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Good morning everyone. Happy June. The New Jersey Open Public Meetings Act was enacted to ensure the right of the public to have advanced notice and to attend the meeting of public bodies at which any business affecting their interest is discussed or acted upon. In

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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. God bless you, Secretary of State's office. And notice has been given to the state house press, the

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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? Thank you very much. Board member Bennett, may I please have a second? >> Second. >> Thank you very, very much. Dr. Keenan.

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Um, all in favor of calling this meeting to order, please indicate by saying I. >> I. >> I. >> Thank you. Any opposition? Any abstensions? This motion is approved.

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And now we're going to adjourn and go to executive session. So 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

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portion of a meeting at which certain matters are discussed. So therefore, be it resolved that consistent with provision NJSA 104-12B, the State Board of Education will now adjourn to executive session to discuss

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personnel and legal matters. May I please have a motion? Thank you very much. Ex-President Arcelio Ponte, may please have um a second. Thank you very much, board

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member Bennett. All those um in favor of moving to executive session, please indicate by saying I. >> I. >> I. >> I. >> Thank. Thank Thank you. Uh any opposition? Any abstensions? The motion is approved.

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Um thank you so much. We should be back um I'm hopeful by around 10 o'clock. So, 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

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country with competitive salaries and valuable benefits. Be that teacher. Visit teachinspire.nj.gov. Remember that teacher who changed your life. You could be that teacher in New Jersey. You'll help shape the next generation

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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

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inspire.nj.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.

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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

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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. Jersey. invitto.

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Jookov. 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.

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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

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plan. So, be that teacher. Make an impact. Teach Inspire New Jersey. To learn more, visit teach inspire.nj.gov. life. You're that you're that teacher to a lot of people. Teach inspire New

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Jersey. 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.

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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. Gov.

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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

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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

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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 teachinspire.nj.gov. Remember that teacher who changed your life? You

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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

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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. Okay. Good morning everyone. All right. Whereas consistent with the

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provision of NJSA 10 column 4-12B, the state board will now adjourn from executive session to resume the open portion of our meeting. So may I please have a motion? >> So move. >> Thank you so much. And may I please have

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a second? >> Second. >> Thank you very, very much. All in favor of resuming the meeting, please say I. >> I. >> I. >> I. Thank you. Any opposition? Please say nay. The motion is approved. Any

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abstensions? All right. Pledge of allegiance. So, I would like to please ask board member Keenan if she would lead us all in the pledge of allegiance. Thank you. So, thank you all for joining us today. We welcome you. We're happy that you're

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here. For those of you in person and for those of you online, we appreciate you your attendance. Um, as board meetings are accessible for the public for viewing on the YouTube channel, I would like to advise that the YouTube provides

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readily accessible language translations and options for closed captioning. If you are viewing our Simocast currently, you can use the settings option in YouTube for information regarding subtitles, automatic translations, and

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close captioning in multiple languages. Um, board members, I know that you've had an opportunity to look at the minutes from May 6th and our state board meeting. May I please have a motion to approve the minutes? Thank you very

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much. Board member Bennett, may I please have a second? Thank you very much. Board member PA. All those in favor of approving the minutes, please say I. Any opposed, please say nay. Any abstensions?

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President, >> thank you very much. Board member >> Aanta, who was it who abstained? I can't see the screen. >> I know. Who was it who abstained online? >> Ned. >> Ned. Thank you. Thank you, Vice

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President Johnson. >> Thank you. >> Um Um I think that we have all those. So, we have voted correct. So, the motion is approved. Thank you. um as we hold that we will not hold

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public testimony today. There are no topics scheduled for June. However, um we will hold three regional public testimony sessions on corrections to the New Jersey student learning standards in four content areas. Career readiness,

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life literacies and key skills, computer science and design thinking, world languages and visual visual and performing arts, as well as draft revisions to the New Jersey Preschool teaching and learning standards.

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The Northern Regional public hearing will be held June 16th at the Hudson County Community College on th excuse me on Tuesday, June 16th. Members of the public seeking to testify in person may

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register online by noon Thursday of June 11th. The Southern Regional Public hearing will be held at Camden County College on Tuesday, June 23rd, 2026. Members of the public wishing to

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register online by noon Thursday of June 18, 2026. The central regional public hearing will be held here at the Department of Education in Trenton on Wednesday, July 1st, 2026.

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Members of the public seeking to testify in person may register online by noon Thursday, June 25th, 2026. And I think we're having a little technical issue if you'll just bear with us for a

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moment. Technology is fabulous when it works. It it was on earlier. Well, we can continue with the meeting if uh sorry those online we're we're trying to um get the screen

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in front of us to work but if not perhaps Beth and Diane and Stephanie Oh, we're back. Hello. Okay. Thank you so much. All right. So now we have a very special highlight

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for ourselves in a resolution of our permanent student representative Kaen de Rose here today. And as she is here today, I understand you have some parting words for us. If you'd like to please go to

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the podium, we'd love to hear from you. Thank you. Thank you, President Goldenberg. And for the last time, good morning, everyone. I would like to start off by thanking the multiple people at the Department of Education for supporting me and

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providing such an interesting and fulfilling experience. when whether collaborating with me on reports or learning more about statewide education, I have immense thanks and appreciation for members of the board, Commissioner Locks, assistant commissioners Diane

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Stephanie, and everyone else at the board. I would also like to quickly announce that my successors here in the audience, Amelia Reynolds, is a rising junior from Collinswood High School and is accompanied by her adviser. I have so many glowing things to say about Amelia.

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She's incredibly dedicated, passionate, and energetic about being the future student representative. I wish her lots of success. And a word of advice, know the power of your words. Out of all of my reports, I thought my introduction would be the hardest to

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write. How do I just talk about myself for 3 minutes? How do you set your tone for an entire year? What do you want from this? Now, I regretfully say that writing this farewell has been the most difficult.

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How do I summarize a year? How do I express emotions into words into a report? Well, I'm going to start it how I ended my first report with a quote. I can be changed by what happens to me,

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but I refuse to be reduced by it from Maya Angelo. Over the past year, this quote has resonated with me more than ever before. I've met so many students from different parts of the state and even the country who've shown their resilience to the changes in their

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world. Fellow state representatives who advocate for counseling resources. Students who attend their local meeting to protect funding for the arts or clubs. Teachers who spend their time speaking up for their students. One of the best parts of my term has been all of the incredible things I've

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learned during my term. I've grown as a representative, a leader, and a person. There have been moments in my life where I regretted not speaking out, thinking it was too late or my actions wouldn't lead to change. My role means that

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hesitation isn't an option. This term was accompanied with so many dynamic and honorable opportunities. I've had the chance to speak on a panel with other NJ board of education members to an audience of schoolboard members and associates from across the state. I

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gave one of my favorite speeches to teachers at the New Jersey Education Association convention while accompanied with by a teacher who greatly inspired me and my civic duty. I also had the opportunity to meet activist Malala Yusafsai and I have a picture if anyone

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would like to see after the meeting. Looking back, I am incredibly grateful and proud of my work during my term. It's amazing to see the change I've made and the person I've become. My plans for the future are to pursue a minor or a double major in a policy related field

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along with neuroscience in university. Whether I head into a career in politics is still undecided, but this experience has connected me to the field of policy development and a curiosity for political science. Before I get into post-secary plans, I of course have college applications to write. Of

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course, I'm the student representative for my local board of education, president of the East Brunswick High School student council, executive member of premed club, a quiz bowl trivia warrior, and a member of the science and math honor societies. If you're wondering, before I get into

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my senior year, I will be enjoying my summer with my driver's license. Before I depart, I have an incredibly long list of people to thank. I have to start with my parents. Driving to Trenton on Wednesday mornings is a deep level of commitment. My sister for

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always being honest with me. My student council adviserss, Mrs. Benard and Mrs. Leforge, for believing in me and remaining by my side throughout this journey. My friends, for reading every single one of my reports. My former English teacher, Mrs. powers for showing

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me how powerful my voice can be. And finally, my former history teacher, Mrs. Kunglman, for many things, but to sum it up, when I ask her for advice, she always says, "Do what you think is the right thing to do." Thank you and

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farewell. So on behalf of the sorry on behalf of the state board of education, I need to express my deepest gratitude and appreciation to you for serving as our state board student representative

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for us the last year. You have been remarkable. You have been spoton with your issues that you brought before us and the way that you've expressed it and you've been a wonderful student liaison.

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Um, I'd like to wish the next person as good an opportunity as Kayn has taken advantage of for us because it has been remarkable. Um, I also would like to thank Miss Bonnie Pen Pequard Penard for uh serving

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as your adviser. If you'd like to stand up so we can There you are. Thank you. >> Thank you. And thank you for bringing her and for all the immense work that you've done together. Um, also to your parents,

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Nathalie and Marcus Sinclair D. Rose, if you'd stand up. >> Thank you. And I definitely want to see your your sister if she's here. She's not here today, but I've heard about her. So, that's great. Thank you. And um I just

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want to say congratulations for raising a daughter such as this. She's remarkable and we have enjoyed our conversations and learned a lot from her. So, thank you for what you've done to make her such a wonderful citizen for the future and for now. Um, Kayn, the

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state board and the commissioner would like to recognize you today for your commitment. And I would like to ask the state board members to consider a ceremonial resolution in honor of Kayn D. Rose for the 2526 permanent student

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representative. And um, may I please have a motion before we read this resolution? >> Thank you very much. Board member Ponte, may I please have a second? >> Second. Thank you very much. I appreciate it. Um, I would like to now

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read this resolution in honor of Kayn. Whereas Kayn D. Rose, a student in the East Brunswick High School in Middle Sex County, has served with distinction as a student representative to the New Jersey State Board of Education from July of

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2025 through June of 2026. And whereas Kayn has steadfastly and effectively fulfilled her responsibilities as the state board's liaison to the student community and has represented

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both New Jersey Association of Student Councils and East Brunswick High School with the utmost professionalism and authenticity. And whereas Kalin contributed meaningfully to state board

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meetings through monthly presentations that were student focused, informed by both re research and analysis and relevant work to the state board. Whereas Kayn has actively engaged student leaders and other peers to

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inform her monthly stateboard presentations which included topics such as high school start times, student opinion of test and assessments, student advocacy for parameters and support to navigate artificial intelligence and benefits of

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block scheduling. And whereas Kayn further elevated the student voice by offering her insights as a panelist alongside members of the state board at the New Jersey School Board Association's workshop 2025

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as well as opening speaker for the state board session at the New Jersey Education Association's annual conference in 2025. And whereas Kayn has demonstrated her leadership abilities not only by taking advantage of every

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opportunity afforded to her as the state board student representative, but also by creating exceptional moments to share the New Jersey student perspective, including meeting education advocate and Nobel Peace Prize recipient Malala Yusaf

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Yusfsai. And whereas Kalin's academic career, extracurricular activities, community service, and innovative spirit have demonstrated that Kalin is an accomplished student and respected student leader locally and on the state

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level. Now, therefore, be it resolved that the members of the New Jersey State Board of Education and Commissioner of Education, Dr. Lily Locks extend our sincerest congratulations and

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appreciation to Kayn D. Rose for a job very well done. And may it further be resolved that the New Jersey State Board of Education and Commissioner of Education commend Kayn D. Rose for her

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personal and academic achievements as well as her dedication in services. and they wish and we all wish her continued success in all of your future endeavors. >> One second.

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>> All those in favor, please say I. >> I. >> I. >> I will say any opposed, but you better not. Thank you so much. Motion passes

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unanimously. Thank you. parents. Parents Please say well because I know we're going to keep around. Drop numbers. Thank you. Okay. You've already said things, but did you

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have anything to conclude with or you good? >> Um, yet again, I think a lot of thanks to so many people in this room, as I said before, my parents, the board, so many people at the Department of Education, and I think

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even everyone in the audience is connected to education in some way, cares about students and advocacy just by being in this room and being present. And lots of appreciation. And yet again, I have very very high hopes and lot of lots of great things to say about my

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successor Amelia. So, thank you. >> Thank you very much. >> Okay. >> Now, we'll continue with the meeting. Um, at this time, a board member Janette Pena, the chairperson of the state board nominations committee, will present a

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slate of officers for 2026 2027 school year. In accordance with our bylaws, the elections will be held after June 30th. So, Janette, would you please provide your report? >> Thank you, President Goldenberg. Thank

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you. I think it's a little bit closer. >> State board members Claudine Keenan, Ahmed Shahara, and I requested information from our fellow board members regarding their interest to serve in the leadership roles of president and vice president for the

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2026 2027 school year. The committee considered all information and feedback received as well as the state bylaws and Robert's rules of order for guidance. The committee recommends Kathy Goldenberg for president. And the committee also recommends the following

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two state board members as candidates for vice president, Mary Bennett and myself, Janette Pñena. As stated in our bylaws, the election will occur after June 30th. >> Thank you very much.

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Um All right. Um we'll we'll continue uh with state board committee reports. Um the administrative and instructional policy committees both met on May 28th.

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And um state board member Mary Bennett is the chair of the administrative policy committee. Miss Bennett, would you like to please give us your report? Good morning. We had a very productive meeting. We talked about the uh

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standards. We talked about the policies going forward. And at this time, I'm not presenting any information. And we will continue our work uh in the June meeting for administrative policies and looking

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at what we will report out at the July meeting as to where we are with updating those standards and where that will affect going forward certifications and standard implementation. >> Thank you. And um

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may I please ask Dr. Johnson our vice president for the he as he is the chair for our instructional policy committee if you would provide your report. Thank you. >> Dr. Johnson, you may be on mute if you would like to present the summary. Thank

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you. Um, we can we can't hear you, so we can Um, Joe, could you please say something so we know if we can hear you? >> Sure thing.

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>> Thank you. Ned, do you want to try again? Now you're on mute. Dr. Johnson. Um, all right. >> I'm sorry. Can you hear me now? >> Yes, sir. My technology is failing here, but uh

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the instructional policy committee met on May 28th, 2026 to discuss the revisions, excuse me, to the New Jersey student learning standards and science. The committee also discussed the corrections to the proposed New Jersey

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student learning standards documents in four content areas. Career readiness, life literacy, and key skills, CLKS, computer science, innovation and so uh society, SCIS,

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world language and visual and performing arts. Since both topics are on today's agenda, I will forego a detailed report. Thank you. Thank you, sir. Um, and my report regarding um, our school visits. This

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month, state board members once again had the opportunity and are grateful that we got to accompany Commissioner Locks on her visits to schools across this across our state. I would like to again offer my thanks to Commissioner Locks for inviting us and um, the host

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school district that Dr. Johnson and uh, Dr. Keenan and I got to visit was um Lower Kate May Regional and we were so warmly welcomed to the schools to observe the wonderful opportunities their students get and and I learned a

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lot that day. It was remarkable all the things that they're doing and so I want to thank for that. And now I would like to turn the meeting over to our commissioner. Thank you again. >> Thank you, President Goldberg. Good morning everyone. Um I'm very excited

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about this next item including um some lower main regional is here as well. Y >> um we get a chance to talk about our districts that are really doing some fantastic things. So the New Jersey Department of Education launched the Lighthouse Awards program in 2017 to

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recognize advancements made by New Jersey local education associations towards educational improvements and equitable outcomes. As you all know, a lighthouse is a structure that serves as a beacon of light helping to guide ships in the sea.

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And so these lighthouse districts have really measurable progress towards educational improvement and equitable outcomes that serve as a beacon of light for others to follow. So New Jersey recognizes a new cohort of these districts every two years. And today's group of nine LEAs comp comprise the

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fifth cohort. So here to introduce this year's recipients is assistant commissioner of the division of teaching and learning services Dr. Sh. >> Thank you commissioner and good morning to you president Goldenberg vice President Johnson members of the state board of education and all in attendance

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here this morning. It is my distinct honor and privilege to be here to recognize the 2025 2026 New Jersey Lighthouse awardees. The lighthouse initiative was launched in 2017 to recognize the advancements made by New

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Jersey local education agencies or eleas. Each cohort had been recognized for a specific area of focus. The focus areas for 2025 2026 cohorts continues to be educational improvement in equity with the three identified areas as

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follows. Increasing equity in dual enrollment. increasing equity in AP and IB course enrollment and increasing diversity in the teacher workforce. Lighthouse awardees have gone through a rigorous identification process and

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vetting selection process which includes the following three steps. The first step, data analysis. An initial pool of ELEAs from across the state were identified through equitybased quantitative data analyses. This analysis included selecting up to three

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from each category of LEAs from all regions of the state, north, south, and central. The second part, the internal programmatic review. From here, the department conducted a thorough review of the initial pool of LEAs to ensure that the final potential awardees met

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the high criteria this recognition. The third and final part was the submission of the application narratives. The department reached out to a final group of eleas to submit narratives for consideration. From

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there, selected department staff scored the narratives using a rubric to meet a minimum score of 15 out of 20 points in order to be invited to join cohort 5. The eleas recognized today are not only bright spots in New Jersey, but are

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amongst the brightest. and we are truly excited and honored to recognize them as well and to learn from them as we move forward. Before I announce this year's awardees, I need to offer some programmatic details. First, I will announce in

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attendance from um those in attendance from each of the awardes. Then I will invite the superintendent or other LEA lead representative to join President Goldenberg and Commissioner Locks at the front of the room to accept their award and take a photo.

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The first three 2025 lighthouse awardees are being recognized for their work in the area of increasing equity in dual enrollment. The eleas recognized in this category have shown purposeful measurable progress in increasing dual enrollment for traditionally underserved

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populations. Research has found that dual enrollment programs lead to higher degree attainment for those with access to them. The first recipient in this category is the Patterson Charter School for Science and Technology. Since launching their

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program in 2012, PCSST has expanded partnership to include nine colleges and universities now serving over 130 students in fields like engineering and healthcare. To ensure true equity, the district eliminated all

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financial barriers by using district funds to grant and grants to cover 100% of the tuition fees and materials for their scholars. By utilizing PSAT and NJSLA data, counselors proactively identified and support

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underrepresentative students, helping many first generation collegebound scholars earn an associates degree alongside their high school diploma. Joining us today from PCSST are high school principal Dr. Koskin and director

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of guidance Miss Stephenson. Accepting the lighthouse award on behalf of Patterson Charter School for Science and Technology is charter lead, Mr. Gorge John Low. The second recipient in this category is Pensgrove Carne Point Regional School

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District. Through a strategic partnership with Salem County College, the district created an early college pathway that allows students to earn an associates degree or career certification by the time they finish 12th grade. To support this rigor, the

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district invested in its own staff, helping several high school teachers achieve master's degrees in their content areas so that they could serve as adjunct faculty and teach college level courses directly to the high school students on campus. By removing

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all financial barriers and providing personalized mentoring, the program has since has seen incredible results, graduating 18 seniors with associates degrees in 2024 and several ambitious students, even completing two associates degrees simultaneously.

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Joining us today from Penso Carney Point is Pensro um Grove Pensrove High School principal Mrs. O'Brien and accepting the lighthouse award on behalf of Pensrove Carney Point Regional School District as superintendent Dr. Cobian.

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The final recipient in this category is Saddle Brook Public Schools. The district launched a formal initiative that began by identifying talented staff with master's degree, empowering them to lead college level instruction within the high school by d by directly surveying students to gauge their

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interest. The district used the data to shape the curriculum, ensuring the new course offerings were exactly what satisfied their students interests. The counseling department and administration held dedicated parent information sessions to highlight the unique benefits of dual enrollment, helping

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families see it is as a reliable and accessible pathway to guarantee college credits. Joining us today from Saddlebrook is Mrs. uh Deonus, director of curriculum and instruction and accepting the lighthouse award on behalf of the Saddlebrook public schools is

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superintendent Mrs. Valente. The next five awardes are being recognized for their work in increasing equity in AP and IB course enrollment. The LEAs recognized in this category have shown purposeful measurable progress in advanced placement and

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international baloria coursework with a focus on increasing the representation of traditionally under representative populations in the rigorous coursework associated with these areas. The first recipient in this category is Emerson public schools. Driven by a

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five-year strategic plan focused on equity, Emerson dismantled barriers to entry by collapsing traditional academic tracks, encouraging all students ready for a challenge to enroll in AP level coursework, expanded its course catalog

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to include accessible options without specific content prerequisites like AP psychology and computer science, thereby allowing more students to experience college level rigor before graduation. By providing financial support for exam

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fees and replacing early student sorting with tiered supports at the elementary level, the district significantly increase enrollment among underrepresentative groups while simultaneously seeing a rise in overall AP scores. Joining us today from Emerson

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are Mrs. Obererman, director of curriculum instruction and technology, and Mrs. Beyondo Emerson Junior Senior High School guidance counselor and accepting the lighthouse award on behalf of Emerson Public Schools is Principal Hutchinson.

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The second recipient in this category is the Hamilton Township School District. The district launched a focused initiative to reach students who might not traditionally see themselves as AP students, hosting potentially AB assemb AP assemblies across all three high

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schools to demystify course expectations by featuring testimonials from current students and teachers. Hamilton successfully broke down the intimidation factor of advanced coursework and encouraged a more diverse cohort of students to enroll. To ensure that

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financial status never limited a student's potential, the board of education committed to covering the cost of every AP exam for every student in the district. Joining us today from Hamilton, our retired director of curriculum and instruction, Mr. Scott,

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and Mrs. Harvey, vice president of the board of education. Accepting the lighthouse awardee on behalf of the Hamilton Township Public School District is Superintendent Dr. Roco The third recipient in this category is Lower Cape May Regional School District.

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The district built a robust academic pipeline by working with Stockton University to have 10 AP courses approved for dual credit, allowing students to earn college and high school credit simultaneously. To eliminate financial hurders, Lower Cape May Regional partnered with Stockton to

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provide free dual credit to students who qualify for free and reduced lunch, ensuring that economic status does not dictate access to advanced academic coursework. By fostering a co a culture of high expectations and providing targeted after-school tutoring through

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their caper connections program, the district has successfully empowered traditionally under representative students to take on the most rigorous coursework available. Joining us today from Lower Cape May Regional is Dr. Tiny, the director of curriculum and staff development and accepting the

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lighthouse award on behalf of Lower Cape May Regional School District is Superintendent Lasher. The fourth recipient in this category is the Salem City School District. Operating under a true open access philosophy, the district removed all

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placement test and restrictive entry criteria, ensuring that any student who wishes to challenge themselves has the door held wide open. The district significantly expanded the variety of both AP and international balora offerings, allowing students to find

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rigorous pathways that align specifically to their unique career goals and interests. By providing targeted guidance and tutoring, the district has f fostered a climate where teachers and administrators believe that every student can succeed, ensuring their transcripts are highly competitive

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for admissions to top tier four-year universities. Joining us today from Salem City is Dr. John Mohorn, principal of the Salem City High School, and accepting the lighthouse award on behalf of Salem City School District is Superintendent Dr. Kelly

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The final recipient in this award category is South Hunteran Regional School District. South Hunter Regional intentionally redesigned its science sequence to ensure that every student had a clear pathway to access AP level science courses by their senior year. To

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provide the necessary supports for this rigor, South Hunteran established a daily flex period, giving students dedicated time during the school day for academic enrichment and one-on-one support from their teachers. By analyzing multiple data points, including access for L's data,

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counselors conducted targeted outreach from multilingual learners and other underrepresented groups, while the district provided scholarship to ensure that AP exam fees were never a barrier to participation. Joining us today from South Hunter Regional are Mrs. Lennon,

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the director of curriculum assessment and instruction, and Mr. Wright, principal of South Hunter Regional High School. And accepting the Lighthouse Award on behalf of South Hunter Regional School District is chief school administrator, Mr. Susa.

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Our final category recognizes an awardee whose work has focused on increasing diversity in the teacher workforce. The LEA recognized in this category has shown purposeful measurable progress in recruiting and retaining a diverse group

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of teachers which greater represents the demographics of the student it serves. Binland public schools is being recognized for their work in increasing diversity in the teacher workforce. Driven by their growing our future together strategic plan, Vinand

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redesigned its recruitment process to include on-site job fairs with instant interviews, successfully attracting a candidate pool that better reflects the diversity of their student body. The district established the Vine program, which stands for Vineland inspires new

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educators, a robust mentoring initiative that supports new teachers, including those from non-traditional certification pathways to ensure long-term retention and professional growth. By creating a grow your own pipeline, Vinand empowers local paraprofessionals and substitutes

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to be to pursue their full teaching certification, investing in community members who are already deeply committed to the success of the Vinand students. Joining us today from Vinand is Mrs. Gletki, executive director of student

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services, and Mrs. Deari, executive director of curriculum and instruction and accepting the lighthouse award on behalf of the Vinland public school district is executive director of human resources Dr. Spe Congratulations once again to all of our

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recipients. I would like to thank those outstanding educational leaders for their fine and important work. At this time, I'd like all of the lighthouse awardees to please stand to be recognized one final time by the state board of education, our commissioner, and the state of New Jersey.

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Although you're certainly welcome to stay for the rest of the meeting, if you'd like to leave, you may do so at this time. Thank you, Commissioner. Thank you, board president. Yeah, that's it. Nice and nice and close. Sorry.

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said to her, "I need your But that was that was nice. >> I I'll tell you. >> All right. Wonderful. I know our lighthouse districts are peak excitement, but we do have some additional items to continue with. So, I'm going to keep us going for the morning. Um, all right. So, next up,

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thank you, President Goldenberg. Um, the next item, I'm presenting corrections to the selected New Jersey student learning standards. So following the release of the draft standards last fall, the department identified issues across four content areas. Career readiness, life literacies and key skills, computer

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science, innovation in society, world languages, and visual and performing arts. These issues have made changes appear more extensive than intended and created some confusion about what was new, revised, or changed. So the corrections that you see today are designed to improve clarity, accuracy,

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and transparency. And you'll see uh in more detail that they include adjustments such as properly identifying performance expectations, clearly identifying edits to text, correcting numbering and labeling, and relocating lengthy developmental progression tables to supplemental resources. So this work

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reflects our efforts to make sure that everyone can clearly and confidently understand the standards under review and transparency in how these revisions are presented is obviously essential to meaningful public engagement and trust in the process. Uh, these corrected drafts are posted publicly and available

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to comment through July 31st as part of our ongoing commitment to that process. And I'm going to turn it over to Assistant Commissioner Dr. Schiff and Lisa Habil, executive director of the Division of Teaching and Learning Services to discuss the corrections and respond to your questions. Thank you. >> Thank you, Commissioner. Good morning,

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President Goldenberg, Vice President Johnson, and members of the state board. Today we are presenting an update on the corrections to selected proposed New Jersey student learning standards documents. This presentation focuses on how the revisions to the 2020 standards were originally displayed in the draft

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documents and the steps the department has taken to correct those representations. It is important to emphasize at the onset that these corrections do not alter the substance, rigor, or intent of the standard shared in the fall of 2025. rather they ensure that the revisions are presented

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accurately and transparently for stakeholder review. >> In this presentation, we we will address three areas. First, the nature of the corrections and the reasons why they were necessary. Second, how these corrections improve clarity, accuracy,

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and stakeholder understanding. Third, the next steps in the standards review process, including opportunities for additional public input. And we will conclude with time for questions and discussion. Before proceeding, we want to clearly underscore the central point. These are corrections to the

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presentation of the standards, not to the content, rigor, or expectations. Specifically, the bold and bracketed copies. The issues identified were limited to four content areas: career readiness, life literacy, and key skills, computer science, innovation and

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society, world languages, and visual and performing arts. The corrective action ensures that previously adopted revisions are displayed as intended and can accurately be interpreted by stakeholders. The department independently identified these presentation issues through internal

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review. No public comments submitted to date raised these concerns. >> Following the initial release of the draft standards, the department identified instances where formatting and markup did not accurately reflect the scope of the revisions. In several

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cases, changes appeared more extensive than intended due to how the edits were displayed. We will be providing examples of some of the corrections to the documents as they were pre presented last fall. The revisions show corrections to the originally posted official documents, commonly known as

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bold and bracketed documents. Corrections we have made to the new text presented in the fall appear highlighted in blue with asterisks or bracketed with asterisks to designate removal of text. This world languages example illustrates one of the corrections on the left. You

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will note that the formatting in bold and brackets was presented initially as an entire performance expectation that was replaced in the corrected version. On the right, only the specific edits are highlighted with asterisks while the unchanged language remains intact and is

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no longer bolded as new text. You will note the phrase using memorized practice phrases and simple formulaic sentences was retained by the writers but was initially presented as being new material. This clarifies that the performance expectation was only

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partially modified rather than being replaced entirely. This approach allows stakeholders to clearly distinguish new language, revised language, and unchanged expectations. This example further illustrates the

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nature of the corrections. This time in computer science, innovation and society. In the original draft, formatting, particularly the use of bold text, created the impression that substantive changes had been made to the performance expectation. In reality, the

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content itself remained unchanged. Only the numbering and the organizational placement were adjusted. The corrected version removes the ambiguity by accurately distinguishing between formatting changes and substantive revisions. This ensures that reviewers are not misled regarding the scope of

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the change. Additional corrections address labeling and placement inconsistencies. These included clarifying which expectations are new versus unchanged, correcting numbering errors, and ensuring proper proper alignment within the standard

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structure. It is also important to note that the kindergarten through grade 12 progression tables were relocated to supplemental documents to improve the documents usability. This example from the career readiness, life literacies, and key skills standard reflects a miscoded performance

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expectation. The coding of performance expectation 9.2.2 CAP1 was not initially correct. The 2020 performance expectation should have been accurately coded as 9.1.2CAP1.

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While it was initially misplaced under the incorrect strand of the click standards, the intended action regarding the the expectation to delete this performance expectation was accurate, but the coding was not. Correcting these technical elements is essential to

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maintaining internal consistency and supporting accurate implementation by districts. Again, no changes that we're sharing here today have been made to the content, rigor, or expectations of the standards that were originally presented in the fall. Through the internal

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quality review, the department identified and corrected these presentation issues. No public comments submitted during the December 2025 through February 2026 period raised these concerns. These corrections ensure that stakeholders are engaged with the material that accurately reflects the

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intended revisions. Ensuring precision in how revisions are presented is critical to maintaining stakeholder trust and facilitating effective implementation. >> The public comment period will remain open through July 31st, 2026. During

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this time, the department will continue to gather feedback from educators, stakeholders, and the public, including additional testimony opportunities. Following the close of the comment period, the department will review all input received and proceed with the finalization of the standards revision process.

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>> We thank you for your attention and are available to answer your questions. Thank you very much. >> Thank you all. I'm just briefly going to share um one last commissioner update. Uh we know we've talked about just a monthly brief standing update on literacy. Uh and this month we had the

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opportunity to work with our team and some of our partners who have been working with the uh learning equity and academic recovery team on a train that our executive county staff had an opportunity to attend and give feedback on. So clearly we have a packed agenda today and I will tell you what we had planned to be a 2-hour experience turned

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into a fantastic three-hour experience for our folks who were attending. So we are of course not bringing that full experience to this meeting. Uh but we uh look forward to a longer item on a future agenda again with more time to talk through the training opportunities that we are currently developing and making available to teachers throughout

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the state. That's what I have on literacy for the month. All right. Thank you. I think that brings us to items for consideration. >> Sure. >> Please. >> All right. Um well, the first uh appointments I do not have any personnel

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recommendations to make this month. On to number two, certification of school districts. So, since our May 2026 schoolboard meeting, the executive county superintendent have finalized 12 NJQs interim reviews for school districts implementing district

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improvement plans in one or more of the five areas of school district effectiveness and 22 NJAC full reviews in the five areas of school district effectiveness. I'm recommending 17 of these districts for certification. Ambrose Ducket the third, assistant

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commissioner for the division of field support and services and Robert Gregory, executive director in field support and services are here to respond to your questions. >> Morning. Any questions? >> I know. I know.

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for the brevity of the meeting. I would defer and I I will read the names. Uh board president, >> thank you. >> Okay. >> But next month, I promise I will have something for you. >> Okay. So, we're proud to uh present the

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17 districts that were identified as high performing. And just as a reminder for those of you who knew and an introduction for those of you who don't know, uh you have to score 80% or above on five indicators, instruction and

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program, fiscal management, governance, operations, and personnel to um become a high performing school district. So we have 17 to present and I'm going to read through starting with Bergen County. Bergen County, we have Northvale Public

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School District. And in Burlington County, we have three school districts. Burlington City Public School District and Medford Township School District. In Hunter, we have six. We have Bethlehem Township School District, Caulifon

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Burough School District, Delaware Township School District, Franklin Township School District, Hollandtown School District, and Tubesberry Township School District. And finally, uh, Union Township School District. Mammoth County, we have Redbank Burough Public

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School District. In Ocean County, we have Tom's River Regional School District. In Somerset, we have Franklin Township Public School District. In Warren, we have uh Freeland Highensson Township School District. and Warren. We

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have Non Township School District, Warren Hills Regional School District, and Washington Township School District, which concludes the 17 certified as high performing school districts. >> Thank you. Is there any discussion or questions at this time?

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>> Uh, yes. >> I see >> Mary Beth Barry, please. >> Yes. Good morning. Thank you. Um I'm always proud of all the high performing districts. I'm thrilled of course to see my um district is high performing and is

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on that list. Um so I will be abstaining um certainly when we um vote on approval. But um I was also I'm glad we're reading the names of those schools that um have achieved the high-erforming

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um 80%. How many schools did not um in this goound make um that 80%. >> There's a ma >> uh thank you for that question. There

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were a total of 16 districts. Of those 16 districts that did not meet the 80% benchmark, nine of those districts were on district improvement plans and I believe the other seven were a result of

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a comprehensive review. >> Okay. So, um, so when we get, um, information on that, it it looks to me that, um, as we're as we're reviewing our QAC scores that a number of the

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schools are really not hitting the 80% because of, um, in the area of instruction and programming. So, um I certainly know today we were, you know, talking about standards. Um are and and

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we're doing district improvement plans, but what else can we possibly be doing to help more districts make sure that their um names are getting read for the public? >> I believe it's target assistance working

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through the county offices. Um and the initiative that Commissioner Locks brought in is the literacy initiative so we can have safe successful school districts through literacy and aligning um and not working in silos. So that's partnering with teaching and learning

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working with county offices providing comprehensive support uh but making sure that support is targeted to the areas of need. And if I can also highlight uh just last week we were honored uh to have Commissioner Locks host all of our

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county education specialists here at the department. I was told while my sten at the department has only been four years that this was the first commissioner that uh stayed and trained our county offices for the entire day. And this is

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something our commissioner has been committed to moving forward. So, we are truly excited to have her and partner with her in our efforts towards district improvements. >> Great. Thank you. >> Thank you very much. Is there uh board

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member PA? >> And I'd just like to add I did a quick count through and it seems that there's seven districts that are within two points of achieving certification. not passing, but Kevin's not here for me to tease him, but I used to call it

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passing. Um, his ears must be ringing now, but yes, we're seven districts are within two. Uh, Mary Beth, so that's very promising. Thank you. >> Thank you, Madam President. >> It may be interesting. Yes, sir. >> Thank you very much for for the presentation. may be interested in a

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future meeting to uh uh to provide the board members with some indications as to what types of corrective action plans are generally offered to um districts or a summary of corrective action plans that um that are common to many

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districts would be helpful for some of the board members to to better understand the direction or or the recommendations you're making to the districts. >> Sure. And just a point of clarification, these are district improvement plans. They're developed by the school district

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with technical assistance provided by the county office and the department. >> Great. Good. Thank you for that. >> Great suggestion. Great suggestion, Arcelio. >> Thank you. >> And just to highlight, because they're developed by the district, they're specific to where they fail to meet.

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>> Sure. Certainly. So, uh, we can provide that information, but it's going to look very different depending on where the district did not meet. >> Which district? >> Yeah, sure. >> I would imagine there's some common threads. >> Thank you. >> About 570 some odd districts or so. >> Right. Thank you. I believe board member

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Bennett has her hand up. >> So, we're glad to see that the numbers are headed in the right direction of more district attaining the high performance category. Um, previously I asked for information about the support

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from the counties that if they provide trainings that uh would be possible to attend, we would like that information. >> Thank you. >> Any other questions, comments from the board?

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Hearing none, may I please have a motion to accept the 17 districts that were um said orally that they'd like to um be approved. >> I I move to approve these districts. >> Thank you so much. I appreciate it.

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Board member Ponte, may I please have a second? Second. >> Thank you very much. Um any other comments or discussion at this time? Hearing none. All those in favor to accept the 17 districts discussed, please say I. >> I. >> I.

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>> I. >> Thank you. Um, any opposed? Thank you. Any abstensions? >> Abstain. >> Thank you very much. All right. And we'll go ahead now to um

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>> just a point of clarification. Madam President, >> please. >> Mary Beth, are you abstaining to the entire slate or just the one school district? >> I'm sorry. I'm um abstaining to um Union Township School District, my school district in Hunter County.

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>> So, I spoke with Diane. She said I I um was to abstain. >> Okay. Thank you. >> Thank you. >> Okay. And we'll go forward now. >> Great. Resolation. I'm sorry. Go ahead. I believe for the next item. I'm ready

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to present for adoption the annual state board calendar and meeting dates for 20 2026 2027. And President Goldenberg, I'll turn it over to you for discussion of procedural protocols. >> Thank you. Um I think we've all gotten the list of them um in our notes before

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and um are there any problems with the calendar as presented? Hearing none, may I please have a motion to accept the calendar as presented? Thank you very much, board member Bennett. May I please have a second? Thank you very much. Board member PA.

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Hearing no discussion, all those in favor to accept the calendar, please signify by saying I at this time. >> I I >> I. >> Thank you. Any problems? Please signify by saying nay.

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Any abstensions? The calendar dates pass unanimously. Thank you. >> All right. Our next item is a resolution to accept donated funds. So today I am pleased to announce that the Mary that Maryanne Linkl has generously donated

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funds totaling $100 to support the Marie H. Cats and Bag School for the Deaf. Miss Kimberly Murray, acting assistant commissioner of the Division of Educational Services, is here to respond to your questions. >> Thank you. Hi. Um,

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are there any questions or comments about this donation? Do we know how they'll be used? >> Yes, these will be added to the student activity fund. >> Wonder. Thank you. Um, may I please have

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a motion to accept these donations? >> So moved. >> Thank you. May I please have a second? >> Second. >> Thank you very much. Um, any other discussion? Hearing none at this time. All those in favor, please say I. >> I.

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>> I. >> I. >> I. >> Thank you. Say nay. Any abstensions? Motion passes and the donation is accepted. Thank you so much.

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>> All right. Next item. Uh so today I present for adoption amendments to chapter 9B state board of examiners which governs certification standards for school personnel. So these amendments were initiated from an approved petition for rulemaking and in that petition in an application the

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petitioner sought to modernize and align certification requirements for school nurses with New Jerseys participation in the nurse lensure compact NLC. The NLC is a multi-state agreement that allows registered nurses to practice across state lines with a single license

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provided that they meet uniform lensure requirements. So here today to tell you more about it, we have Jordan Schiff, assistant commissioner for the division of teaching and learning and Kimberly Gaddy, acting director of the office of recruitment, preparation, and certification here to summarize the amendments and respond to your questions. Thank you both.

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>> Thank you, Commissioner. Good morning again, President Goldenberg, Vice President Johnson, members of the state board of education. Today we would like to walk you through the amendments for adoption to New Jersey administrative code 9B related to multi-state multi-state nurse lensure and nurse and

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school nurse credentiing. In May of 2025, a rulemaking petition was submitted seeking to allow multi-state licenses for registered nurses issued by the nurse lensure compact. the NLC. Uh those member states would qualify in part for a school nurse credential certificate in New Jersey.

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Currently, New Jersey regulations require that a candidate for a uh New Jersey issued nursing license hold a license issued by the state of New Jersey. This requirement significantly limits the candidate pool even though many nurses already working in New

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Jersey healthcare settings hold valid multi-state licenses that are issued uh from other NLC contact states. working closely with our colleagues in the Division of Consumer Affairs, specifically the Board of Nursing, um on this issue, we determined that New Jersey is an NLC member state, uh which

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allows the state to recognize multi-state registered nurse licenses that grant nurses the privilege to practice in the state of New Jersey and other participating NLC member states. Accordingly, in September of 2025, the department granted the petition to amend

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regulation 6A 9b7.5 and 14.3, which is specifically the substitute school nurse regulation and the school nurse certificate. In doing so, uh it also added amendments to 9B-14.4

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or to address requirements for the school nurse non-instructional endorsement in an area that was not part of the original petition. By expanding eligibility to include the NLC multi-state license holders, we can reduce unnecessary barriers and increase

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access to qualified candidates, helping to address a critical workforce need in school nursing across the state. >> Thank you. The first amendment is to NJC 6A9B-7.5. This change allows the board of

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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,

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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 compact states as valid for credentiing purposes.

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>> Finally, the last amendment is to regulation 9B-14.4, which addresses the school nurse non-instructional endorsement. This includes recognizing multi-state licenses for both standard and emergency certification pathways provided the

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candidate meets education and CPED regulations. >> Commenters express broad support for amending the administrative code to allow multi-state lensures. If you could just move the slider. There we go.

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Commenters expressed broad support for amending the administrative code to allow multi-state lensures from compact states to qualify for school nursing credentials. Stakeholders emphasized that New Jersey faces a critical shortage of school nurses and that the amendments would expand access to

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qualified candidates without compromising quality. Several commenters noted that multi-state licensed nurses already practice legally in New Jersey healthcare facilities and should be eligible for nur for school nursing certification. Commenters highlighted

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that the prior exclusion of multi-state licenses appear to be an undeconsistency with how New Jersey recognizes compact nurses in other healthcare settings but not in public schools. Questions were raised about the timing and implementation, including when the

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amendments would take effect and whether they would be um adopted retroactively. Upon adoption, all candidates with the compact multi-state licenses will be able to apply for certification. At this time, we're available to answer any of your questions.

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>> Thank you. I don't have a question. And I have a comment that I think this is a wonderful way to increase the nurses available in our districts across the state and um I'm very very happy about it. >> It's going to be very help make a difference. >> Great. Great.

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>> Um any other comments, questions? Hearing none. Uh may I please have a motion to accept? >> So move. >> Thank you, sir. May I please have a second? Thank you very much, Dr. Keenan. Um, all those in favor, would you please say

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I? >> I. >> I. >> I. >> Thank you, Joe. >> Thank you. >> Um, all those opposed, please say nay. Any abstensions? Motion carries. Thank you so much. I hope this helps our school districts a

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lot. Thank you. All right, we're keeping it moving. So, on to the next item. I present for adoption the proposed revisions to the New Jersey student learning standards for science. So the proposed standards build on the strong foundation of New Jerseys current science standards which

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remain well aligned with researchbased instructional practices and national expectations for highquality science education. As a result, the proposed final draft revisions to science before you today are very limited in scope and are primarily intended to ensure continued accuracy, clarity, and

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alignment with current scientific understanding. The department has engaged stakeholders throughout this process, including educators and content experts, to review the standards and provide feedback, and that feedback affirmed the current standards are effective with these small targeted updates. So Jordan Schiff,

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assistant commissioner uh of teaching and learning services and executive director Lisa Habil for the division of teaching and learning services are here to summarize those targeted updates to the science standards and respond any questions you may have. >> Thank you, Commissioner, and thank you again. Today we are presenting for

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adoption the revisions to the New Jersey student learning standards for science. Our discussion today builds upon the initial presentation held in at the November state board meeting and represents the culmination of a comprehensive review process informed by statewide stakeholder feedback. Input

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was gathered through a formal public comment period and regional hearings allowing for broad and meaningful engagement. >> Today we will walk through four key areas. First, what has changed in the proposed standards. Second, why these changes matter for districts and their

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planning for implementation. Third, how public input shape the final revisions. And finally, next steps, including resources and supports that follow adoption. We will conclude with time for questions. >> Before we dive into the details, we want to underscore the central takeaway here.

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These are limited targeted revisions that will have minimal impact on local curriculum and implementation. After a thorough and comprehensive review by expert educators from around the state, the extent of the proposed changes is limited. Only four of 208

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performance expectations have been revised. These changes clarify expectations rather than expand them and no new content has been added. As a result, district impact is low and implementation timelines remain on track for September 2026.

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For example, in grade three, language referencing climate change and or was removed from one standard to sharpen the focus on weather related hazards and design solutions. Overall, these refinements incl improve clarity while preserving prior instructional

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improvements and investments. >> Perhaps the most notable change is the format of the standards document. Previously, the standards followed the next generation science standard format which included extensive embedded details such as clarification

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statements, assessment boundaries, and cross-disciplinary connections. While valuable, this made the document dense and sometimes difficult to navigate. It is important to note that all of this information will still be available, but in a different location as part of our

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stamp supplemental support systems. This new format organizes the standards clearly by grade and gradeband, moves detailed supporting content out of the core document, and uses the stamp platform to provide supplemental information. This results in a more

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streamlined and user-friendly document for educators. >> We received feedback from 23 stakeholders during the public comment process, reflecting engagement and strong support overall. Key themes included requests to add new topics,

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suggestions to increase alignment with mathematics and recommendations related to instruction and implementation. In response, the department carefully considered all input and ultimately prioritized the expertise of the convened educators and subject matter

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experts maintaining alignment with the researchbased foundation of the next generation science standards. As designed, the science standards focus on a defined set of core scientific ideas to promote depth of understanding rather than broad coverage of many discrete

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topics. In addition, connections to developmentally appropriate mathematics concepts have already been explicitly incorporated throughout the standards, made explicit in supplemental materials, and reinforced by experts across both disciplines. It is also important to note that

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districts may exercise exercise flexibility to expand their curriculum beyond the standards based on their local priorities. >> The depart the department also made some minor updates to improve accuracy and clarity. These include correcting small errors, including changing its to the

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correct possessive form, removing a duplicative heading of students who demonstrate understanding can, and improving readability by relocating the detailed developmental progression table to the stamp resource bank, keeping the

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standard document more streamlined. Given the limited scope of revisions, the implementation date has been proposed for September 2026. Supplemental materials supporting the New Jersey Student Learning Standards and Science will be made available on the STAMP website shortly after

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adoption. Professional development will be offered throughout the summer and fall and through the year. As we conclude, we want to reaffirm that the proposed 2026 revisions to the NJSLS science are limited, intentional, and

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grounded in research and developmental appropriateness. These updates reflect our commitment to highquality science instruction while honoring the professional expertise of New Jersey educators and the public input we received. We look forward to continuing this work in partnership with districts to ensure strong science learning

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opportunities for all students statewide. and we're now available to answer any questions you may have. >> As far as your comments about aligning mathematics more so with science, are you putting more information out with

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what you're recommending for districts to follow or has that how have you addressed that request? >> Yeah, a great deal of the crosscontent work um is embedded within the next generation science standard document.

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So, what we've done is we've removed some of that information from the actual standards that you're going to be approving today and placed it in a supplemental part of our resource bank, which is called STAMP. That's what we keep referring to. It's basically just a place that teachers and administrators

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can go to to provide um and to find additional supplementary materials to help implement the standards. So all of that crosscontent work is already documented and embedded just not in the document that that you're going to be adopting but additional supported documents that are available

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>> to the districts themselves. >> Yeah. >> Thank you. Any other questions about this at this time? Looks good. Thank you so much. Um >> we need a vote. >> Yes, I know. Thank you.

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Um, all those in favor of accepting the science standard wait. >> Let me move to accept the science stand. So, >> sorry. And may I have a second? >> Second. >> Thank you. All those in favor, please say I. >> I.

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>> All those opposed. >> Thank you. All those opposed, please say nay. >> Any abstensions at this time? The motion carries. Thank you so much. Thank you. >> Thank you. We're moving along. Uh our

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next item, I present at a discussion level a resolution to adopt a revised practice content knowledge test and its qualifying score for middle school social studies. So this assessment along with other measures ensures that candidates seeking the middle school social studies grades 5 through 8

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endorsement have demonstrated the appropriate level of subject matter knowledge necessary to offer highquality instruction in that content area to students. So Jordan Schiff, assistant commissioner for the division of teaching and learning and Kimberly Gaddy, acting director of the office of recruitment preparation and certification are here to present the

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resolution and respond to your questions. >> Yes, it's good to see all of you again. Thank you for inviting me up for the fifth time. Um uh today we are here to present a resolution to adopt um the revised practice content knowledge assessment in the area of middle school social

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studies. Joining me today again, as the commissioner indicated, is acting director of the office of recruitment preparation certification, Mrs. Kim Gotti. >> By way of background, educational testing services, ETSs, develops the practice assessment series, which is the

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commissioner approved assessment series for entry into the educator profession. ETSs maintains the quality of their assessments and establishes appropriate cut scores for revised and new assessments through a multi-state standard setting study which we will

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describe in further detail in the coming slides. >> The middle school social studies test was last redesigned in 2011. The redesign test, initially available in September of 2025, has a new instructional focus on critical thinking and making connections among historical

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events, geographical locations, and economic trends. It also changes the test structure by increasing the number of multiplechoice questions from 120 to 140. Further, it eliminates the essay portion of the prior test, increasing the time allotted and reorganizing the

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content categories. The NJSLS for social studies including the middle school grade ban that is the subject of this test for this endorsement are broadly aligned with uh by and informed by the organizations and the frameworks listed here. The social

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studies standards were developed using these national standards and frameworks as reference documents. ATS regularly engages experts in education to review test content to confirm alignment to current content expectations and standards. The outcome

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of these studies result in updated and new assessments with new cut scores in specific endorsement or content areas. In this case, middle school social studies. So the resolution before you seeks the adoption of the revised practice assessment and newly established cut

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score for middle school social studies. This assessment is required for candidates seeking the middle school social studies endorsement in grades 5 to 8. ETS will be expiring the existing test existing test sorry noted as 5089

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uh on August 31, 2026. The resolution proposes the state board adopt the revised assessment and the recommended cut score effective September 1st. The proposed cut score is the recommended cut score from the standard setting study referenced earlier. Uh while it may appear that we are proposing to

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adopt a lower cut score for the assessment, the department isn't lowering standards or lowering the cut score. We're proposing to adopt a new cut score that's aligned to the revised national standards equivalent level of content knowledge needed for a novice educator. In other words, the cut scores

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are based on the revised assessment and the corresponding cut score is appropriate to this specific new revised assessment. >> Yeah, it's a different assessment, different cut score. And we're available now for answer any of your questions that you may have. >> Yes. comment more so than than question

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because this is what we discussed during the administrative policy meeting and uh questions were raised one about the demographic on which the field test items were done. Questions were raised about how many of the items in the new

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test that's being adopted come September carry over from the prior tests. What's the percentage of new items versus previously used items? Um, also I particularly raised the question that there's no essay, that it's all multiple

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response. And while I'm sure there's a psychometric in the design, we know that um the middle school teachers are responsible for helping to develop the literacy and the writing competency of students. And so we want to be sure that

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the teachers themselves are also practicing that. And that was an item that I raised that the essay portion has been eliminated in total. So I just want the public to know that there has been prior discussion about what you are proposing. >> And we also brought up which states are

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currently um >> we provided that information to the >> we didn't get it. we'll make sure that you get it. Absolutely. But um to answer your questions um directly and for the public there is a process through the

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psychometric um evaluation of ETSs tests as well as the same that we do for state assessments to minimize any kind of bias that's on that test. And they do that by analyzing the scores from particular populations of of individuals. And if

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those scores are statistically significant different than um than the general population, those particular items are removed from from the assessment. That's done through field testing that was already in place. Um

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and uh and that minimizes the unintended bias um that uh that standardized tests could have. As far as the amount of states, the details that were asked during uh during the committee, uh we'll make sure that you you receive that shortly.

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>> Thank you very much. Any other questions? I see that uh Dr. Ra has a question. Yes, sir. You have the floor. >> Uh thank you, President Goldberg. Thank you, Dr. shift in the department as well as uh the committee and and I do just really appreciate again for the public

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the distinction in the fact that the cut scores associated with the new assessment and so when when we're thinking about cut scores we must make sure that we we recognize that when assessments change and the requirements change that those assessment or rather the cut scores are going to follow uh

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based upon the the the psychometric and statistical uh research that's done during field testing. So really appreciate that um and and for you highlighting that distinction for everybody who might, you know, be questioning how do you how do you arrive at a cut score? Um very very complex detailed process and uh thanks for

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putting that out there. >> Thank you Dr. >> Anyone else? >> Okay, thank you very much. >> Thank you. >> Thank you. And um

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would does anyone have anything to bring to the public regarding new business work sessions? Uh before we adjourn, is there anything else? Hearing nothing. May please have a motion to

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adjurnn. Thank you very much. Board member Bennett may please have a second to adjurnn. Thank you very much. I appreciate it. Board member PA. All um all would like to adjourn, please say I. >> I. >> I.

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>> Thank you. >> Thank you. Any abstensions? Any opposition? Motion carries. Thank you so much. Have a great June, everyone. Thank you.