outcomes for students. Supporting every student in every classroom requires more than just identifying needs. It requires the ability to act on them. The department's role is not only
to ensure the use of effective tools, but also to provide the support systems that make those tools meaningful. We offer clear guidance and resources, including high-quality instruction materials to help districts align curriculum and instruction with evidence-based practices. We also provide professional learning
opportunities so educators are equipped with the knowledge and skills to deliver strong literacy instruction. In addition, coaching and technical assistance are available to support teachers and leaders in using data to inform their practice. These opportunities are now offered asynchronously through the launch of our
learning management system last August. Finally, grant funding opportunities through the state appropriations as well as through the federal comprehensive literary state development grants are helping districts implement and sustain these efforts from birth through grade
12, ensuring that evidencebased practices are not only adopted but deeply embedded. Together, these supports ensure that screening leads to real instructional change and real improvements in literacy outcomes for every student. This
>> now concludes our presentation and we're we're available for your questions. >> Yes sir. Dr. >> I know we're at the beginning of this uh journey uh but just um can you talk a little bit about what uh your planning
for the future around professional development and learning uh opportunities for uh teachers? Um, I've found that, um, in-person hands-on professional development really is the
key to allowing teachers to, uh, effectively gain knowledge on how to implement uh, whatever it is that you're um, as a district looking to do. Um, and I'm going way way back to uh, you know, this is my 46th year in education, but
way back when I was a principal, uh, the state had those regional achievement centers and there used to be opportunities for multiple districts to get together and learn together. Are there uh, going to be opportunities like that in particular for something as
important as literacy? We know that it's critical. research shows over and over again that uh you know we have to get our kids reading by third grade because at that point forward they're not you know they're they're going to be reading
to learn at that point or you know you're they're learning to read at that early stage but from that point on you know that reading is going to help them either be successful in learning going forward or not. So talk about future
plans. what are you going to be doing uh to make sure that this program uh in future years provides those types of supports uh that that will help our teachers do what they need to do? >> Thank you for that question. The law not only requires the screenings be done,
but also that all teachers in grades K through six receive um training and evidence-based approaches to literacy. And we have a variety of different ways that we're doing that. So on our website, free of charge by the way, um teachers, administrators,
uh district and building leaders can go on and take multiple stages of of um training on evidence-based practices on on reading. We also provided opportunities for this to either be presented asynchronously that teachers
can go on and and do it at their own pace or it can actually be done at the district level through PLC's. And we have facilitator guides that are available. They're on on our website now. So, as you were saying, um, Dr. Johnson, it is so important that it's
not only just reading material or going to a particular workshop, but that the learning is embedded. And we also have carved out a lot of resources for for teacher coaches to actually go into schools to train the trainers and to be there in real time to help support
moving from where we were to align ourselves with um with chapter 52 and 53 that evidence-based practices are are the primary mode. We also have um which I referred to before a great deal of federal funding. So, we received $50
million from the federal government that's going to be used over a five-year period of time where we have grants literally from birth, not just school age, but from birth, prior to entering school, prior to three years old, working with families to help develop
those very early reading skills and literacy skills all the way up to seniors in high school. And Lisa has has um been a leader in this particular area. maybe she could talk a little bit about the four grants that are that are available. >> Um I'll I'll be begin with the coaching
grant because uh Dr. Ship spoke to that. Um it is our with this uh with this subrant we awarded 61 districts um coaching grants. So through that program they're able to engage I'm sorry I believe it's 41 um they're able to
engage closely with the department and receive customized support throughout the school year. So they are receiving funds to hire a dedicated coach and this coach can't be used for um any other purpose but pure literacy coaching. Um and so they receive this customized
support in partnership with uh Ruckus University where we're working together to train them specifically on um high impact strategies for uh foundational literacy instruction. And so that customized support we're hoping gets into those districts. In addition, we have an add additional appropriation, a
state appropriation um that's adding to the cadre of coaches and so we'll have an additional 14 that are added onto that and we'll receive the same training. So we are slowly building out the supports through those uh through those both state and federal funds. We're kind of braiding the funds for those purposes. Um in addition, we have
a lift grant which uh Dr. Shiff spoke about the early uh the early childhood component from birth to grade three sorry to birth to age three. um where we are working closely with communities and schools um to develop uh de develop uh
literacy approaches and community- based approaches in non-traditional settings. So, informal settings. We're seeing some incredible innovation where um districts are partnering with uh local barberhops where kids are in the community and where they spend time and um and where
they can access literacy supports. School libraries are and uh public libraries are also included in in these programs. And it really is a true community effort to train parents on um developing literacy in the home with the support from both a school and community uh specialist. So that's a really
exciting grant. Um in addition, we have our um our RISE grant which is really exciting. Uh there's been less research on what happens to students in secondary schools regarding literacy. You know, there's a strong strong focus on kindergarten through grade three. Uh but
the research base is a bit scant. um in looking at what happens to secondary students after they haven't you know Dr. Johnson, you mentioned what happens after elementary school. We know that reading to learn or learning learning to read is critical, but what happens when students are reading to learn and if
they haven't mastered those skills early on. Um, the RISE grant is focused exclusively on secondary literacy development to try to make sure that students that haven't mastered those skills are receiving the supports. So, this is a this is a grant with an innovation twist that really focuses on
providing supports for those schools and for those students uh in secondary that haven't mastered those. >> I would just add that it's so important a middle school, high school child that is really decoding needs to be um needs to be remediated much differently than a
five or sixyear-old that is struggling with with decoding. providing those type of interventions in particular in morphology and and in in the ability to um to decode multiple sounds together in a way that's developmentally appropriate for middle school and high school
children is a very very important um way to help improve student outcomes at that particular level as well. >> Um >> thank you. >> Thank you. So with >> we also we just have one other grant that we wanted to talk about which high quality instructional material grant. It's yeah it's referred to our as our
impact grant and uh research indicates that high quality instructional materials are the key to this all um while we can train educators they can go through excellent education educator preparation programs if they don't have those high quality materials that uh they can lean on to provide instruction
in evidence-based literacy we find that uh it may fall apart. Um, so this this program provides funding for districts to um research and invest in high quality instruction materials and adopt them. And so we provide the supports. This is coupled through the uh
incredible work that our literacy group had done um last winter, last fall. And um I'm sorry, a year ago um and uh provided incredible guidance uh with very strong rubrics to indicate what exactly high quality materials are,
structural materials are, and how they may identify them. Um, and so we have many districts throughout the state looking at those criteria and making decisions about adopting instructional materials that that really do speak to those foundational literacy components. >> Um, just I hate to dominate, but just
one final follow-up question. You just triggered something for me. Um, what kind of work are you doing with uh, EPS to embed uh, reading strategies and instruction at the at that level? Another requirement that the law is that
pre-ervice teachers receive instruction in evidence-based approaches. So what our um program approval processes are now is aligned to the work of LERT. So we have our our office of that is working on evidence-based approaches
working directly with those that are reaching out for EP program approvals. So we have that type of tight alignment. So the children the teachers that are coming into the profession have that training as well as the inservice teachers have the same training moving
forward. Is it a course? It's one course that they have to fulfill. >> It's it's not necessarily a course but it is the content within that is all aligned to evidence-based practices. So there has been a great deal of diversity
in how children how how we teach teachers how to teach reading. We're now tightening that alignment to evidence-based practices >> within their disciplines >> with within all disciplines. So, it's very very important that this cuts across um all program approvals which is currently happening.
>> Thank you. >> I have a couple questions as well. >> Please. >> Thank you, Madam President. Um first of all, I love the strategy screen early support sooner. Um question are you mentioned uh school districts. Are you also working with providers outside the
district? those providers that receive Head Start funding, for example. >> Um there there is um networking within our preschools as well. Um you're you're going to receive a presentation in just a moment about the new preschool standards and the new preschool
standards were developed collaboratively with the office of standards and and uh the office of lear. to our preschool experts as well as our early literacy experts. We're working handin glove to ensure that the performance expectations are aligned to evidence-based practices
which will address whether they're in a mixed um form or whether they're um uh districts that are or providers that are providing preschool services. So, I'd like to see, you know, those third party providers receive the same sort of
information and support um and again participate in this uh screen early support sooner strategy. >> Uh also quick question on on the materials here that you provided. Um certainly appreciate the information
about on on slide seven supporting every student, every classroom. Um I'm interested in knowing wi with that support where do you anticipate or or or what goals do we have? When you reflect
on uh slide five you see that a number of the uh screening uh subjects here or or categories. you have over 50% of the students that are
below uh grade. Um and so given this the level of support given given this initiative set targets for uh next year and what we could expect in terms of improvements or seeing these uh categories that are now
over 50% be reduced by 10 15 20%. What what sort of the targets can we expect when you come back to us next year to talk about this wonderful program? >> Yeah. Um from from a state perspective, what we are looking at right now is to
use these tools more as diagnostic prescriptive tools, not as an evaluation of overall student performance. So these are screening tools that inform um tier one interventions. And we have a a grant that um called the bridge grant that
looks specifically at how do we develop best practices in utilizing these data to support our students um in the regular ed classroom in a tier one setting um with the overall outcome of improving student outcomes. and we have
loads of of statewide achievement data that over the years we can see and track particular progress. Um these individuals that this screening tool is not used as a summitative assessment. It's used to kind of identify where the
needs are, provide opportunities to shift resources, to build training, to change um u scope and sequence if that if that's needed, whatever um is needed in real time for those children in that particular classroom, >> but ultimately ultimately to improve
student outcomes. >> Ultimately to improve student outcomes no doubt about that. >> So we would should expect some of these categories. And I was just going to jump in and clarify as well that this is the beginning of year screener data. So we also will have middle of year and end of year. So some of those targets and increases we should see within the same
school year. So students are really getting that support and intervention. And I think both the the questions are really rich and hopefully you're hearing from the answers. >> There's a lot that has to happen to move the needle on literacy. And it's all of these things together as the board has rightly pointed out. It's how do we think about the screener data? How do we
think about the teacher uh training and support? how do we think about all of the implementation pieces? So, we are excited. We'll be bringing certainly more back about this and I think we'll also uh in future months be sharing some literacy trainings that are both an option for members of the public and inviting this board. So, this is just
the beginning of the conversation about how do all of these things fit together as we look to move the needle on literacy. >> Do you want to say something? I I just had a question. >> Go ahead. Go ahead. I've talked a lot so go ahead. >> I just had a simple question. So, the grants that were $50 million and it's
for five years. Were any school districts turned away who came to you to participate in this? >> Yeah, they were all competitive grants. So, they needed to develop a um an application that was reviewed by a panel of professionals scored and then awarded
based upon the the best application that we got. And so for those districts, is there anything being shared with the materials or anything? So at least they can try to do this on their own. >> The the coaching modules that are a
piece of the coach grant are available to the public on our um to public schools on our um learning management system. So all of those resources can be picked up and all of the materials that support the implementation of those in school districts. So, uh, the professional learning notes and meeting minutes and things like that can be can
be found on our LMS to support implementation without the grant. And last question for me on this at this time, when these um, lucky recipients got the permission to be included, did you find they were more so from uh,
urban areas, rural areas, suburban areas, north, south, central Jersey? What did you find? our grantees were across the board really well represented all different uh district types all over the state. So the representation looked good. We can get you that information if
you're interested. Um and I will say that we do have reissues of the grant. So the way that the grant is staggered is that we receive a certain uh funding level each year and so some opportunities will provide a new provide opportunities for new cohorts to join the program. So, for example, the Lyft program, which is the early literacy
program, um we just are um announcing those uh second cohort of grantees. So, if they didn't meet with success in the first round, um they're able to apply opportunity. >> Yeah. And they're also able to access their scores. So, if they didn't farewell in the first round, they're able to request uh the feedback from our
readers so they can better prepare an application. >> Great. Thank you. To quickly also add, we um we'll make sure again the board received it, but we recently sent out a broadcast announcing two additional ones and there is a link in there to a map where you can see all of the grants that have been awarded. So, we're also working to make sure that not only the
the screener data stuff that you see is accessible, but that who's been awarded which grants is something that every member of the public can see as well. >> Just one followup to that. Um and it goes back to something that Vice President Johnson brought up. This board frequently will um ask for supplemental
data on INP for the district. I know we're going to hear that presentation coming up in a few minutes. Um President Vice President Johnson asked about what you would do in field services to support districts whose at least the ELA portion of IMP is impacted
um and who don't have the wherewithal or the bandwidth to write competitive grants or who have tried to write grants. Um so I'm understanding limited resources completely understand that this is a dissemination model that works in many many places but what extra care
can you build in uh to make sure that those districts who are who will not be part of public presentation are benefiting from the grant recipients advancements in coaching in particular. >> Thank you. And I I think that's central
to to our work. the idea that just a few receive that it we're we never approach it based upon those few benefit only. It's always what are the best practices that are there and how do we elevate those practices and share out th those
practices. So that is typically built within all of our NOS's whether it's literacy or high impact tutoring or whether it's um uh AI work that we have it's all about seeding great ideas finding the innovations sharing it
broadly. Um I I guess to that to to that question are are there and I don't want to use the word safeguards but if you find that certain school districts are writing uh grants better is there a is there a
mechanism to ensure that others that are that that next tier are able to get access because if the great grant writers are consistently writing then I would I would summize that they will be traditionally accepted right so at what point are we trying to find a pathway
for those to actually get into the system because this this program is and it's absolutely needed for for everyone and I understand a competitive model but just concerned that if you have some that are better at the the grant writing practice that are better than others they will historically always kind of
they will get access to this program and those maybe on that next tier they may be able to get into that next round but that third or fourth tier of of of schools that aren't as great at grant writing they could find themselves kind boxed out of this environment completely.
>> Very very important issue and maybe Lisa you can talk a little bit about how we build the capacity of grant writers through our technical assistant that happens before they actually apply. >> That's a really significant concern and so as a result we do take a look at the
unsuccessful applications and we try to identify trends in those applications to see where maybe gaps in communication may have occurred. Um and as we as we move forward, we do revise our technical assistance sessions and even our actual notice of grant opportunities to make things more clear. Um, a perfect example
is that we've added a whole new section um in several of our grants to um with the narrative with more explanatory guidance to say when we talk about this, you know, there's a lot of boilerplate technical language and we've tried to include more plain language um so folks
can um that haven't mastered those sneaky skills and and successful grant writing um can really uh to access the spirit and the intent of the grant. And we do definitely reinforce that in our technical assistance sessions. Um but we do analyze um the unsuccessful applications to make sure um that we're
not um disadvantaging anyone disproportionately. >> I'll just make a comment to both those that this is a of course a broader issue across grants and something we can bring back because there are other things we look at in terms of streamlining applications and looking at criteria and certainly analyzing that. So we'll bring
more data back to this group as well. >> Yes ma'am. Thank you. >> Pardon me. So on slide seven, you guys highlighted how there are three main tiers of support. Um, and I was really looking at tier 2 and three as one is more small groupoup interventions versus
that intensive intervention. And I kind of wanted to know from your perspective how that looks like going from that tier 2 to three and how maybe the school environment, the community or even the board of ed makes those decisions on whether or not to utilize tier 2 or
three. especially because based on the data, it's kind of a bit more broad by um below or approaching or meeting school standards. >> Yeah, great question. The the tiers referred to the multi-tier systems of support, which basically says when a
child needs a little bit of help, that little bit of help should be provided within the regular classroom environment. They need a little bit more help, it may be provided in a small group setting within the classroom environment. Tier three is actually very intensive support that may be delivered
outside of the regular classroom environment. So as the tiers go up, it's the level of need from that particular student and the level of intervention that that's being provided. So these decisions are made in real time by teachers and and at times by by school
administrators based upon the um the child's need. So uh the it it's not a clear um delineation of if this then you move from tier 2 to tier three. These are judgments that are based upon the professional experience of of the
teacher and educators that are working with those students. >> Okay. Thank you. >> Yeah. >> Um just one final comment to tie things up. And um to me um this is a issue around this is
one of my passions as a as an educator and um we we have a we really need to have a sense of urgency in regards to putting out this uh fire in regards to our students not being able to read on
grade level. And I've had this conversation uh with commissioner. I hope you don't mind uh if I share this out, but I I I really feel that we should be getting like a monthly uh update in regards to how we're progressing with all the various uh
things that have been put in place supporting literacy across the state. So, uh, on a monthly basis, whether you're having a formal presentation or not, if you could just give us like a a update as to where we are, the kinds of evidence and data that you're seeing
across the state as to how our children are moving forward in regards to this critical important issue. Thank you. >> I did not plant that idea with Dr. Johnson, but that will be happening. So, you'll be hearing quite a bit more about literacy as we all move together. Thank you.
>> Anybody else at this time? Okay, thank you. All right, I think I have the next piece around appointments and I do not have any personnel appointments to present this month. So, we are on to the next. Um, next we're going to hear about
certification of school districts. And since the March 2026 state board meeting, the executive county superintendents finalized 39 NJQs interim reviews for school districts implementing district improvement plans in one or more of the five areas of
district effectiveness. So I'm recommending 38 of those districts for certification this month. and uh Assistant Commissioner Ambrose Ducket and Executive Director Robert Gregory from the Division of Field Support and Services are here with us to share the list of districts and respond
to your questions. >> Thank you, Commissioner Board President Goldenberg, Vice President Dr. Johnson, and esteemed board members. Um, as you know, I always start with with a brief story.
Um, this month is no different. I apologize. I'll keep the presentation brief and I'll keep my story a little briefer, but there's a time in our lives where we have to recognize that we've hit a certain age where we have to start
making different decisions. U last month I spoke about my son being honored Ambrose. Uh this month I need to speak about my son Jaden. Now I engaged with Jaden and Ambrose much differently. Ambrose is an academic so we engage
academically and now he has surpassed me in his knowledge of math and other subject areas. So I let Ambrose do most of the talking. Jaden uh likes to engage physically through sports and activities.
And this week, while they were on spring break, he had a break from spring from practice for track and wanted to stay in shape and challenge his father to a game
of of basketball. And with my pride, ego, and hubris, I accepted. and we played a very different game of basketball that was part basketball, part football, and part
MMA. We're not going to discuss who won because that's immaterial to the story. But after the game, he stayed out and played. I limped to the kitchen and then to the
couch. Um, and I called on two friends, Ben and Asper. Ben Gay and Asper Cream. That didn't help. So, when my son came in about an hour later, he saw me on the
couch and said, "Do you want another beatd down?" Now, that's how my 16 yearear-old son speaks to his father. Do you want another beatdown? Now, he's 16 going on 35. Um, and I had to humble myself and said, "No, but you can
provide me with my inhaler because I was struggling to breathe and some ice for the bumps and bruises." So, I humbly come before you today and acknowledge that it is time to engage Jaden in a much different way um than I had uh just
yesterday. Um, I am pleased to announce, as the commissioner said, that 38 out of 39 districts that were up for interim reviews have now reached the level of high
performance. This speaks to the questions that you asked last year. What are we doing to support those schools who are not performing at the level where the state expects them to perform?
Targeted assistance through our county offices, but also making sure that the suggestions from the county offices and the programs that are implemented are implemented with fidelity. And that comes through teacher evaluations that
comes from visits and that comes from teachers having open and honest dialogue and conversations about how they can improve their practices. Uh I want to commend the board for the work that they have completed last year and the year
before with adjusting the point values from performance to growth. And that's why we can stand here and say we're proud that there's only one district that was not certified as high performing and that district made
significant progress. Um, and hopefully next year we'll be presenting them or in six months be presenting them as a high performing school district. And at this point, I will leave the floor open for any questions that you may have about CUAC, not about basketball or anything
else. >> Academic questions, please. Bennett, >> hopefully Ben and Asper are helping. But my comment I will lead to CQAC. when
uh you presented last month and you told us about coming back this month, you said you will see a difference because those districts that are coming up for certification using the redistribution point will definitely show that they're moving in the right direction. So,
unfortunately, my colleague Mary Beth Barry is not on today, but that's always Mary Beth's go-to, right? >> So, in her absence, I'll say we're moving in the right direction. Absolutely. >> Thank you. >> Thank you. Anybody else? At this time,
usually I ask for the districts that achieve this to be read out loud for their moment in the sun recognition after their hard work. Could we do that? >> Absolutely. >> I know there are so many, but that's a good thing.
>> We'll start in Bergen County. We have Carlstat Public School District, Burlington County, we have Chesterfield Township, Esham Township, North Handover Township, Palmyra
Township, Southampton Township. In Camden County, we have Barington School District, Black Horse Pike Regional School District. In Hudson, we have Guttenberg School District, Carney
School District, North Bergen School District, and in Hunter, Frenchtown Burough School District, Kingwood Township School District, Lebanon Township School District. In Mercer, we
have Hamilton Township Public School District. Shifting down to the shore a little bit in Mammoth County, we have Bradley Beach School District, Deal Burough School District, Howell Township Public School
District, Mammoth Regional High School, Tenton Fall School District, and then Mars County Chester Township School District, Long Hill Township School District, Mine Hill Township School
District, Mount Arlington Public school district, Net Netkong School District, shifting back down the shore to Ocean County, Lacy Township School District,
Manchester Township School District, and Stafford Township School District. Back up north to Payic, we have Hawthorne Public School District, North Halen School District, West Milford Township
Public School District, Somerset County, we have Greenbook Township School District, Manville and Somerville Public School Districts. In Sussex County, we have Byron Township School District.
Warren County, Green Witch Township School District, Mansfield Township Elementary School District, and then Union County Mountainside School District. Again, congratulations to these 38 districts for their improvement
and placement on the continuum. Thank you. >> Any other comments at this time about this? >> No. hearing that we're moving in the right direction. I've also read other opinions that we were maybe being a
little bit too laxical, but we're not finding that, right? >> No, not at all. Not at all. >> Good to know. >> Not at all. >> Good to hear. Okay. Thank you. Thank you very much. >> Thank you all. Thank you. >> Oh, I'm sorry. We're voting. So sorry.
Um, okay. May I please have a motion to accept these 38 >> school districts? >> Oops. >> May I please have a second? >> Second. >> Thank you. All those in favor, please say I. >> I. >> Any opposed?
Nope. And uh any abstensions? Passes. And thank you very much for your effort. I know how hard it's been. Thank you. >> Thank you. Thank you. >> Thank you. Or >> I'm going to switch the order of the next resolutions just slightly given
staff availability. So, um we will come back to the one related to resolution to accept donated funds. Okay. >> So, I'm going to jump to the resolution to adopt the New Jersey student learning standards discussion resolution. Um and today I'm very pleased to have our early childhood team join us to talk about the
New Jersey preschool teaching and learning standards. So these are the standards that define the very beginning of a student's educational journey. And these proposed revisions are one that has not come in front of this board in a long time. And I know that this team was working long before I arrived um in a
reflective and collaborative way across the state to establish these. So, you'll hear from them, but they worked with educators, early childhood experts, higher education faculty and practitioners to make sure that these standards update the research um and really reflect the needs of New Jersey's
children and communities. So, as I turn it over um with these pieces, just again thinking through uh you'll hear some of the pieces around the connection to literacy and the other improvements made to these standards. So I'll now go ahead and turn it over to Katrina Mcomes, assistant commissioner for the division
of early childhood services and Kimberly Fredell, the director office of preschool education programs, who will present the proposed revisions and highlight the major shifts in these standards since the 2014. >> Thank you, Commissioner.
>> Thank you, Commissioner. Good morning, President Goldenberg, Vice President Johnson, and members of the state board of education. As shared by commissioner, today's presentation provides an overview of the proposed revisions to the New Jersey preschool
teaching and learning standards. These revisions build on the 2014 standards and reflect current research, a strong equity lens, and intentional alignment with the K12 education system. This briefing is presented for state
board review and feedback as the department moves toward public comment and eventual adoption. So for today's agenda this morning, we will walk you through the documents you received in advance of this meeting and address questions you may have about the
proposed revisions. In preparing for the presentation of the standards, the divi division of early childhood services engaged in crossdep departmental collaboration including reviews and input from the following offices. The
office of learning equity and academic recovery or lear as we just heard about the office of special education and each of the office of standards content area specialist. We will begin today with an overview of the process the division
engaged in to develop the revisions including information about the committees and then close with a summary of the major proposed revisions. As a reminder, all state funded preschool districts are required to select a comprehensive curriculum that
is aligned to the preschool teaching and learning standards. The state board of education will have the opportunity to review and adopt the entire standards document. And so we will move forward with the furtherance of the presentation
on the next slide by just going over uh very concisely the process that was utilized to um revise these standards. So the update of the preschool teaching and learning standards work started with an internal alignment review followed by
seeking stakeholders to serve on the research and writing teams via a broadcast that was released in June 2025 selecting committee members and forming research and writing teams. These teams reviewed information and drafted
updates. A draft was shared internally with the office of special ed and the office of LER for additional feedback which was incorporated. And after incorporating all of the edits, today we are excited to present the draft 2026 New Jersey preschool teaching and
learning standards for your review. With regard to the committee composition, following our statewide call for participation, the department assembled incredible talent from across New Jersey. There were 13 stakeholders
on the research committee and 27 stakeholders on the writing committee. 42% of our expert committees hold terminal degrees with broad industry experience. And most writing team members hold advanced degrees with extensive teaching experience. All three
state regions were represented along with suburban and urban districts. Our expert committees included 37% teaching professors affiliated with institutions of higher education, 37% in industry
professionals, and 26% school administrators. The writing committee featured 70% practicing educators and 30% curriculum supervisors. The preschool standards were updated to
better match how learning continues into kindergarten and subsequent grades. Names and categories of the standards were changed so everything follows the same structure as K12. Some areas were renamed using more current language
aligned with K12 standards. For example, technology is now called computer science innovative innovation and society. The updates also reflect newer research and clearer wording so teachers know exactly what young children should
be learning. And so at this time, I'd like to welcome Miss Kimberly Fidell, who serves as a director of the Office of Preschool Education Programs. Miss Fiddell has served the department for 10 years. Her knowledge and expertise is valued and she will now walk you through
the major revisions. >> Hello. Yeah, you're good. >> Uh so as uh assistant commissioner Mcomes had mentioned, uh districts are required to select a comprehensive curriculum which is aligned with the New Jersey preschool teaching and learning
standards. You will see today that you will be reviewing and adopting an entire document, all standards. We will be sharing highlights of these comprehensive changes with you today. There are two sections of the preschool teaching and learning standards that are
not included in the K12 standards. However, they are included in this document as they are critical to the implementation of highquality preschool programs. A distinction of the New Jersey preschool teaching and learning standards is there is also a focus on
developmentally appropriate teaching practices. This document includes the learning standards for students as well as teaching practices that can be incorporated to ensure developmentally appropriate learning occurs.
Developmentally appropriate practices refers to teaching approaches that are grounded in what is known about how young children grow, learn, and develop. DAP ensures that learning experiences are age appropriate, that they are aligned with typical developmental
stages for preschool age students, that they are individually appropriate, that they are responsive to each child's unique strengths, needs, abilities, and interest, and that they are culturally and linguistically, excuse me, relevant, respectful of, and connected to each
child's cultural background and experience and family context. In practice, developmentally appropriate practices means educators are intentionally designing environments, interactions, and learning experience that support the whole child socially,
emotionally, physically, and cognitively using play-based hands-on, and inclusive methods that promote growth and meaningful learning. This slide highlights the major updates to each domain in the revised PTLS.
First we have approaches to learning which is focusing on critical thinking and realworld skills. Next we have social and emotional development and that is integrated across domains with an emphasis on individualized support, resiliency,
optimistic thinking and family engagement. In the social studies, family and life skills standard, we are strengthening inquiry and self-regulation. It adds culturally responsive practices.
It emphasizes inclusive designs and it positions families as partners in English language arts. It provides clear research-based progressions for early reading and writing, including explicit alphabet instruction and print
concept development. In the mathematics standards, children are learning to quickly recognize small quantities, solve simple addition and subtraction problems, and begin begin developing early data literacy by interpreting
information. The science standard integrates the three dimensions of science learning. Science and engineering practices, disciplinary core ideas, and cross-cutting concepts. Inquiry skills are embedded throughout all standards.
The visual and performing arts standard promotes cultural awareness and emotional expression and integrates audience skills. Health, safety, and physical education has focus on mental health, relationships, wellness, and
media/technology influences. World language and cultures places culture at the center of early learning. Fosters intercultural awareness and supports communication across languages in inclusive settings. Computer science, innovation, and
society. has technology being used intentionally to enhance hands-on learning while promoting digital citizenship, safety, accessibility, and creative problem solving. Please note technology is not intended to replace
handson learning. Thank you. So um the ELA revisions embed researchbased practices to support emergent literacy and prepare children for rigorous rigorous learning. The approach moves from isolated skills to
integrated rigorous learning. Oral language development, print concepts, and emergent writing are emphasized. The standards and teacher practices work together to create strong foundations for reading and writing. So, I'd like to highlight on this slide one example of
an updated ELA standard. So, in the current 2014 standard, the it indicates that students will follow words from left to right, top to bottom, page by page. The focus is on basic
print directionality and physical navigation of text. It's an early skill where children learn how to move through text, orientation, and sequence. The updated standard demonstrates current research. Children begin to
recognize and understand basic con concepts of print such as direction of text, the difference between letters and words, and how print carries meaning. This goes beyond directionality to include conceptual understanding of
print. children start recognizing recognizing letters versus words and that print represents language and meaning which is foundational for reading. The new standards also include an appendix and these are those two
standards that are not in the K12 that are not in the K12 standards but they are included in this document as they are critical pieces of implementing high quality preschool programs. There's a focus of developmentally appropriate teaching practices in the
preschool teaching and learning standard and it includes the learning standards for students as well as teaching practices. The appendix topics the first is learning environment. Now this is not a standard. This is a
narrative section of the document. Uh but this offers suggestions for teachers to create learning environments that help students feel a strong sense of belonging, purpose, and voice that integrate cultural representation and
use materials and practices that reflect diverse identities and lived experiences to support inclusion. Examples provided include incorporating diverse books and images, using multicultural labels, celebrating cultural trai traditions, providing
materials that reflect different abilities and family structures, and engaging families in classroom activities. The second section of the appendix is assessment and documentation. As it's not developmentally appropriate for young children to participate in
standardized assessments, there needs to be ongoing documentation assessment provided through ongoing cyclical processes for authentic documentation and assessment that emphasizes observation, reflection, and family
input. by providing visuals and reminders to help educators ensure that a child's portfolio is seen through an unbiased lens. It includes the child's unique background and authentic assessments are collected to acknowledge and know the
whole child. This approach supports educators in capturing children's learning through multiple methods such as anecdotal notes, work samples, and photos while using the information to plan individualized experiences that promote
growth across all developmental domains. Educators are encouraged to support individualized learning plans and help identify strengths and needs without relying on standardized measures. >> Thank you, Kim. This table outlines the
timeline for the review, revision, and adoption of the 2025 New Jersey preschool teaching and learning standards. It highlights key phases from expert recommendations through public comment and final adoption, ensuring transparency and stakeholder engagement
throughout the process. Thank you for allowing us to present at this and at this time if you have any questions, we'll be happy to take those. >> Yes, sir. I'm just uh working with you um through the committee process. Just
um thank you for all the work and the alignment of um all this information. Uh we understand the critical foundation that preschool builds in early literacy and really all learning. So, um looking forward to this
conversation continuing uh the um ability for all the um um parts of the department to work outside of silos to work across uh and together the collaborative process I think was very uh important to where we
are. So, just thank you for the information. I'm looking forward to the results that we'll achieve. Thank you. >> Thank you, Vice President Johnson. Thank you. Any other comments at this time? All right. Um, we do look forward to
hearing more. So, thank you. >> Thank you. >> Right. We're going to go back in agenda items. So, we're going to head to the resolution to accept donated funds. And so today, I'm pleased to announce that Miss Valerie Amendalora has generously donated funds totaling $25,000 to use
for memberships to organizations that provide professional learning to its school leadership and for student activity funds, which are for the sole use of supporting student activities such as field trips, student yearbooks, clubs, and extracurricular activities. Just great timing. Um, so Kim Murray,
acting assistant commissioner for the division of educational services is here today to provide additional details and respond to your questions on this resolution. >> Thank you. So where will these funds be available to district students? >> The majority of funds will be going to
the student activity account. So that will cover graduation events, class trips, extracurricular activities, the uh intercolastic sports that uh the students from the Katsenbach school participate in with
other schools for the deaf in the region. You any other questions at this time? I have a motion for um them to accept their funds and their fun. Thank you very much. Board member Bennett. May I
have a second? Thank you. I believe Mr. Williams was first and um any other com hearing? None. All those in favor, please say I. >> I. >> I. Any opposed, please say nay.
Um I don't believe anybody has um to abstain from this, but if you do, all right, the motion is approved. Thank you so much. Thank you. That's it from your agenda. All right. Thank you. Um
any board member have any new business to bring up at this time? Hearing none. Thank you. May I have a motion to adjurnn? Thank you. May I have a second, please? Thank you, sir. All those in favor, please say I. >> I.
>> I. Thank you, Jack. Any opposed? Please say nay. Any abstensions? The meeting is concluded. Have a wonderful month. Thank you. Thank you.