We're going to get started now. Are you ready, sir? Yes. Okay. Thank you. All right. Good morning everyone. Welcome to October 8th. I'd like to uh
begin and open our public meeting. The New Jersey Open Public Meetings Act was enacted to ensure the right of the public to have advanced notice of and to intend the meeting of 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 press course, sorry, secretary of state's office and notice has been given to the state house press, the governor's office, and the state board agenda subscriber. And as a quorum is present, this meeting will now come to order. May I please have a
motion? >> So moved. >> Thank you very much, board member Bennett. And may I have a second? Thank you. Um, appreciate it, Vice President. Thank you, sir. And now that we have the meeting approved, we'll go
ahead and read this next statement to adjourn to executive session. Whereas in order to protect the personal privacy and to avoid situations wherein the public interest might be disserved, the Open Public Meetings Act permits public
bodies to exclude the public from that portion of a meeting at which certain matters are discussed. Now therefore be it resolved that consistent with the provision of NJSA 10 col4-12B 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. I appreciate it. Um thank you. And may I please have a second?
>> Thank you very much. Um, all those in favor, please say I. >> I. >> I. >> Thank you very much. Um, I should say we have Jack Bernardo, Lane Barro, and Arecelio Ponte on online joining us.
Thank you. All right. So, we will be back um I believe at 10:00 a.m. and we'll start the public portion of the meeting then. Thank you very much, everyone. 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 could be that teacher in New Jersey. You'll help shape the next
generation alongside a dedicated community of educators. New Jersey has some of the best public schools in the country with competitive salaries, valuable benefits, and a solid pension plan. So, be that teacher. Make an impact. Teach Inspire New Jersey. To
learn more, visit teach inspire.nj.gov. [Music] If you're a teacher, you've had students tell you how much you mean to them. And for everyone who does, more feel that way, but may not say it. Remember that teacher who changed your life, you're
that teacher to a lot of people. Teach Inspire New Jersey. If you're a teacher, you've probably had students tell you how much you mean to them. And for everyone who does, there are more who feel that way, but may not say it. You can't know how many, but
it's more than you think. Because you've done more than teach. You've inspired. Remember that teacher who changed your life? You're that teacher to a lot of people. Teach. Inspire New Jersey. [Music]
Jersey. [Music] Jersey. [Music] Jersey. Visit the teach inspire punj. Okay, we'll go off.
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 could be that teacher in New Jersey. You'll help shape the next generation alongside a dedicated community of educators. New Jersey has some of the best public schools in the country with competitive salaries, valuable benefits,
and a solid pension plan. So, be that teacher. Make an impact. Teach Inspire New Jersey. To learn more, visit teach inspire.nj.gov. Gov. If you're a teacher, you've had students
tell you how much you mean to them. And for everyone who does, more feel that way, but may not say it. Remember that teacher who changed your life. You're that teacher to a lot of people. Teach. Inspire New Jersey. If you're a teacher, you've probably had
students tell you how much you mean to them. And for everyone who does, there are more who feel that way, but may not say it. You can't know how many, but it's more than you think. Because you've done more than teach. You've inspired.
Remember that teacher who changed your life? You're that teacher to a lot of people. Teach. Inspire. New Jersey. [Music] Jersey. [Music] [Music]
invitto. [Music] Jov. 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. Go. Remember that teacher who changed your life. You could be that teacher, Izzy. You'll help shape the next generation alongside a
dedicated community of educators. New Jersey has some of the best public schools in the country with competitive salaries, valuable benefits, and a solid pension plan. So, be that teacher. Make an impact. Teach Inspire New Jersey. To
learn more, visit teach inspire.nj.gov. Gov. the readoption of uh amendments of chapter 8 standards and assessment. As this uh topic is actually on today's agenda at adoption level, I'll forgo my
report at this point. >> Okay. >> Thank you. >> Thank you very much, Dr. Johnson. Your leadership is greatly appreciated. Thank you. Um we have uh the National Association of Schoolboard Education
delegate election and ballot for resolution on the proposed bylaw changes. So those are the each of the states in the country that are involved. It's the National Association of School Board Education. I'm honored to have served it served on it for seven seven
years now. And I would like to let you know they will have an election um and at their annual business meeting on Wednesday, October 29th. And so um we will have uh the annual business meeting
uh we're going to send in our vote for that and the vote will be on um we have to send it in by Monday, October 13th. So, I just like to let you know that that's occurring and um they do really good work. So, it's great to hear I've
been fortunate enough to go three or four times to their annual meetings and they speak about everything from what's happening locally in their state, but how it's affecting all the national federal rules and how it's affecting their their budgets and their curriculum
and and everything that they do. And it's always good to hear because each state is a little bit different. Certainly the way they're managed is different. Certainly. And to hear from them and to hear all of their um excitement, stressors, all the different
things that happen, it's always good to have a wider perspective and it brings more to our board when I'm able to share those things that have happened nationally. So, it's an important organization that works along with the uh government in DC as they make laws on
education. So I hope to go there uh the end of this month and I'll be happy to give back feedback in November what was said and the different things that were mentioned. So just mentioning that now um
the nominee for the chair elect for the National Association of School Boards is Fern DJ Jordan. She's from Maine. The nominee for secretary treasurer is Matt Donaldson. He's from Georgia. The
nominee from the northwestern area director is from Delaware, Nisha Loavia. Um unless the school board objects, um there's only one candidate for each position. And I'd like to ask our uh director of the state board, Diane
Shoner, to please submit votes in their behalf so that we are on record as continuing to um participate even though there are no no split votes going on just so that they know that we care very much what happens
federally. So is there anybody who objects to us doing so? Okay. So we'll go ahead and do that. I don't think we need a vote on that, do we? Okay. All right. Yes. The the bylaws will also be
discussed then um for the National Association and um so we'll we'll go ahead and I've already reviewed them and I'd like to go ahead and and say that New Jersey agrees with what they've suggested. It's about uh participation
um inclusion and being part of what's happening in DC and it's it's all good things for education to state with the federal government oversight over all the states. So I'd like to go ahead and do that.
>> Just a quick question. I had a couple things uh that I wanted Can I just pass those on to you and I looked at it? >> Sure. Is there anything you object to that we should not vote for? Okay. Yeah, absolutely. >> Because I I will be there and relay that. Thank you.
>> All right. Um, so we have a petition for rule making also. Um, Rosemary Ken or Katon, I'm not sure how she pronounces it, received the state board received a petition for rulemaking from Rosemary Ken for May on
May 5th, 2025. The petitioner requested amendments to chapter 9B to allow holders of a multi-state registered professional nursing license issued by a state board of nursing that participates
in a nurse lensure compact called the LN NLC to qualify for a substitute school nurse non-instructional credential or an educational services certificate with school nurse endorsement at our August August state board meeting, I announced
that Commissioner Damer and I were determined and and we determined that an additional 90 days were needed to deliberate and allowed time for consultation with the New Jersey Board of Nursing. Those issues have been discussed.
We have since determined do the commissioner and myself that the best course of action is to approve the petitioner's requested amendments with additional necessary changes at NJAC6AN NB-14.4.
The department will be discussing the amendments at NJAC 6A col 9B-75 14.3 and 14.4 for later today during the items for consideration item D. So in order to meet the OAL on
the state board requirements for timely processing of rules related to approved petitions the state board will be expediting this rule making and moving to proposal level next month. I strongly encourage
interested parties to submit written comments on the proposed rules and remind you that inperson public testimony will be received in January of 2026. And that is all from my end and I'd like
to please turn the meeting over to our wonderful commissioner Mr. Damer. >> Thank you Madame President. So, this is uh one of the most exciting days of the year and it marks the 56th year that the New Jersey Department of Education has
selected a New Jersey State Teacher of the Year. I'm so lucky to continue that tradition of honoring and celebrating extraordinary educators. This award falls under the governor's educator of the year program which provides a
well-deserved platform to amplify teacher voice and celebrate our state's great educators. I'd ask you all to look we put out some some different uh videos through most of mostly through our social media channels. You can see videos about some of the amazing
educators in our state this year and we're going to continue to do that throughout the the rest of this year. And before announcing and recognizing our newest state teacher of the year, I want to take a moment to acknowledge our outgoing state teacher of the year,
Stephanie Lockenau. During Stephanie's six-month sbatical at the department, she served as a positive and uplifting representative for the teaching profession, making public appearances statewide, speaking about the importance of mindfulness and
finding every possible moment to speak uh about uh our to celebrate, excuse me, our state's passionate and dedicated educators. So, get this, these are some some of the things that she's been able to do. She got to visit the Google
headquarters in California. She went to space camp at the United States Space and Rocket Center in Huntsville, Alabama, and spent time collaborating with other state teachers of the year throughout the country. And in January, she will attend the National Football
Championship in Miami, Florida. So, it's not all bad. Uh Stephanie participated in national events and conferences to learn and share best practices and strategies with schools across the state. Stephanie, thank you for all the hard work. And with that, I want to turn over to you
for some remarks. Thank you, Commissioner Damer. This year has been the greatest honor of my life, hands down. And I can't begin anywhere besides starting with gratitude. There's so many people that I'm grateful for and many of them are right here in this
room. I want to start by thanking NJOE for sponsoring this program and making this a possibility. NJA for all that you do to support the program and the car, all the things, all the platforms and ETSs for sponsoring our sobatical and
also the technology budget this year. It was amazing and I could not have done those things without that support. and of course our county and state teachers of the year for walking alongside me on this journey, for partnering with me in so many capacities.
And all of this, I had someone side by side with me and that person is Nancy Basant who really honestly I wish I could take her with me. If she could just organize the rest of my life, that would be great. And of course Pete Madzagatti who thank
him for believing in me and for also helping me to to do the teacher climate and culture institute that the DOE put together this year. That was amazing. And Jordan Schiff for all of your leadership and support and belief in me. So this year I got to do some really cool things aside from going to space
camp which that was very fun but I got to go visit classrooms across New Jersey. I went to all 21 counties. I've been to countless schools and I got to see the amazing things that are happening there. And what I saw everywhere I went is that there is deep
drive. There's deep passion and there's deep commitment for learning, but also for seeing our students growth in the classroom and beyond the classroom. It's not just about our lessons. It's about where are we going in the future? How are we going to support our kids as they go out there into the world? And I've
been honored to watch that every place that I've been. Everywhere that I've been, I've been able to share some professional development workshops as much as possible. We let glitter settle all over New Jersey. I left glitter literally everywhere I went. There are
glitter jars everywhere. There was glitter here. Also, we made a little bit of a mess in the DOE. And another really cool thing I got to do was working at the DOE here and having a cubicle here, which I never had a cubicle before. I'm not sure if I'm meant for that life.
So, it was good that it was like part time, like a little cubicle, a little classroom, like that's it was a it was a good mix. And I am so grateful that I got to work with the SEAL department. And right now on the Department of Education, our
website, there is a mindfulness section that I was able to help partner with. So, that was one of the things I'm most proud of. So, while this chapter is closing and I'm stepping out, I will always be the 2025 New Jersey State Teacher of the Year and I continue to continue this work to partner alongside
teachers to see the different ways that we can grow and support each other and most excitingly to step up and work with our new 2026 New Jersey State Teacher of the Year. I know that this person is going to do amazing things and I can't
wait to see where it takes them. Education is not meant to be done alone. It is a community event. It involves all of us and I'm so grateful to be an educator in New Jersey where we understand this partnership and we truly work together. So, thank you for working
with me. >> I'll take it back to you, Commissioner Dean. >> Thank if there is any question, anybody wondering why she was a teacher of the year. I think we just answered that question. So, thank you, Stephanie. It's been great and we look forward to continuing our work together. Uh, with
that, I get to turn it over to Dr. Jordan Shiff for the rest of our uh presentation. >> Thank you, Commissioner. Let's give another round of applause for Stephanie. Such a wonderful ambassador, an extraordinary educator, and a wonderful
person as well. Congratulations. Thank you, Commissioner. I am thrilled to be here today to announce and name the 202526 New Jersey State Teacher of the Year. But before we do, I have a few words. I
have a few people that I would like to acknowledge who have helped to support the state teacher of the year program. The newest New Jersey state teacher of the year will join a family of other outstanding New Jersey educators who continually strive to make a difference
in education on the state, national, and international levels. I would like to acknowledge the veteran new uh New Jersey State Teachers of the Year family members who are in attendance today. As I call each state teacher of the year, please stand so that we may
recognize your continued efforts in making this program so successful. First, the 1999 2000 New Jersey State Teacher of the Year, Katherine Bet. The 2003 2004 New Jersey State Teacher
of the Year, Diane Cumins. The 2005 2006 New Jersey State Teacher of the Year, Bob Goodman. The 2008 2009 New Jersey State Teacher of the Year, Jean Mooie. The 2009 2010 New Jersey State Teacher
of the Year, Maryanne Woods Murphy. The 2013 2014 New Jersey State Teacher of the Year, Kathy Aini. The 2016 2017 New Jersey State Teacher of the Year, Arene Safari. the 2021 2022 New Jersey State Teacher
of the Year, Terresa Moth. The 2022 2023 New Jersey State Teacher of the Year, Christine Gertin. the 2023 2024 New Jersey State Teacher of the Year, Joe Nappy. And finally, our outgoing New Jersey
State Teacher of the Year from 2024 2025, Stephanie Lockenau. Congratulations to all of our New Jersey State Teachers of the Year. again. Extraordinary, extraordinary ambassadors, extraordinary educators, extraordinary people. One more big round
of applause, please. I would like to acknowledge the state level panel members for committing their time, energy, and expertise to selecting the the New Jersey state teacher of the year. If a panel member is in attendance, please stand to be recognized now.
Susan Barry, English language arts standards coordinator at the New Jersey Department of Education. Diane Cummins, member of the New Jersey Council of State Teachers of the Year and the 2003 2004 New Jersey State Teacher of the Year.
Vincent Deluchia, former director of special projects at the New Jersey School Boards Association. Vicky Duff, coordinator of professional learning at the New Jersey Principles and Supervisors Association. Mark Jacobus, school business administrator at the Elmwood at the
Elmwood Board of Education representing the New Jersey Association of School Business Officials. Stephanie Lockour, our former state teacher of the year 24th, 205. Theresa Mann, co-chair of the New Jersey County Teachers of the Year Network and
the 2021 2022 New Jersey State Teacher of the Year. Patel Robertson, the vice president of the New Jersey Education Association. Cheryl Roseboro, president of the New Jersey Parent Teacher Association.
Kathleen Turner, former district superintendent of Ocean City School District, representing the New Jersey Association of School Administrators. Thank you to the entire panel for your contributions to the program which helped make it such a success. The panel,
let's get another round of applause, please. Now, I am all sure that we are all waiting on the edge of our seats to find out who will be the next New Jersey State Teacher of the Year. Therefore, without further ado, let's play the 2025
2026 New Jersey State Teacher of the Year Showcase video, giving us a glimpse into why this teacher is so extraordinary. [Music] Miss Ober is deserving of this recognition because she truly cares
about the students and the community here at Freleboro. Um she looks for things to do outside in the larger community because she wants to be involved and she wants to make sure our students have an impact in the overall community. Miss Ober in the classroom. I think her her gift is
really the ability to recognize the various learners in the classroom and she does it in a way that infuses technology uh to help them uh understand whatever the concept is. I think Miss Over is deserving of
recognition because she really takes the time to build strong relationships with her students. She gets to know them on a deeper level. She really advocates for her students and she finds many opportunities for them to learn and grow
in the classroom. She's always keeping her kids so engaged. Uh she's funloving. The kids absolutely adore the fact that uh she comes to work every day um with smile on her face. What being a teacher means to me is it's just such an
important responsibility to be there for your students. I think when you're becoming a teacher, there's emphasis on, you know, your ability to teach academics, but I think what's really at the heart of teaching is getting to know your students and letting them get to know you. Um, so I think it means just
showing up and being your authentic self so that your students can show up and do the same thing. You are a really good teacher and you have like really good passion for students. You don't let your
students give up. You always try to to take out their best. I want them to walk away and know that I was always in their corner and I was always there for them. Um because I think that's the most important thing we can do as teachers. Um, academics are
important, but having kids know that they have a space where they belong and there's somebody who sees them. Um, I think that's the most beautiful part about what we do as teachers. [Music] 26 New Jersey State Teacher of the Year,
Jillian Oberg. Good morning everyone. Um, I just want to start by thanking Commissioner Kevin Damer, um, our state board president, uh, Kathy Goldenberg, and our esteemed board members, uh, for this recognition.
It is such an incredible honor to stand here today as the 2025 2026 state teacher of the year. I'd also like to introduce my special guests here with me today. So, if you could please stand when I see your name. We have Dr. Lester Rickens, Mammoth Executive
Superintendent. Dr. Deborah Blisnick, Mammoth County Education Specialist. Asia Michaels, superintendent of Freehold Brow Schools. John Brovac, principal of Freehold Intermediate School.
Patrick Mohern, principal of Park Avenue Elementary School. Stephanie Cholac, our Freehold Burough Union President. my amazing parents, Mary Beth and Andrew Ober, and my longtime educational mentor and
friend, Dr. Denise Furl. Lastly, I want to acknowledge and thank my incredible cohort of county teachers of the year across the state of New Jersey and the state teacher of the year finalists. Um, Pamela Ang, Sean Hogs, RT
Malia, and John Pauly. I am so lucky to be surrounded and supported by this group of truly exceptional educators and this this title, we're all deserving of it. Um, I have an incredible team alongside me uh
as this journey begins. So, when I sat down to write this speech, I I couldn't help but ask myself, how did I get here? And the funny thing is, I I actually I had no idea I wanted to be a teacher. And it took me about 26 countries and a trip
around the globe to find my calling. The moment I knew I wanted to be a teacher was actually in the middle of a monsoon, soaked to the bone, but somehow also still sweating in Panga, Thailand. Uh, rain was pelting down outside of my
classroom. The whole town was flooded, and my classroom was quickly turning into a bit of a kiddie pool. And in that moment, I thought to myself, how am I not miserable right now? And I looked around my classroom. My students were laughing and working
together on this project. They were chatting in English and just showing they had made so much progress that year and I was just filled with pure joy. I knew in that moment that teaching was my calling. I think sometimes we learn the most
about ourselves when we sit in our discomfort. I was living in a town on the other side of the world in conditions that I had never experienced before in my life and I was uncomfortable. But that discomfort brought out in me the things that truly drive and inspire
me. Seeing those kids learn and grow gave my work meaning. My discomfort revealed my passion. Now in my classroom, I see my students sit through sometimes that same discomfort. And I'm so lucky to be the one to help them navigate this
experience to find their excellence, to find their passion in this world. These lessons from Thailand have guided me all the way back home to Freehill Burrow where I now teach seventh grade multilingual learners. Students who remind me daily of the courage it takes
to build a new life in a new language. Many of my students are newcomers or have experienced interrupted schooling. And my classroom has become more than just a place to learn. I try to make it a sanctuary, a place where students feel seen, safe, and celebrated for who they
are and all that they bring. As an educator, I believe deeply in the power of respect. Respect for each child's journey and respect for multilingualism as a superpower. My students teach me what bravery looks like every single day. They think,
dream, and learn in more than one language. That's not a deficit. It's a gift. and it's one I will spend my career honoring and amplifying. Beyond the classroom, I proudly wear the hats of author, university professor, advocate, and presenter. I love to use
the part of my brain where I contribute to scholarly conversations in journals and textbooks. And I find such inspiration in helping to train pre-ervice and current teachers at Mammoth and Georgian Court universities. I've shared my knowledge of working with multilingual learners at state
conferences and I am so looking forward to the opportunities this year to connect with educators at conferences across the country and learn from one another. But perhaps my proudest moments and accomplishments come from the relationships that that last long after
my students leave my classroom. The conversations in the hallway asking for advice. The excitement of running into each other at the mall. the quiet gratitude from families who know I'm in their corner, not just as a teacher, but as an advocate. To me, being an educator means standing
in the gap between what is and what can be. And doing everything in our power to make sure every child feels that their voice matters. As the 2025 2026 New Jersey State Teacher of the Year, I am so excited and lucky to begin this journey. I have been
given this title and I do not plan to waste it. I will not only serve as ambassador of the teaching profession on the state and national levels but as an educational leader and advocate always. Thank you so much. celebrating excellence is one of the
most important things we do. She is just an absolutely tremendous educator and we're we're so proud of her and her accomplishments. Um, but we also have a few other people because there it's not just about the
title, Jillian. It's about all of the other goodies that you're going to be able to receive. Our first partner is from the educational testing services um Joeberta a general manager at the global
philanthropy. Uh Joe Bird please come up to say a few words at this time. >> Thank you Dr. Schiff and good morning everyone. I'm Jova. It's an honor to join you today on behalf of ETSs to celebrate one of New
Jerseyy's finest educators. At ETS, we believe that great teaching doesn't just change classrooms, it transforms communities. That's why we are proud to sponsor the New Jersey State Teacher of the Year
program and to support its mission of elevating excellence in education. Each year, ETSs underwrites a sbatical for the state teacher of the year, allowing them to step beyond their
classroom and share their expertise, passion, and vision with educators across the state. It's our way of saying your voice matters, your leadership matters, and your journey deserves to be amplified.
This year we are thrilled to recognize Jillian Ober of Park Avenue Elementary School and the Freehold Burough School District. Jillian's work exemplifies the kind of impact that ripples outward,
nurturing not only her students but also inspiring her colleagues and community. Her commitment to equity, creativity, and student centered learning is exactly what New Jersey needs more of.
Jillian, we are proud to work beside you as you begin this exciting chapter. May your sabbatical be filled with meaningful conversations, bold ideas, and the joy of knowing your work is helping shape the future of
education in our state. Thank you. And I will now turn it back to Dr. Schiff. Congratulations. Thank you, Jober, for being with us here today. We appreciate that ETSs continues to generously participate in this program by donating $50,000 in funding
to the New Jersey State Teacher of the Year salary and benefits during her six-month sbatical. This will give Jillian peace of mind knowing that her student learning will not be continuously disrupted during her term by the numerous speaking engagements and
conferences she will attend on state and national levels. Thank you and to ETSs for your generous support. Our other program partner here today is from the New Jersey Education Association, Miss Patel Roersonson, vice president. Patel,
if you wouldn't mind please coming up to say a few words at this time. Men, my name sounds so lovely, but it's just Petal like a flower. Good morning everyone. My name is Pedal Robertson. I am forever a high school
English teacher and now the proud vice president of the New Jersey Education Association. It is such an honor to be here to celebrate the teaching profession as well as a teacher who is the embodiment of educational excellence. Julian Ober, thank you so
much. And for all of our state teachers of the year in here, kudos to all of you and your humility. I might have worn I am a state teacher of the year shirt everywhere I go because teachers don't always get to
experience the recognition they deserve. So it's wonderful to be here to witness the celebration of Miss Ober's hard work and dedication to the profession. And we recognize that this new title holds a lot of weight. There is a ton of
influence now in your hands. And it's my hope that you will use this to uphold the promise of public education being a socially just system. It's my hope that you continue to shine a light on the everyday wins of educators and all they
do to prepare our youth to be kind, productive citizens of society. And we see you have already done that. It's my hope that you continue to be the shining example you are of why New Jersey schools continue to rank number one in the nation. And I know firsthand of our
great public school employees and have every confidence that Miss Overber will continue to highlight the level of excellence every New Jersey teacher possesses and will represent our profession with grace, style, and class. And now I get to be Santa. So, let me
tell you that NJA is so proud to partner with the New Jersey Department of Education, New Jersey school boards, and educational testing services on the teacher of the year program. And part of our long-standing tradition is to offer you more than just moral support. We're
excited to provide you with a rental car equipped with easy pass to help you travel to your speaking engagements and meetings across the state. And inside of that car, we have provided you both a laptop and a printer. There you have complimentary access to
all major NJA workshops and trainings. A $1,500,000 15. Our treasurer is in the audience and her heart almost dropped out. A $1,500 clothing allowance.
media training. I might come with you and and communication support funding for the teacher of the year trip to Washington DC so you can meet with other state teachers of the year from around the country as well as the president of the United States. You will also receive
guaranteed attendance to our NJA celebration of women which we would be happy to celebrate you. an invitation to be a special guest at the National Education Association Foundation Salute to Excellence in Education Gala, a scholarship to attend the National
Network of State Teachers of the Year conference, a state a 2025 New Jersey State Teacher of the Year lapel pin, business cards, email address, and finally a commemorative gold state teacher of the year ring.
Miss Ober will receive this support so that she knows how much her excellence is valued and appreciated. So on behalf of my fellow officers and every NJA member throughout the state, I wish you the very best as you embark on this
incredible journey. We will be cheering you on every single step of the way. And now I'll turn it back over to Dr. Schiff. Thank you. Let's hear it for pedal. NJA continued support of the program is also so very much appreciated. Your
generosity in providing a car, clothing allowance, all the travel expenses among many other benefits for the year so so beneficial to Jillian. Thank you and NJA for your generous support. I would now like to ask Jillian to please come up
front and join with me the commissioner of the New Jersey Department of Education, Mr. Kevin Damer, and the state board of education president, Kathy Goldenberg, as we present you with the 2025 2026
New Jersey State Teacher of the Year Award and have your photo taken with it. Once again, a final big round of applause to the New Jersey state teacher of the year, Billian Over. Now, I'd like to send the presentation
back over to our commissioner, Commissioner Dinger. something specific I'm supposed to say, but I I want to say this instead. So, a little bit of a confession. I got to surprise her in our classroom to let her know. Um, I've read all kinds of
background on her and I hear her tell this story uh just a few minutes ago and I felt it deep inside and and that's why it's it's you. It's those all of those folks out here that are teachers of the
year. You are the ones that bring it to the next generation. Uh not only to our students, but you inspire those those next generation of teachers. um an old story I've told a lot of times and I think all of us in the room uh can
relate to it. There's that one teacher, maybe five teachers throughout your life that you've just really connected with that made such a world of difference and we've got a whole collection of them in this room right now and our newest one, Jillian, congratulations. I I just I
can't tell you how moving it is to have you in this position. Congratulations. >> Yeah. I also want to congratulate you and tell you I feel like the students who have gotten to share your passion and your
vision and your leadership and and your support, they're so lucky and we feel so blessed that you are the teacher of the year and thank you for all you do. Thank you. So, if we could, um, I would like to take a 10-minute break, please, because
we need to let her go see the car and and and photograph the moment that she gets to see everything. So, if you'll please allow us a 10-minute break. Thank you so much. Um, motion.
>> Thank you very much. I believe that was from Very good. Thank you. Appreciate it. And may I please have a second? Second. Thank you so much. All right. We'll continue then. Um I'd like to turn the meeting over to the commissioner for
his items for consideration. Thank you. >> Thank you, Madam President. The first uh standing item is uh for appointments and this month we do not have any appointments. So we can move right into item B uh which is certification for school district of school districts.
Since the September state board meeting, the executive county superintendents have finalized 85 NJQ evaluations for school districts. I'm recommending 44 of those districts for certification. Uh Mr. Ambrose Ducket and Robert Gregory
have already stepped up to the plate and they are able to answer any questions you've got. As I mentioned, there's 44 uh districts up for certification which are listed in your packet. >> Thank you. Um go ahead. Did you want to
present anything? >> Well, I just wanted to say we were continuing the the positive trend of more district certified than not certified. And um some of the questions that were asked before, what are the districts doing? And they're continuing to partner with the county offices and
have targeted professional development to um attack what we see as the the biggest deficit. What we always see is districts that don't are not certified are usually because of items one through seven um which are instruction and
program testing. Um, so it' be interesting to see with the the new testing that's coming out how our districts perform, but I I believe um as long as we're teaching to the standards that we'll continue to see positive results. And with that being said, I'll
open the floor for any questions from board members. >> Thank you. >> Thank you. >> Any questions? Yes, ma'am. Please. >> Um, good morning. So I guess I'd like to ask are what are some basically opportunities for school districts after
they basically failed to be certified? >> That's a excellent excellent question. >> Yes. So um each district that is not certified has to go um under a sixmonth
review. Um and they are called a district um in need of improvement and they have to come up with a diff uh an improvement plan and they meet with the county and they talk about what strategies they're using to
help out with those indicators which are usually one through seven. Um, so some of those opportunities are bringing in math specialists or ELA specialists to help support the teachers and working with uh the students. >> And then one more would be how long do
certifications last for? >> Three years. >> Okay. Thank you. >> Three years. Great questions. >> Thank you very much. >> Great presentation before as well. >> Thank you. >> Thank you. Please go ahead.
looks like one. Thank you. Um, so I'm happy to see the upward trend. That's wonderful. But I can't help but notice that there's quite a few that are at that upper cusp. You know exactly what I'm going to say. 79. Are we looking very carefully to make
sure that there's no way we can help and and not help but ensure that they aren't there already? Make sure that they're at that >> there's a lot of back and forth. Um thank you for your question between our office, the county office, and the
school districts. Um and we give them every opportunity to get over that threshold. So if it's 79.5 then it's 80% and then they are certified school districts. So yes there's a lot of engagement and the
reason you're seeing certain districts that are taking so long is because of that back and forth engagement and getting in touch with the school district and seeing what we can do to see if we can get them over that threshold. So, >> I'm confident. >> Yes. >> That next next round we'll we'll
probably have them certified. >> That's the goal that and um going forward we'll probably just be presenting interims. I think we're complete if I'm not mistaken, Mr. Gregory. >> Yeah. So, um two distinctions in the
districts that we certify. Uh there are those who are going through comprehensive reviews uh which occur every three years and what Dr. Ducket is referring to are interim reviews. Those are for districts that score below 80%
in one of the five areas. So they occur every six months. So we have concluded cohort three uh who all went through full reviews this school year. Great. >> Thank you so much. >> You're welcome.
Thank you. Yes, ma'am. Mary. Um, so I think the hardest thing every month is when I look at QAC scores and where we are and and where we're going and we
last month we um read the names of the schools that achieved proficiency, which is a great thing. But in my mind, every school should be proficient. This is an instruction and programming is where these schools are falling short. We celebrated today teacher of the year. We
have such amazing teachers. I don't know how it is that we're still in this place. I keep saying next month's going to be better. I just heard my colleague say good. We're going to see that upward trend. Um and I've been waiting for
that. But I think it needs to be said for the public. Uh 85 schools were up for QAC review, 44 were reached the the um 80%.
41 did not. That's almost half of all the schools that went through QAC reviews didn't are not proficient. um our our lovely school rep um used the word failed and everybody says, "Oh, we
don't want to use that." However, are we not failing some of our young people if we're not making sure in education and programming that they are proficient? And I know we work hard. We have great
teachers. The Department of Ed works hard. I I think, you know, even in our presentation, I I'd love to see a PowerPoint up there. In years past, I've been on the board. It listed all the schools that were proficient and those
that weren't. I'd love to see that back up there that we're recognizing schools that are proficient as they should be, schools that are not proficient, and we start to figure out a better way of making sure that we're not at the halfway point. This is not just a
oneoff. It has been a while now. I keep waiting. I know last year I said hopefully it's going to be better. Um I I really want us to try and figure out there's a reason why we're not hitting the mark and and there are scores here
that are yes, they're close. Some are 77 78 79 and then there's also 65 and 51 and 49 and 71. There are really schools that are that's alarming to me. So, I I
know you guys know this, but maybe we need to think about h how else can we help these schools get where they need to be? >> Well, you have to consider um with all due respect that there's a number of factors that go into a school's performance. You look at soioeconomic
status. You look at food insecurity. You look at housing insecurity. You look at uh what's taking place in this national government and how that impacts the state. That's going to impact local school districts. You have some students that go home to two parent college
educated families. You go to some school districts where you have a high level of foster families. So those all factors impact how students perform on assessment until you can meet their social economic needs, their social
needs, their food needs, their housing needs, you know, their educational needs sometimes come fourth and fifth in their homes and in their schools. So there's a lot of factors at play and it's not about the teaching but it's about
sometimes the environment that the children are coming from. >> So >> how can we how can we improve that? How how do we help then? If you're saying that at certain schools, I mean, I was looking at the schools and what the breakdown is. I
>> I want to do more. I want us to be doing more then. If you're saying the these are the problems, what can we do to bring those schools up? So, and I just want to cut in and I so I really appreciate the question and and this continual dialogue I think we've had and
I think first of all over the last several months you've seen a significant change and the numbers that have been that reach the 80% benchmark to be what we call high performing. So I want to I want to norm fail is not part of this and also proficient is not part of this. There's
high performing and then in need of improvement. This is the process. This is it, >> right? >> The process that we use to identify when a district or where a district or specific areas where the department
needs to dig in. This is it. So when we say what can we do, this is really where we dig in to get into more granular areas of performance in a district to really engage more directly with the district and say, "Okay, you're doing
very well here, but over here, this is where we need to provide some additional assistance." So this is part of that process. So I don't want anybody to look at this list and say, "You didn't get across 80%." And you're a failure, not proficient. That is not what this is. And those are not terms that we use in
this context. When somebody's at 79%, what we're doing then is going back and looking between those 21 points, where specifically do we need to continue to grow in that district? And it could be a whole host of reasons. And that's why it's partnership between the district
and the DOE and our county office to really hone in and figure out where can we make those improvements. But this is that process. It's not to say we've failed because we got to 79 instead of 81. That's not what this is. This is
identifying those areas. Why it's not at 80. And heck, I I there are a whole host of districts here that got to 81 that are going, "All right, there's 19 points to go. We've got some work to do." So that 80 point benchmark is not that's
important, but it's not endall beall. our work is structured around these areas, but that it's not a binary yes or no thing. It's not a pass or fail. It's high performing and it's areas where we continue to focus on improvement. And so
our resources go into that more granular work to dig in where we are not seeing uh improvements or that there's additional growth that we think we can we can help the district achieve. So, this is an ongoing process, and that's why uh Robert talked about how we do a
three-year review, but then there's a six-month interim where we're digging in uh more closely with districts. So, this is more of a it's literally called a continuum for a reason because this is an ongoing cycle to make sure that we're that we're digging in. It's not really
kind of what we think about it where it's just point in time. It's much more of a of an ongoing cycle. Thank you. Um I believe that Arcilio Aante, our ex-president for the state board, has a comment to make or a
question. Please, you have the floor. >> Hello everyone. Um I certainly appreciate Mary Beth's comments and uh and the commissioner's response just looking at the from the perspective of the school districts that you know are
just under that threshold. Um what's do they feel supported? Do they feel as if they failed or they feel that they are on a um uh path and being supported by the department? Are are they again just
feeling overall uh that that they're making progress uh towards uh that 80% mark? Um what's what's the perspective of the districts >> when our county offices interact with
school districts? uh especially during the six-month interim reviews, one of the things we're doing is looking at their uh formative or quarterly assessments to see how the district may
fare on an annual state assessment. So, one of the things that's important to understand is while districts who are not certified as high performing in areas that don't fall under instruction
and program, they have opportunities to improve every 6 months. Whereas a district who is not certified as high performing for indicators 1 through 7 only have that opportunity annually. So those districts we see at the 79%
threshold, generally speaking, when we check in with them, they are predicting to us the next time state assessments come out, we know we will be over the 80% threshold. We always present this as an opportunity
for improvement. To the commissioner's point, there are districts, I have superintendents who call me and say, "Robert, why' I get a 99 in this area? I want to get that 100%." It's a continuum of improvement and that's what this
cycle is all about. >> Thank you very much. I believe next we have uh our vice president who I'm sorry, what? >> No, no, I just mentioned Thank you, Robert. I appreciate the the response. >> Okay. Thank you, Arcilio. Um, Dr.
Johnson, you have a >> Thank you. More of a comment. Um, and and I guess it it's been about eight years, but uh I do recall being in the district and those uh district improvement plans are really the road map to how you get to where you need to
be. And I know I always found that um collaborative that uh co- um opportunity working with the uh county office uh to move the district forward where you actually look at the the data and one of the questions I know I've always had in
in regards to assessment and I I do remember way back where the department was starting to work on um assessments other than the annual assessments that would be more in line with those annual assessments to help give districts
better data. There are so many different uh I guess you know assessments out there and they're not always in alignment with what the department or the state is asking for. So, how can we re-calibrate to get those um
things like map or whatever tool they're using to be more in alignment with the uh transition to this new state assessment in particular? >> Yeah. During the collaborate collaborative portion of developing the
district improvement plan, one of the things our county ed specialists have conversations with school districts about are the interim assessments that they are using and ensuring that those assessments are aligned to the New Jersey student learning assessment. Uh,
of course we can't dictate what a school district board of education may adopt as a uh quarterly interim assessment system, but we certainly make recommendations and look at items uh on
assessments to ensure they are aligned. uh ultimately the chief school administrator and the district board of education makes the decision on what systems they purchase. And just one uh
followup. Um once again going back to my prior experience. Um when there were common identified areas where multiple districts were maybe struggling, the department used to have um combined or
like regional types of uh professional development opportunities so that they're all looking through the same lens so to speak >> as to this is what the state is saying that they want. Here's a instrument that might help you get there. It would
probably be in your best interest and your students maybe to do that even if you're not forcing them, but to gently guide them into maybe some areas that might be more beneficial. >> And we still do that through our county
curriculum consortiums uh which occur uh in all three regions of the state >> and and most recently uh Dr. Johnson that was uh focused on science because a lot of our schools did so poorly on the science assessment. So there was almost
a standard setting and resetting um discussion that happened at the county level led by the county ed specialist but with those districts that were listed as not certified districts in need of improvement that had to create a plan. >> So that is occurring. Yes.
>> Thank you for that information. Appreciate it. >> Yeah. >> Thank you. Um, next we have uh board member Elaine Bov with a question or a comment. Your your mic is off at the moment. Elaine, you need to >> unmute yourself. >> I'm unmuted.
>> Um, I was saying that I think the two are combined, but how are we doing in getting appropriate teachers into the schools? because there was a large problem with not getting enough teachers to do the things that needed to be done.
That's one thing. And um then you know how we deal with our students. Has Camden come together yet with a leadership that's that's going to be running Camden and and keep it going? Um do they have the teachers? Do they have
what's going on with it when the need there? And I'm just picking cams in at random at this time, but I think you all know what we've been talking about this and talking about it. So, do we have the teachers available who want to teach?
And that's the biggest question. >> So, uh, thank you Elena. It's a question I think we've been discussing, um, you know, rigorously in the state for a number of years. So, I think it's a good chance to follow up on that. the the
governor pulled together a task force. I think it was in 22 starting in 22. Um and that task force outlined a series of recommendations and we as a state have proceeded with a
number of those to bolster the ranks of our teachers. And so I think we've seen a lot of those. Not only have we put those in place, we've been we've seen the fruits of the the labor. Um, not too long ago we saw a presentation of of some folks taking taking availing
themselves of some flexibilities and getting certification, but also we've done other approaches in partnership with other uh uh other colleagues across the state. And so that's um giving teachers stipens when they're doing their student teaching or that's
deferring debt that teachers take on. So all these things come into play working with our EP partners to to make sure there's alignment uh across the board to uh again further bring people into the fold. So I think that we have seen
improvement in this um and the what we saw kind of really coming right out of the pandemic in terms of uh teacher shortages and things like that. Um I think we made a lot of progress on that. Uh you also alluded to the Camden superintendent search which is is well
underway. there is an interim superintendent in in place and uh work continues there. Obviously, the school year has opened up and I I think we're we're on a good track um uh through this search process. Again, national search takes takes a little bit of time. Um but
I think we're going to going to be moving along with that that shortly. Uh no news to make today, but uh I think uh keep an eye out and we'll we'll be moving along quickly with that. >> Thank you. >> Thank you. Are there more? Uh, I'm sorry, Lane. Did you have anything else
to add? >> No, I hang on. I was just saying thank you for responding to what I had asked. >> Can you hear me or no? >> Yes. Yes, we've got it. Thank you, Elaine.
Um, I believe those meetings that you were speaking about that are in the counties, I can't remember if I was there as a local board of ed member or a state board member, but I know that there were ones that we were invited to, not just the districts struggling, but
um, everybody so that everybody's on the same page. That may be something to consider in the future. >> Right. And we also work in close collaboration with uh, Dr. Schiff and the standards team. So, they often come and present at our executive county superintendent meetings about the new
standards that are being rolled out um just so we can push in and make sure that all districts have the the proper information, the most recent update information. >> Thank you very much. Appreciate it, Dr. Ducket. Okay. So, um the 44 districts, I
would love for them to be read about, but um I guess I guess >> we should have a power. >> I >> I I promise you next month they will put them in a PowerPoint so we make sure everybody can read them so you don't have to listen to me read them. They
are, by the way, this is not this is posted on our website. It's available ahead of the meeting so you can see it and all the board members receive the list. So I I don't want to make it seem like we're concealing the list of individuals, but next month I promise you >> I just want to celebrate them, but I
will take that for today. All right. So may I please um >> um pardon me, President Goldenberg, can I mention something? >> Yes. >> I would like to briefly apologize for my prior use of the word failure or failed. Well, I guess the word I want to use better is basically not earning the
certification and once learning really the continuation that the board of education and the department of education really works for with those school districts really changed my perspective. I just want to quickly apologize. >> You you don't you don't
no at all. >> I'm actually happy that that was brought forward that we all learned together that it's it's something that's a work in progress. Thank you for handling. >> Hey man, I'm going to tell them myself. I I used that when I first presented um
at the state board. So, no mistake. >> You're not the first. You're not the last. And I will continue to to make that point and but I the reason I I I brought that up and I this is literally not to pick on you. I wanted to really emphasize because that we fall into that
word and we can't we can't use failure to represent uh are all of the folks involved whether that's students, parents, educators, administrators working very hard to help those kids learn and achieve. And so that word
should not appear anywhere um in our conversation. And I and it's it's something that we slip into because it's an easy way to it's a quick one-word way to describe all of that and maybe not quite getting there. So, it is not a reflection on you or anybody else in
this room. I I I always take that opportunity to to build up that we are on, you know, it's it's a it's a progress. It's it's a roadmap as as uh and Ned mentioned earlier. So, this is a lot of work that goes into this and I I think that's the thing I really want to
highlight whenever we have this conversation, but thank you. And please, no, don't walk out here with any feel like you needed to apologize in any way at all. >> Okay. Thank you. So, um, any other questions or comments at this time?
Hearing none, I'd like to please ask for a motion to accept the certification of our fabulous 44 school districts who have had such a grand achievement. Everyone should look at the list and enjoy them. Um, all those Yes, ma'am.
Thank you. May I please have a second? Thank you very much, Janette. Um, any other discussion at this time? And any, um, all those in favor, uh, please signify by saying I. I >> I >> I
>> Any opposed signify please by saying nay. >> Any abstensions do a conflict of interest or anything? Please let us know at this time. >> Hearing none. The motion carries unanimously. So thank you for your efforts. Thank you. Thank you.
>> Okay. >> I appreciate any opportunity to give Ambrose a little more work. So I appreciate it. >> Thank you guys. Um so now we can move on to item C in the agenda. Uh and today I present for your consideration the
readoption of NJAC 6A subchapter 8 standards and assessment with amendments and new rules. This chapter serves as a foundation for New Jersey's academic standards statewide assessment system ensuring that all students are prepared
for post-secary education meaningful careers and civic life. The proposed amendments, excuse me, amendments reflect our commitment to clarity, equity, and continuous improvement. They also align the regulations with current state and
federal laws. They update terminology to reflect modern educational practices and respond to extensive public feedback received throughout the rulemaking process. Notably, the amendments strengthen inclusive curriculum requirements, expand access to advanced
coursework, and reinforce our focus on evidence-based literacy instructional and career instruction and career readiness. These amendments also streamline provisions, provide uh remove expired programs, and enhance transparency for
families and communities. This readoption maintains and continues our dedication to highquality instruction and accountability while providing districts with flexibility and support needed to meet the diverse needs of New Jerseys learners. And I see Dr. Jordan
Ship and Lisa Habil have already joined us uh to walk us through in more detail. >> Thank you, Commissioner. Good morning, President Goldenberg, Vice President Johnson, and members of the state board of education. We are pleased to join you today to present for adoption the New
Jersey Administrative Code Chapter 8 Standards and Assessment. >> This morning, we would like to address the following areas with you as we review the revisions in the chapter proposed for adoption today. We will begin by discussing the overarching goals of the proposed amendments and
identify themes in public comments that we have received. We will share with you the responsive revisions to the chapter resulting from public comment and other agency initiative changes and would be pleased to take any questions you may have at the end of the presentation. >> Back in February, you may recall we
introduced a set of proposed amendments aimed at updating, refining, and simplifying existing rules and procedures. Some of these changes are designed to better align terminology and practices with both federal and state laws. A central goal of the proposal is
to ensure that instructional programs are responsive to the diverse needs of all students. This includes a stronger emphasis on designing and delivering curriculum that supports every learner. The amendments also highlight the importance of expanding access to
advanced coursework and fostering civic engagement and information literacy. Preparing students for success beyond high school, whether in college, careers, or the modern workforce, is a renewed focus of this chapter's revisions. To support this, the proposal
strengthens career readiness through enhanced career counseling, work-based learning opportunities, and dual enrollment pathways. Additionally, the revisions clarify expectations around authentic learning experiences, and individualized student learning options.
Finally, the proposal introduces mechanisms for continuous improvement. These include clearer accountability measures such as corrective action plans for non-compliance with the New Jerseys student learning standards, updated professional learning requirements, and
the use of disagregated data to monitor and improve student outcomes. >> Overall, the comments we received only required non-substantive revisions. These revisions provide additional clarity on the meaning and impact of the department's proposal. For the comments
that did not require any revisions, we did receive a set of comments expressing overall support for the rules, including support for making advanced coursework more accessible to all learners, support for promoting information literacy and media education, and support for
preserving multiple graduation pathways. were additional comments that did not require any revisions. Many were mistakenly directed at the previous version of this rulemaking. There were a large number of comments referencing on an um referencing on an
earlier version of the rules addressing graduation credits assigned for ESL coursework taught by certain instructors. These rules were removed at proposal level prior to the comments being received, so they no longer applied. Another set of comments were
better suited for the current standard review process rather than chapter 8 amendments. The commonalities and critical nuances among computer science, technology, education, and educational technology require careful consideration
and deliberation by expert educators in these fields. The level of detail required for the implementation of the NJSLS in these areas is foundational to the standards review process which is designed to include and support such
deliberation and consensus building. As a result, the commenters were redirected and invited to engage in the standard review process as the comments were focused specifically on revisions to computer science and technology education standards which is outside the
scope of the administrative code review process. Next, we would like to address the comments that required non-substantive clarifications. These are available in their entirety within your materials and posted online for the public to review. Those themes
included requests for guidance, outreach, and support concerning certification exemptions for individual student learning opportunities. In response to these comments, we clarified that section of the code. There are minor some minor grammatical and syntax
errors and an additional reference to a relevant law that was passed in between discussions. >> Can can we ask questions as we go along? >> Absolutely. Um just uh I know we spent a lot of time in committee talking about the old option one or option two and how
the new independent um student learning opportunities are going to be more broader. They're going to be more expansive. Can you talk a little bit more about the kind of feedback that you got about things that uh district might be planning to do
around that extra opportunity to uh have kids work independently? Yeah, the the intent was to provide more opportunities for creative thinking, kind of out of the box thinking and we provided language within the code that um I think
provided more clarity for practitioners and we were working with um with other stakeholders based upon the feedback that they gave us through their through their comments to do just that. In fact, we made some modifications that we'll be going over that um are particular to the
option two, which is the um independent student learning opportunities that will were intended to clarify what we meant in to ensure that there was a clear understanding within the field as to what's inside the box and what's outside
the box, what's allowable and and what wouldn't be allowable. So >> I think that was the problem before why people weren't really taking advantage of it because they didn't really know >> what does that look like, right? >> Yeah. Yeah. Exactly. And and we found um
many of the comments uh in CTE programs, career and technical education programs where a where there is a great deal of innovative thinking. So, we wanted to provide opportunities that um that weren't barriers for uh for students to be able to
demonstrate understanding in very creative ways. >> And those are decided within the district. Correct. >> They they are um but they have to align to the code. That's >> right. >> Not not in these cases, but um they could be challenged by by people that
that may have concerns about what a district has. And then we would we would involve ourselves with that. But these are district level decisions but they need to understand what what are the guard rails in terms of what's allowable. Um so you know specifically
uh aligned to certain teacher certifications about what they would teach directly what they would consult with um on on these type of independent programs I think is very important. So that that's what we sought to clarify. And just one final thing uh for for the
back end uh once they are in effect, could you be could you start to collect data on like who is availing or how many districts are now going to avail themselves and actually use that opportunity? Yeah, they're not required
to report that that data. And um in the past, we asked for that information through a study that was commissioned by >> the region four >> region 4, one of one of our comprehensive support um uh federal
agencies or cooperating with with the federal government to um to do that type of research. Um but we we can certainly ask for that information. >> Maybe at county um >> round table >> round tables that you have that would be a good subject matter just to query. Yeah.
>> And to have them get back to you the following month >> because the power of this is really sharing those innovations and that >> communicate. Absolutely. >> Thank you. >> Thank you. >> Um so
vote on that yet. We need to continue our >> I'm sorry >> if you don't mind. Are we on >> seven? >> Yes. >> Okay. Thank you. We will now explore the changes that appear at adoption level. Commenters submitted that the proposed
amendments for 5.1 A2I1 didn't clearly separate out the unique individualized student learning opportunities exceptions as we're just talking about for career and technical education, work-based learning, and dual enrollment. Instead, commenters
suggested that they appear to bundle all three conditions under a single set of rules, which they stated could lead to confusion and limit student access to these programs. In response, what we did was we agreed and clarified that each scenario should have its own distinct
requirement by adding the language, quote, except as follows, unquote, to distinguish the three exceptions. This proposal of further amendments is intended to ensure flexibility and prevent misinterpretation, allowing districts to tailor these unique
learning experiences for students without encountering unnecessary barriers. This change supports broader access to meaningful individualized learning opportunities for students, specifically for those programs that include approved CTE programs,
work-based learning, and dual enrollment experiences. Finally, as mentioned a moment ago, we also made grammatical and syntax changes, corrected typographical errors, and added a reference to a new law that was passed in between discussions. We thank you for your time and
attention, and we would be pleased to answer any further questions that you may have. >> Any questions at this time from our board? and our and our students. All right. Um in that case, may I please have a motion
to accept this standard and assessment adoption um as delivered today? May I please have a motion? >> Thank you. May I please have a second?
Thank you very much. Um, before we vote, are you sure there are no more questions about any of this? >> I'd just like to thank Dr. Johnson for his question. That was something that I was interested in. I I love the whole option to um there's so many great
things that are out there. I I think the idea of that county superintendent and people talking amongst one another, those roundts could be really valuable because I think a lot of people are this these are great ideas and there is so
much innovation out there. Um but those opportunities for people to really put it on the agenda to be discussing this how other people are doing it may really just light a little more fire um under it. This these are exciting opportunities. I want kids to be able to
avail themselves of it. Thank you. >> Thank you. >> Okay. So, all those in favor, please signify by saying I. >> I. >> I. >> Thank you. Any opposed, please signify by saying nay.
Any abstensions on this hearing? None. The motion carries unanimously. Thank you very much for your work. Appreciate it. And for finding new ways and better ways for kids to excel. Thank you. >> Thank you. Thank you. >> Okay,
>> Jordan. Don't get anywhere. >> All right, moving on to item D in our agenda. Um, and this was alluded to before by the president. Um, I now present the department's proposal to
amend the rules at NJAC 6A 9B that governs certification for school nurses. And today's presentation centers on a rulemaking petition that was submitted earlier this year, which sought to modernize and align the certification
requirements for school nurses with New Jersey's participation in the nurse lensure compact or the NLC. This was brought to us by Rosemary Kton, who's a registered nurse and the executive director of the New Jersey School Nurse
Association. So, I want to thank her for bringing this to our attention. The NLC is a multi-state agreement that allows registered nurses to practice to practice across state lines with a single license provided that they meet
uniform lensure requirements. Under the current regulations, school nurse candidates must hold a New Jerseyissued registered uh professional nurse license, even if they already possess a valid multi-state license from another
NLC member state. This requirement has created unnecessary barriers for qualified professionals seeking to serve in New Jersey schools. The proposed amendments are not only consistent with our commitment to regulatory clarity and
fairness, but they're also essential to expanding the pool of qualified school nurse candidates at a time when demand is high and recruiting is challenging. So joining us uh now are Dr. Ship and Ronnie Singh who will walk us through uh
the changes that we're proposing. >> Thank you again, Commissioner. And we do want to express our appreciation for expediting this process. This will help us to fill positions in school nursing and and substitute school nurses uh throughout the state. Uh today,
>> sorry, before you dig in, I I want to thank both the two of you, but also uh President Goldenberg. We've had a lot of uh deep and serious conversations about this uh since we got the petition. So, I appreciate everyone's flexibility and hard work on this. >> Thank you. Thank you. Today we would
like to walk you through a few proposed amendments for the um of the New Jersey Administrative Code Chapter 9B related to as the commissioner alluded to and as our our president um referenced at the beginning of her of this meeting through her remarks to the multi-state nurse
lensure and school nursing credential on May 5th. 2025 a rulemaking petition was submitted requesting amendments to NJAC 6A 9B 7.5 and 14.3.
The goal was to allow holders of a multi-state registered nurse license which is issued by any nurse lensure compact NLC member state to qualify for New Jersey school nurse credentials. New
Jersey is currently a member of the NLC and as a member, New Jersey issues multi-state licenses that allow holders the privilege of practice in New Jersey as well as other member states. Over the spring and summer, we consulted with the
division of consumer affairs and the New Jersey board of nursing who are responsible for lenture and oversight of registered professional nurses. In September, the petition was granted and the department elected to expand the scope to include additional amendments
to NJAC 6A 9b 14.4. >> New Jersey is one of 43 states participating in the nurse lensure compact. As a member, we issue multi-state licenses to eligible nurses allowing them to practice in New Jersey
and other NLC states. Importantly, our colleagues at DCA confirmed that the multi-state licenses meet the same competency standards as a New Jersey single state license does. Therefore, it's logical and consistent to recognize
multi-state licenses issued by other NLC states for school nurse credentiing in New Jersey. Currently, New Jersey regulations require a New Jersey issued nurse license for school nurse credentials.
This restricts the candidate pool even though many nurses working in our New Jersey hospitals and clinics hold multi-state licenses from other NLC states. By expanding eligibility to include multi-state licenses, we can
reduce barriers and increase access to qualified school nurse candidates, which is an area of significant need across our schools. >> The first proposed amendment is the NJAC 6A colon 9B-7.5.
This change allows the board of examiners to issue substitute school nurse non-instructional credentials to holders of either a New Jersey issued nurse license or a valid multi-state license from an NLC member state.
Next, we propose amending NJAC 6A9B 14.3, which governs the school nurse endorsement. The amendment adds language to recognize multi-state licenses issued by other NLC states as valid for
credentiing purposes. >> Finally, we propose changes to NJAC689B-14.4 four, which addresses the school nurse non-instructional endorsement. This includes recognizing multi-state licenses for both standard and emergency
certification pathways provided the candidate also meets educational and CPR AED requirements. We thank you for your time and attention and available to answer any of your questions at this time. >> Thank you. Um,
to me, I don't I don't This was a no-brainer because the certifications in 43 states, I believe you you mentioned when I was a local board of ed member, it was always hard to find nurses that were qualified to go into our schools.
And a student needs to have that for beasting or anything else they need immediately and not call another school to have someone come. So, I'm so delighted to for your ex to that you were able to expedite this to move
forward on this as soon as we could and I'm very grateful. I hope that we can all appreciate the work of the DOE getting this going because uh it it's tremendous I think for our students, for our administrators of each school. So,
thank you for that. Um yes, ma'am. I see you have a question, please. Well, I'll just quickly ask. So, I know that this amendment was started by proposal through a petition. How many signatures were on the petition? >> I don't know if there were actual signatures that are on the petition. It
was a it was a single request from a person who is um who actually leads u organization this uh nursing organizations. And what she pointed out was that our current code is actually a barrier because our code says only a New
Jersey issued um school nursing or nursing license could qualify for someone to become a school nurse in New Jersey. So what this does is it recognizes a multi-state license that New Jersey recognizes already. There are nurses practicing in New Jersey
hospitals, in clinics, all across the state with this multi-state compact license >> right across the borders, if I may interrupt, to, you know, Pennsylvania and and New York and all the areas that we uh border. It allows their people to come to our schools.
>> Yes. Okay. So, it was one person who was a part of slashrepresenting a larger organization. >> Yeah. But we've heard about it from others also areas that have been denied their certifications. >> Just the technical term when somebody brings to the state board a request to
change rules is a petition for rule making. So it's not a petition which where with like a lot of signatures. It's a petition to the board to consider the rule making. It can be brought by an individual or or a group. >> Okay. Thank you.
Okay. Um, so we vote on this next month. >> Great. But if anyone in um in the public has any comments or or concerns or would like to write into us, please do. Thank
you so much. >> Thank you. >> Thank you. >> Thank you very very much. So, as far as the work session, we actually have training to follow this meeting. So, the public knows that. Um,
great. But, um, do you have anything else today? Thank you. Thank you all so much. I hope that your fall is lovely and you enjoy the change of season that's about to occur. And I would like to please ask for a motion to adjourn.
>> Thank you. May I please have a second? Thank you very much. >> Um all those in favor, please say I. >> I. >> I. Thank you. Um not in favor, please say nay. No abstensions, I'm sure.
Motion carries. Thank you very much. Have a wonderful October, everyone. Thank you. See you in November.