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Video-1: youtube.com/watch?v=zj0EOjgBPtM

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Ready? Good morning everyone. >> Good morning. >> Good morning. The New Jersey Open Public Meetings Act was enacted to ensure the right of the public to have advanced notice of and to attend the meeting of

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public bodies 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

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the department of education, secretary of state's office, and notice has been given to the state house press cores, the governor's office, and the state board agenda subscribers. And as a quorum is now present, the meeting will come to order. May I please

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have a motion? So moved. >> So moved. >> Thank you. May I please have a second? >> Second. >> Thank you. All in favor of calling this meeting to order, please say I. >> I. >> I. >> I.

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>> Thank you. Um any abstensions or opposition, please say nay. This meeting, this motion is approved. And in order to protect the personal privacy and to avoid situations wherein the public interest might be disserved,

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the Open Public Meetings Act permits public bodies to exclude the public from the portion of the meeting at which certain matters are discussed. Now therefore be it resolved that consistent with the provision of NJSA10

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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? >> So moved. >> Thank you Mary Beth. May I please have a second? >> Second.

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>> Second. >> Thank you very much Ahmed and I appreciate it Dr. Kanan. All those um in favor of adjourning to executive session, please say I. >> I. >> I. >> I.

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>> Any ab opposition? Any abstensions? Hearing? None. The motion is approved. We will be back. It is now um I think we will be back hopefully by 10:15. So, thank you very much. 10. try to tune

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in at 10 everyone and we hope to be back between 10 and 10:15. Thank you. 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

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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.

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Go. 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. Jersey.

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Jersey. Visit the teach inspire punj. took 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.

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Visit teach inspire.nj.gov. Go. 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

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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.

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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. Jersey.

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Visit the teach inspire. Punto Pto. Go. 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.

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Visit teach inspire.nj.com. 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

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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.

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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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Jukov. 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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Go. 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 teachinspire.nj.gov.

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Good morning everyone. All right. Thank you. And we'd like to resume the public portion of our meeting, please. Whereas consistent with the provision of NJSA 104-12B,

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the state board will now adjourn from executive session to resume the open session portion of our meeting. May I please have a motion? Motion. >> Hold on. Thank you. All right. May I have a second? >> Second.

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>> Second. >> Thank you. All in favor of resuming the public portion of our meeting, please say I. >> I. >> I. >> Any opposition? Any abstensions? The motion is approved.

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And may I please ask Mary Beth Barry if you would lead the pledge of allegiance for us. Thank you. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation

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under God, indivisible, with liberty and justice for all. Thank you so much. Good morning everyone. Thank you for joining us today. I would like to welcome all of you that are present in Trenton and all of you that are online

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with us. As the state board meetings are accessible to the public for viewing on the YouTube channel, I would like to advise you that YouTube provides readily accessible language translation options for closed captioning. If you are

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viewing this simalcast currently, you may use the setting option in YouTube. Now, I'd like to discuss, please, the approval of minutes that were conducted on July 1st, 2026. May I please have a motion to approve

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the minutes for the May I'm sorry for the July meeting of the state board of education. >> Thank you. >> Thank you. May I please have a second? >> Second. >> Great. All in favor of approving the

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minutes, please say I. >> I. >> I. >> I. >> Any opposition? Any abstensions? The motion passes. Thank you. There will be no public testimony today

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as there are no educational topics for discussion for the month of September. Please be advised that the state board has moved its monthly public business meeting and the public testimony session previously

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scheduled on September 2nd to September 9th. Additionally, the state board will also hold open topic public testimony on any educational topic of choice following the conclusion of the

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September 9th meeting. Now, we have um this year student representative on the state board. Her name is Ameilia Reynolds. Hi, Ameilia. She's a rising junior at Collinswood High School in Camden County. Her

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advisor is Katherine Whan. If you'd stand up, Katherine. Thank you. >> If not present, Mr. Goldenberg. >> Okay. Thank you. Ameilia is going to show slides depicting pictures of her um

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leadership training conference and she's going to discuss it. Ameilia, good morning and please know that you're welcome and please go ahead. Thank you. >> Thank you President Goldberg and good morning everyone. Summer while a time of

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rest, relaxation and fun for students can also be a period where their enrichment becomes stagnant. Luckily, there are many opportunities for students to take part in fun and empowering learning experiences during the summer. The New Jersey Association of Student Council's annual leadership

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training conference or LTC for short is one such experience. Next slide, please. Um, LTC is the oldest continuously running state leadership conference of its kind in the United States and it takes place at the College of New Jersey. Over two three-day sessions in

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early July, middle and high school students from across the state come to LTC where they make new friends, acquire leadership skills, and learn about how they can positively impact their community. 71st LTC took place last month and was attended by over 170

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delegates. These delegates were divided into color groups based on properties from monopoly where they bonded through social activities and meals together. A major aspect of the programming that LTC delegates experience is educational workshops taught by senior counselors from a wide array of professional

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fields. This year, workshops taught delegates skills like public seeking, time management, project planning, and effective communication with the goal of empowering them to leave LPC feeling ready to step up as leaders in their schools and communities. Next slide,

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please. The educational workshops at LTC are balanced out by various social events and activities that take place throughout each session. Delegates participate in friendly competitions at the LTC games, use teamwork during the leadership carnival, and enjoy each

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other's company at the LTC dance. Additionally, LTC's junior counselors and social directors provide entertainment during meal times through skits and audience participation activities. Each color group also plans their own skit to perform for the rest of the delegates on the last day of the

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conference. Skip planning is a rewarding exercise and collaboration for the delegates as they navigate working together effectively and playing to each other's strengths. Next slide, please. As an NJC state officer, I was present at both sessions of LTC 2026 where I

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interacted with a wide array of delegates who, however different from each other, all shared the same passion for student leadership. During the first session, I was honored to take part in LTC Advanced, a program for delegates attending the conference a second time. LTC Advanced takes a more in-depth

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approach to leadership training with delegates applying these the skills they learn they acquired from their first time at LTC and preparing a specific project to bring back to their school. Some students planned school spirit events while others thought up tutoring initiatives and school supply drives. I

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am incredibly impressed by the creativity, kindness, The state theme of the NJASC this year is New Jersey will uplift. Uplift stands for unite people lead innovation flourish together. At LPC 2026, a

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diverse group of delegates united with one another despite their differences. Let innovation with their hard work and great ideas and flourish together. Growing as student leaders in a way that will make a true impact all across New Jersey. Every student should have the opportunity to feel empowered as a

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leader and LTC is an amazing social and educational experience to do exactly that. Thank you. President, >> thank you. Sorry about that. I was saying it sounds like a wonderful organization and that you got a lot out of it and I'm sure you brought lots to

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the people around you who were also learning and discovering how to become great leaders. So, I'm very excited to hear about that. I'm sure some of our other board members would like to weigh in and the commissioner.

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>> Thank you, President Bullberg. I'll jump in and say thank you there. Sounds like a very productive summer. And your advisors might hear it. You may have a a family member who has joined you today if you'd like to acknowledge them. My dad Jamie Reynolds is here at the

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back of the room. Excellent. >> Thank you. Um, >> can I just I would just like to ask a quick question. I I love the LTC training. I think it's um such a great opportunity and so nice of so many

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students to give up part of their summer to do that. Um, how are how are you selected to participate in the LTC dream? >> So, anyone can participate in LTC. Um the NJC is a very open organization. So you don't even have to be in student

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council at your school. You can anyone can register any student from any actually we had students from outside of New Jersey register this year. So very open it if last year I went mostly because I was interested in developing more as a leader and advancing my skills

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to bring I think that's great and I think it's such a wonderful opportunity for young people at your age to really think about leadership and and want to be more involved in their sports. So congratulations. Thank you.

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Thank you so much. Would anyone else I'm sorry about that. Would anyone else like to say anything at this time? Otherwise, we look forward to hearing more and more from you and thank you so much for being part of this board. Thank you. Okay. Um,

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now we'll go ahead please to our state board committee reports. The instructional policy committee met on July 22nd and July 24th. Vice um, ex vice president Ned Johnson, our former one, is the chair of this instructional

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policy committee. Dr. Johnson, would you please provide us your report? Thank you. >> Thank you, President Goldenberg. The instructional policy committee met on both July 22nd and 24th to discuss the standard setting process and recommended

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cut score for the New Jersey graduation proficiency assessment adapted. As the resolution to adopt this cut score is on today's agenda, I will forego my committee report at this time. Thank you.

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>> Thank you very much. Um, we also had a petition for rulemaking uh from Robert Goodman. Um, the state board received this petition. He's the executive director of New Jersey Center for Teaching and Learning. The petition

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requested that the state board amend NJAC6A colon 9A to restore rules as they existed in NJAC 6A colon 9A-56 prior to being readopted with amendments

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in 2023. The commission and I have reviewed this rec request and we've discussed it and recommend denial because granting the petitioner's request will result in uneven application of standards across

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educator preparation programs uh providers and undermine the comparability of educator preparation pathways. All details relating to this request and the reasons for denial are outlined in the final notice of action

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located on the petition for rulemaking landing page on the department's website. Thank you so much. And now, if I could please ask our commissioner to go forward with the reports. Thank you. >> Thank you, President Benberg. and I'm

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pleased to have um three reports to bring to folks today. But for the very first one, I am pleased to welcome Alfonso Yano, superintendent of the Camden City School District. It's going to provide the annual report of the district's growth and progress and the plan to continue to move the district

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forward. Um so, I understand that before you begin the presentation, I know you have some folks who'd like to introduce. So, please bring your folks up and absolutely turn it over. Not trust with the clickers. >> Okay. >> Yes. Every time we come up to DOE, it seems

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like a train. Last time he came, it's quite a bit of a flooding situation down today. Good morning, President Goldenberg, Vice President Bennett, Commissioner Glocks, members of State Board of Education,

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Department of Education staff, members of Kansas City School District community, honored guests. Thanks for the opportunity to present Camdom's annual report and our prevention for 2016 school year. I'm joined by our district's leadership team Thompson,

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deputy superintendent for schools, G Mley, our school business administrator, Sheena Marie Ya, chief of staff and strategic communications officer, Samoshi Cigan, executive director of data accountability and enrollment

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Carvio, executive director of recruitment, evaluation, professional learning. Dr. Michael Coleman who's not here with us today, executive director for family and community partnerships and to Landy, executive director of special services, student support and wellness. I also want to recognize our

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advisory board president Nelson who's here with us this morning. Thank you for joining us and the rest of our board members who are hopefully watching and also I receive our presentation this evening. I want to thank our students, our families, our community, and our

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public officials who are here with us today. The message of this presentation is going to be rather direct. Camden has established a foundation which you will hear about this morning. We've aligned our leaderships, our leadership team, our systems, our resources, and we are

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now moving from discipline to execution of those systems with student results at the end of our work. Our north star is very clear. Every campus student will receive consistently strong instruction, meaningful support and

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pathways to graduation and success regardless of any program or circumstance. So the first 100 days in district is purposeful. We held more than 100 meetings with students, families, educators, debate partners, advisory board members, community leaders, higher education officials,

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city partners, and department of education. We've restructured 75 central office positions. We aligned fixed systems around one goal student success. That work created direction, ownership and structure for follow. The next phase

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is disciplined execution. We are not adding disconnected initiatives. We are concentrating the district on the right priorities, putting common practices into daily use, measuring whether they work, and correcting force when the evidence requires them.

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And must improve enrollment, academic performance, and resource allocation in alignment at the same time. District enrollment has declined from 11,258 students in 2014 2015 to a projected 55 to 15 students in fiscal year 27. The

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district is managing a budget of over 476 million while this year 2025 barely charter and renaissance tuition total approximately 217.8 million. These facts are not an explanation for an action. It

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finally work. Enrollment affects staff facilities transportation programs and long-term sustainability. Program quality and family confidence affect whether students enrolled and whether they remain in our school district. Operational decisions determine whether students where our

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schools can deliver. Our response therefore cannot be fiscal only or academic only. Enrollment instruction staffing operations and family trust must move together to one district operating system. The first 100 days produced the structures needed for

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implementation. We established the candidate education framework, redesigned central office leadership around student outcomes, developed school staff, began building districtwide performance measures and data governance standards. We also advanced enrollment forecasting and

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outreach, redesigned the welcome center and family access function, align attendance, wellness, special services, and intervention responsibilities, and clarified visit with volunteer and school access expectations. These actions respond directly to what

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the state tech is told when first 100 days. We heard that district that what they want from the district focused, responsive, accountable and student centered organization and these are not separate projects. They are connected

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parts of one redesign. The next test is whether these structures are used consistently, improve school support, produce better results for our students. The camp education framework is our districtwide operating model. It organizes five outcome systems.

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Instruction and school performance, data capability enrollment, recruitment, evaluation, and professional learning, family and community engagement, and student support services, special services, and wellness. Finance and operations is a backbone resource engine supporting all financial systems. The

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superintendent's office again sets that direction, manages performance, resolves cross system barriers, and makes trade-offs. Schools are at a point of execution. That's where that happens. This changes a relationship between central office and our schools. Principles should not receive competing

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demands from separate departments. They should receive coordinated support from our systems to provide the needs of our students with clear ownership, common education, and timely followrough. We developed a superintendent's executive compact which concentrates a

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district on six measurable outcomes priorities. Strong core instruction and accelerating achievement, attendance, belonging and barrier removal, effective leaders and staff, enrollment, family trust and community partnership, reliable data and performance

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expectations and management and aligning resources and reliable operations. Each priority will have a verified baseline, improved target, intern milestones, and accountable executive and cross systems. We will not present

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unverified estimates as promises. Uh the appendix of the executive compact uh outlines and identifies 23 operating deliverables that convert these priorities into a comp school planning tools data guides process. Weekly

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cabinet execution meetings, monthly school departmental reviews, quarterly district performance reviews and the annual budget cycle predicates. Our standard is demanded by design. Our document is not implementation. The work that is completed only when it is

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approved, communicated, embedded into achievements and tools and used by reviewers, monitored and improved improved from evidence. Dr. Next slide. >> As the superintendent as the superintendent shared, there's a

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great concentration on outcomes through a detailed clear understanding and plan of action on instruction and performance. The measurable outcomes the six measurable outcomes will be met. First say thank you superintendent.

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Instruction and school performance is the academic engine of the framework. It's it owns the quality and coherence of teaching and learning, principal supervision, and school performance. Our work must and will be visible in the

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daily student experience through grade appropriate assignments, high quality instructional materials, you'll hear about shortly, effective teaching routines that will be consistent and uniform, meaningful student work, which will be the evidence for us. Timely assessments that you can review and do

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some extra modification or addition to instruction and support when learning is on track. Our commitment for the 2026 27 is a strong knowledge rich instructional board for every student commissioners

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and a coordinated response when students need our highest leverage academic strategy is a coherent K to8 tier one core in ELA English language arts and mathematics.

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Tier one is the rigorous standard instruction every student receives every day. We know intervention cannot compensate for an inconsistent period. In K to 5 English language arts, we're implementing bookmarks as a knowledge

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building curriculum supported by authentic tech, common routines, teacher training, coaching, a lot of coaching and implementation checks. In grade six to 8, a differentiated foundational skills block will strengthen the

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Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. assign support and owners and verify follow through. The purpose is not just

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to have another meeting. It is faster, better action for our students. >> Thank you, Dr. Thompson. Data, accountability, and enrollment is Camden's intelligence system. That's one of the five systems that we've uh revised. It gives leaders accurate, timely information, and gives families a

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clear path to access, enroll in, and remain connected to our public school system. The system connects two main responsibilities that must reinforce one another. Performance intelligence and enrollment execution. The standard is not how many parents and how many excuse me. The standard is not how many reports

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we produce or how many events we hold. The standard is whether leaders act sooner, whether barriers are resolved, and whether enrollment, retention, and family confidence improve. Enrollment is a shared outcome. Data and accountability owns the strategy, the

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forecasted measures in the review cycle. The family and community engagement team owns the family experience and communication and schools deliver that experience every day. Enrollment connects family access, school experience, and district

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sustainability. We have reviewed long-term trends and budget implications, identified registration pain points, advanced welcome center planning, and placed enrollment in the district's performance cadence. For the 262 27th school year, we will establish school level enrollment and retention

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aims grounded in forecasts and facility capacity, publish a centralized registration manual and service standards, and coordinate multilingual outreach and citywide enrollment calendar and track the full process from inquiry and application through

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completion, conversion, and retention of our families. We also close the loop with our families. The district has identified students who have left our schools and our teams will contact those families to understand why. Separate the factors that we cannot control from those we can and change district

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practice where needed. The same discipline applies to performance data. A common KPI key performance indicator dictionary will define each measure, the owner, the source, the frequency, and the use of that data point. Previously chronically absent students can be

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identified before school even begins. so we can start our outreach to them and support in the opening weeks of the school year, not after the pattern is reestablished. Our legacy is shaped by the people who we hire, we support, we develop and retain to serve our Canden students. The

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recruitment, evaluation, professional, learning team, they are the people system. It connects workforce planning, hiring, on boarding, certification, evaluation, professional growth, retention, and leadership succession. Its success is measured by the quality and stability of the adults in our

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schools, not by the volume of of human resources uh transactions. This system also provides the structure for educator learning with business and industry. So those experiences lead to stronger classrooms, instruction, and clear connections to local careers.

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Our people strategy connects staff and accuracy, meaningful feedback, and job embedded learning. Workforce readiness begins with verified demand by school role and certification. Approved positions, assignments, recruitment, onboarding, vacancy reduction,

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retention, hard staff pipelines, and succession plan must align with enrollment, school models, and available resources. Evaluation must strengthen performance. We will implement the Dannon framework for teachers, the 2022 version, and NJPL for school leaders.

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improve educator calibration and evidence quality and require timely actionable feedback when performance concerns arise. Support and accountability must be connected. Professional learning will be tied to instructional priorities and followed by evidence of application that includes

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coaching, principal development, leadership pathways, and the infrastructure for employer externships and industry-ledd learning. Learning is valuable when it changes practice. Family and community engagement is Camden's access and trust system. It

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defines the family experience across enrollment, school communication, engagement, issue resolution, and partnership. Our promise is straightforward. The district will be easier to navigate, more responsive, and more accountable for follow-th through. Community resources will also be aligned

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to the district's academic attendance, wellness, enrollment, and career priorities. Strong families help help build strong schools and strong schools strengthen the community. This system is how we make that relationship intentional and measurable.

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We are moving from one-way outreach to a defined consistent family experience. First, families need a clear front door, the welcome center, where registration guidance occurs, navigation and issue resolution processes will be redesigned around access and service. Second,

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schools will work from common expectations for relationships, communication, responsiveness, and feedback. Third, information must be accurate, accessible, and multilingual across the channels that families use. Finally, community partners will be connected to specific attendance,

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enrollment, academic, wellness, and career goals. Enrollment, attendance, and family experiences are shared outcomes. Our d our team will work with data, schools, student support, communications, and operations so families receive coordinated information

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and timely help instead of being redirected from one office to another. Dr. Thompson. >> Yeah, as we know, there are barriers, but we are going to make sure that we are preparing or have prepared next steps for the many barriers that come

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forward, right? Um, student support, special services, and wellness is Camden's barrier removal system. It brings together special services, alternative education, guidance and counseling, health and behavioral wellness, stability, and homeless

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services. Each area has a distinct expertise, right? Out of the five areas barrier removers that each one has a distinct expertise, but students and families should experience one coordinated response. Special services protects individualized access and inclusion.

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Alternative education provides flexible pathways and re-engagement. Guidance and counseling connects academic planning, social, emotional support, and future readiness. Health and behavioral wellness coordinates physical, mental, and behavioral needs. Stability and

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homeless services protects continuity for students facing housing instability across all the five areas. Access, dignity, timelessness, and student centered services are a non-negotiable.

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Student support is not a parallel compliance function. It is an academic and student experience strategy. When these five systems work together, students receive individualized academic support, services are easier to access,

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physical, mental, behavior, and social emotional needs are addressed together. Risk to promotion and graduations are identified earlier, and students will experience greater safety, inclusion, and belonging. We will monitor both

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outcomes and system performance including promotion and graduation, discipline, equitable access to timeliness of evaluations and interventions, compliance, service coordination and responsible use of resources. Coordination must be visible

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in the experience of the student, not only in the organizational chart. During the first 100 instructional days, we will assess and align the five support areas, establish an integrated student support framework, improve

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access and equity, strengthen data and compliance, and foster cultural wellness and student success. By the 100th instructional day, we expect expect clear goals and measures, stronger collaboration across support teams, more

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discipline use of data, closer family and community partnerships, and expanded access to academic, behavioral, health, and housing supports. The objective is not to declare the work is finished on day 100. It is to establish a

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functioning foundation that can produce lasting gains in learning, wellness, graduation, future readiness, belonging and safety. Finance and operations is the resource engine that makes the framework executable. It is not separate from

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strategy and is not a back office appendix. staff and budget, grants, procurement, facilities, transportation, technology, service reliability determine whether schools can carry out the approved priorities. The role of the system is to align people, time,

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funding, technology, and operations to student outcomes while maintaining strong fiscal controls and long-term sustainability. I'll now turn the presentation to our school business administrator, Gene Mkeley, to explain how that standard will govern our resource decisions.

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Thank you, Superintendent Jana. Uh, good morning, state board. Um, fiscal shortship begins by connecting every material commitment to an approved priority and measurable result. We will trace spending, staffing, contracts, and positions to

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school needs and district priorities. We will model enrollment, charter, and renaissance tuition staffing and reoccurring commitments and future year exposures. Federal, state, and other grant funds will have a clear allowable purpose, owner, milestone, performance measure,

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and closeout evidence. The resource test is consistent. What result does this advance? What are the full cost, duration, and dependencies, and future commitments? Can the system absorb the work and the quality and compliance? What evidence

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will determine whether it continues, changes, or ends? What lower value activity can stop, shift, or be delayed? That discipline will guide our review of of stipens, contracts, programs,

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reoccurring services, and help direct the greatest possible share of resources to students and schools. Operational reliability is a condition for teaching and learning. transportation disruptions, delayed

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purchasing, unresolved work orders, technology outages, weak position controls, open audit findings, all affect the school's ability to serve students. For each service area, we will establish a verified baseline, an owner, a

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realistic target, and evidence of closure. The scorecard will track budget to priority alignments, position accuracy, procurement cycle times, contract accountability, facilities readiness, work order quarter

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completion, transportation reliability and issue resolution, technology access, uptime security and response time and audit corrective actions. This work also includes discipline

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capital coordination for the upcoming east side high school uh the rigs demolition the CH high fieldhouse work the sharp school rehabilitation we will maximize available -ate resources review bus routes annually monitor vendor

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performance and prioritize operational issues by their impact on students. Good job, Jean. Thank you. >> The systems we have uh described are not only uh looking internally into the Camden School District, we also know

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that there's a need and a requirement for us to expand our collaboration across the city of Camden. So, one area that we would like to work with our community partners is a citywide portrait of a graduate. And this is the next opportunity to build a shared

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citywide definition of success. I've had meetings with our Renaissance and charter partners. We all look at graduation as absolutely the goal for all of our students, but we all have different ways to get there and different definitions of what success success looks like. So therefore, we uh have committed to openly exploring the

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idea of working together to develop a citywide portrait of a graduate where we can come to an agreement on the competencies and skills that every student should be able to graduate with. Uh this would be a collaborative uh partnership across all sectors of our of our school district and city aligned in

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higher education, employers, community partners, faith-based friends, advocates, and all of our school system partners. We know that there is opportunity through for collaboration and growth through all the systems, but we found

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that within our own school district, we were able to move from one approved CTE pathway to 14 in the current year. So, the portrait citywide will help connect those pathways across all of our systems, the academic core, student supports, and broader citywide expectations into one promise for

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students is an amazing opportunity to work together, and it's an exciting time to have an agreement uh to move forward and find ways to collaborate. The process to develop a forge over a graduate is to listen to your families, listen to your community members,

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educators, higher education institution in institutions, employers, and community partners. Then we're going to look at what competencies and skills we would like to see in our in the next generation workforce. We're going to then look at our curriculum, look at our CTE programs, professional learning

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partnerships, assessments, and student supports. And finally, students will demonstrate those competencies that we've identified throughout all of our networks through capstones, portfolios, credentials, exhibitions, and performance tasks. An exciting opportunity to work in partnership with all of the educators in the city of

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Canada. The proposed sequence is kicking off in fall of 2026, citywide validation in the winter, pilots in spring, and publication and preparation for scale in the summertime. The timelines will be finalized with the participating schools and sectors, but the expectation is that

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the portrait can help shape what students learn and experience regardless of what school you attend. Industry aligned uh professional learning can also help teachers connect academic standards to Camden's high opportunity sectors. The goal is stronger instruction and career relevance, not just one-time field

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trips. The proposed model includes short teacher externships, workshops led by industry experts, authentic workplace problems adapted into standards aligned projects, advisory and mentoring relationships, and evidence that the learn was used in classrooms. Every

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partnership must have a click on connection, an educator deliverable, and evidence of impact on practice. The appendix identifies perspective examples such as working with Subaru for automotive systems, engineering, logistics and business operations, Resent and American Water for chemistry,

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water systems, manufacturing, infrastructure and data, Cooper University Healthcare for clinical and nonclinical health pathways and a Campbell Food Company for food science research and development, supply chain, finance and marketing. These are prospective partners, not commitments.

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And participation will will require confirmation. But again, it's another opportunity to work across our city partners to develop unique developmental pathways uh with our industry partners within the city of Camden. So the standard for 2627 is visible

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progress, honest evidence, and course correction. Every school must improve and receive coordinated support. Every student must experience strong instruction and timely intervention. Every system must be aligned to measurable priorities. Every material

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resource decision must be tested for value, capacity, and sustainability. The opening 90-day road map is already sequenced. We will first communicate the compact which we've developed, confirm the owners of all the data areas, and launch the operating calendar. We will then validate those baselines and

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dependencies, launch our foundational tools, and train leaders, embed the playbooks in daily workflows, conduct the first integrated performance review, and revise based on evidence. We're going going to go through that data cycle. Our chief of staff will maintain the integrated tracker to make sure

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we're all being held accountable, and our executives will remain responsible for milestones and results. The state board and commissioners should expect verified baselines and targets, implementation evidence rather than activity lists, quarterly reporting on progress and risk, clear owners and

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corrective actions, and early escalation of barriers. Camden's promise is clear. One district leadership team, one aligned system, and decisions centered on our students. We have established a foundation. We know what must happen next. We are prepared to execute,

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measure, learn, and move this district forward. Thank you for your continued partnership and accountability. It's an exciting time and opportunity to be here before you today. So, I'll turn it back over to Commissioner Locks. >> Thank you, Superintendent and leadership team. Um, I know the board has had a

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chance to see this, but the team has quite a bit more even detail and so a lot of this is in the appendix and I know they're eager to answer any questions. Um, but thank you. I know it's a a lot of change that you're all addressing and appreciate the thoughtful emphasis on progress monitoring and how we'll continue to get reports around

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progress for students in Camden. I will open it up for any questions. >> Good morning. Thank you for all the hard work that you've done and I pray for your energy for the hard work yet to be done. Could you elaborate on the one to

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now 14 CTE? give me some information about how that has come about and are they in the startup stage? Do you have the partners? Do you have the staff? Please. >> Absolutely. So, the district made a concerted effort over the last few years

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to expand their CTE programs. So, right now we have 14 operating programs. We have teachers placed in those uh CTE programs such as construction trades or studio broadcast. Um we also have um what would name a couple of few >> cosmetology

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um you have the construction you said that already cosmetology we also have um oh gosh I want to say JAG um and we have a whole list of them so many of them yes it's so many of them >> Cisco JOTC TV radio engineering dance

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fashion design education uh >> TV and radio >> theater and business so so those are the 14 that we have at this moment moment when East Side opens up we will bring in uh Weldon uh and uh culinary so there's a lot of opportunity but those are the upcoming programs but the 14 that are

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already established are embedded into schools we have students enrolled in those programs we have the highest percentage of students who are taking CTE courses I believe in the state uh but our percentage of students who are completing the certification process going through multiple levels is slightly lower than the state average so

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we're looking to find students who are interested in let's say construction thank commit to doing construction in trades 1, two, and three so they can receive the certification. Right? So we want we want to raise that level of completers, but we do have a wide level of access. And the next step is then

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looking at middle schools so we can start to embed some of our CTE program at the middle school level so students have exposure. So by the time they get to high school, they have an idea of which path they want to take. If it's JOTC and service, wonderful. If it's uh culinary or cosmetology, we want completers. So this way they can leave

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with a certificate that they can then use, you know, at the next level of their education. >> Thank you very much. >> Thank you. >> Great. >> How about any other questions from board members? >> So I'll

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>> thank you. I see our ready. Yes. >> I will uh I will start. So Oh. >> Oh, please go ahead. >> Yep. Yep. Arcelio, are you ready? >> I am, but I I could yield the floor to

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you since uh you started. So, why don't you go ahead and I'll follow have a follow-up question. >> No, go. Okay, I'll uh I I'll defer. >> Okay, great. Thank you. Um apologize if there's any background noise here. Um I so uh Superintendent Yano uh

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congratulations on the progress you've made in Camden and thank you very much for this complete and comprehensive report. uh in my nearly 20 years on the state board, I I can't remember a report that strongly emphasized the um support

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and family engagement uh in terms of the school district's um prioritizing um uh such a aggressive effort around family engagement and student wellness.

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And so, um, you mentioned earning family trust. Um, again, in my time with the state board, uh, I can't remember a presentation that, uh, emphasized the importance of of the family role and ensuring that that the family has a

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great experience with the district. Um that being said, could you uh uh share with the board your thoughts on how are you going to measure your uh progress in terms of earning that family trust? And

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certainly uh as you pointed out in in the first couple of slides of your presentation, uh your enrollment was reduced from 11,000 to about 5,000. And that's primarily due to the increased number of charter schools and Renaissance schools in your district

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and maybe uh enrollment is uh will likely be a data point. But what other um points of data h have has there been a benchmark in terms of of family engagement and family trust with the district?

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>> Thank you sir. Thank you for the thank you for the question. Uh so priority number four for our district is, you know, families can access the district easily, make informed choices, experience responsive service, remain connected to schools, and view Camden City School District as a trusted partner. Trust in our school system is

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something that we need to develop. We need to have excellent relationships with our families. We know it is one of our challenged areas. So some of the core measures as you asked uh will be enrollment. Again, you know, if if parents are enrolling their children in our schools, it's because they trust us to take care of their children. after

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enrollment. That's not the end of it. It's retention. What percentage of those students actually stay in our schools and for how long? That is something that uh Sam Koshi and his team will be monitoring very heavily. That's one of our baseline data measures. Also, registration completions. How many families register in the district and

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how long does it take them to register? You know, it should registration should be a very quick process. uh sometimes there are barriers in the way of that registration process that delays access to schools and then we can lose families to that cycle because of the competition that we

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face in our school district. uh when a parent asks a question about a school and asks is there space or se how quickly do we convert that into a registration application that timeline the conversion between question and registration that's another metric that

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we'll be uh looking at school level enrollment targets how many children do we expect and project to be in a building how close do we get to those enrollment targets that's another area that we will be doing very purposefully uh we want to know exactly how many students we should have based on the

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demographics of the of the neighborhood. Uh the specialized programs that we've placed in those buildings. That's another area. Family participation and uh satisfaction. We'll have a lot of measures around how many families participate in the PTO school events, but then also following up with surveys

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and data, hard hard quantitative data as far as you know, are you happy with your current placement? What things could we do better? So, we'll be looking at that. And also on the qualitative side collecting a lot of information from one-to-one interactions from our enrollment team, our welcome center on you know what are the barriers that are

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getting into the way. Why did you choose a different school? So there's a lot of conversations that have to happen around um the reasons that we control and those things that are outside of our control level and uh you know how many of our partners are also contributing to the

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student success. You know we have a lot of local organizations that participate with our students. So, we're going to measure uh and look at how do those partnerships actually improve the student experience. We have a lot of uhus with the local universities uh other um organizations that support our

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schools like I'll give you an example like Subaru. Subaru has a lot of great program for our high school kids. How does that partnership then develop continuity and excitement on the school experience with Camden City School District? So, those are just some of the areas that we'll be setting baselines.

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Since this is a new school year, you know, we're going to start the year and then put those baselines in place and then measure throughout the year. So, thank you for the question, sir. >> Thank you for your response and I certainly look forward to seeing uh uh the these measures and the progress that

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you're making uh in this next year, so this academic year. So, uh looking forward to continuing discussions. >> Thank you. Uh James, would you like to ask or or comment now? Yes. Uh so I'll I'll try my best to be

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brief. Um my following statements obviously will be very biased and um but invested. Uh this version of me does not exist without my education in Camden City Schools. So uh I am a proud Camden City School graduate. Um so I I want to lead

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with that. Uh two things. One, the the CTE uh programs. I love that. Um but I hope that that is not circumventing the opportunities for higher education exposure. Um we know the correlations between access to higher education, earning potentials, life outcomes, all

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the things. Um Camden has one of the lowest per annual annual incomes in the state. I think we're around like $32,000 a year. Uh one of the lowest in the state. So we know that higher education offers higher earning potential. So that I I I'm I'm hoping that the CTE programs

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though I know um trades and other occupations are in are in great need but higher education is uh just we I hope that that's not circumventing that. Um the the second piece is uh myself the commissioner and and you superintendent

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we have a very unique tie. We all started on the exact same day. That's right. >> Right. So um our systems um we are looking to improve and we inherited systems that uh that that that needed improvement but from a process improvement area uh 13 years of of under

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state control that's like 13 years of being under like a PIP or a supervisor and you you put an employee on a PIP. 13 years of being on a PIP is is a duplicitous failure not only on you know the school district but us on as a

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state, right? you should be done with your performance improvement plan by now. And if we have not afforded you the appropriate opportunities, times uh and resources to accomplish that um then then we need to change that. I I love this document. I hope that it is in line

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with that performance goal, not the outside narrative of removing the state from control, but as a school district, we should be able to move and operate with on our own. We should show that we're able to operate um as an independent school district. So I hope that this document will be in line with

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the objectives um that the commissioner is going to align um outlined for you and I you know once again in this capacity um I will you know hold yourself and I'll hold the commissioner accountable for us to achieve that goal. Uh this should not just be to continue the

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school district to improve but we should have a pathway of removing it from state control. 13 years um to my recollection is the longest current running. Is there another school district that is longer than 13? >> Correct. >> Yes. So that's that's a problematic

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title that I do not want my city um to maintain. So um I I offer that uh one with my support and two um just you know going back to that CTE police uh piece I hope that we're also offering um young people an understanding of pathways to

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higher education. Obviously you know going back to the $32,000 I know that there's a lot of financial barriers. Higher education, like everything else, is becoming more and more expensive. Um, but I don't think that that should abdigate the responsibility of the school district from letting students know because there's a lot of potential

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there. Um, I know Dr. Thompson, um, and, uh, very well, right? So, there's more Dr. Thompson's in your schools, >> right? There's more of me. Um, I know Sheena, there's more of individuals like that in these schools. Um, so how do we prepare them to be that next version? because the next superintendent, my

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expectation, should be a Camden City School graduate. They should have went through that path and should be able to sit at that table and afford and and testify to the amazing education that this school district provided them and how it put them in that position um to be there. So, um I offer my support, but

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also um my my very critical eye and my expectation of one being invested in the school district into the responsibility not only as a resident um but as a member of the board. So, uh thank you for the presentation. We'll we'll talk soon. Thank you. >> Thank you. Uh may I could please call on

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Dr. Claudine Keenan to speak now and ask her thoughts and give her thoughts. Thank you. >> Thank you, President Goldenberg. Thank you, Superintendent. Uh I'll echo what some of my fellow board members have already said. It is an impressively detailed plan uh with a very impressive

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compreh comprehensive, you know, interdependency set of interdependencies. My question is related to that. In our appendices, we were able to see system two in a little more detail and developing KPIs and creating the spool stat system. And we

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were able to see that very ambitious 90day timeline for moving from planning to implementation. How do these two interact with one another? If for instance the data system gets hung up at all, what happens around

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day 61 when you're doing that revise and uh revise implementation, >> it probably will happen, right? Because we know things can always go sideways with the best laid plans. So so the organization and and our leaders are here uh with us this morning. Uh we have

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been working at a high level and then stopping and saying, you know, are we really actually targeting what the root cause is. So, we have to spend time reflecting to make sure that we're not just treating the symptom, right? And often we as leaders, we like to get right into action and and solve a

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problem without understanding the underlying issues. So, at day 61, if we're if we're at a conflict or or we're not seeing growth, part of the plan is to stop, review, and then take a different course of action because we

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don't want to continue to repeat uh a practice that's not going to produce that intended outcome, which is improved student achievement. It's baked into our leadership, you know, operating system, you know, that we that we need to be able to understand that it's okay to say, "Oh, no, we went down the wrong path. we've got to, you know,

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reccalibrate and I anticipate it's going to happen in some of the areas, but we're also setting up a system where each of the five systems are required to work together. So, if I walk into a meeting and it's the instruction curriculum team, uh Sam will be there

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with his data partners. Shane will have uh she'll be at the table as well with the leadership development and then the recruitment side and then we'll have some of our workers like Alexis you know our expert resident expert and do everything uh you know instructional

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leader just adding value at every different level and then barrier removals you know Miss Landy and her team looking at uh guidance alternative education you know special ed services and then student services were all at the table in the past we've lived in

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silos So by day 61 it may happen but during that time all the different perspectives of our team have come to bear on these different problems and someone will identify that you know I think we're going in the wrong direction let's stop let's look at the metrics let's uh what we're whatever we're

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measuring is it saying that we're having that intended outcome and if we're not then we need to recalibrate. >> Thank you. >> Thank you very much for your question and the answer. Um, anybody else at this time have anything to add to just Yes.

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Thank you for that optimistic report. Um, it was really wonderful and I certainly wish you all a wonderful school year. Looking forward to the next 100 days. Um, I also wanted to talk just

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a little bit about the CTE portion because I think it is so important. um in the Renaissance schools, are there CT programs siloed in in those schools also? >> So, great question. So, it was part of

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our recent conversation that some of the schools renounce charter are looking at uh developing their CTE pathways in technology, STEM and those areas as well. But we're also looking at we're duplicating potentially programs, right?

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if we have culinary and cosmetology, should another system or another partner have one of those programs? Uh, Renaissance typically has been, from my understanding, and I don't want to be quoted on it, but I'm sure it's it's more of a college readiness, college career pathways. Uh, but I know they're

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also very much looking into the CTE, you know, opportunities as well, and they're slowly rolling them out. But the conversation we had is also let's not duplicate because it takes tremendous resources to put together a culinary program, an automotive program which we'll have at uh east side. Uh it it's

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it takes a lot of funding to be able to put that together. So there shouldn't be that much duplication. We should be able to offer those programs to students across all of our city partners and be flexible with enrollment in a way that sustains all of our students. I I think one of the my takeaways is I listened to

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you talk about really accessing the community and my colleagues we were talking a little bit about that higher bar um a biomed program. Those are are great programs that I think young people

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can be excited about and say you know what I really kind of do like science maybe this is an area um to look at. So partnering with local hospitals and things um seem like you're growing and you've gone to 14, that's a good thing.

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But I also would love to see you, you know, a higher bar in some of those amazing programs that are out there for young people. >> That's right. So one of the things that we did recently is we talked to some of our corporate friends in the city of Camden and we asked what are the emerging you know jobs that are coming

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out in 10 years and and and what they shared with us. None of us are have programs in those areas. So when we look at our list of current CT programs, we have to think ahead and say, you know, are we preparing students for a future workforce that may not exist? And if we are, then we need to make adjustments

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throughout the city because we have partners uh like American Water who need, you know, water engineers, you know, are we developing those folks that can do uh that type of work, that highlevel science-based and engineering work? And we have to reflect and then revise our program. So I'm sure in 10

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years from now, you know, you'll look at the list of the CTE programs and it might be slightly different with different pathways that are more aligned to what the city is offering as far as, you know, highle careers. >> Thank you. >> Um, may I ask a a quick question? I'm

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sorry. Do are you partnering at this time with Cooper Hospital also to provide internships for the students? >> Yes, absolutely. Um yeah we >> we have a a program I I don't have all the details I'm not sure who there's an

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internship program there right at the flat >> it's yeah >> through brim medical our brim high school we have a connection with Cooper we have students who go there and actually do an internship and allied health programming and I know recently there was an announcement about an

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expansion of of access to Cooper's network and I know there's a look at how can we expand that throughout the Renaissance charter and school district. So definitely Cooper is absolutely uh one of those um champions of our students getting into the medical field and we have incredible access. I I can't

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remember the exact name of the program, but I know we absolutely have students and we posted on our social media so I'm sure we can find them. We can share it with um the board. I think Sheen is looking for it right now, but we'll we'll send you an example of some of the work that we've uh done already with Cooper.

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>> Okay. Thank you. And and for the CTE programs, are you having um a minimum of 10 students involved with each course? >> I don't know the enrollment numbers directly in front of me, but I know that is that you know to sustain the program, you have to have at least 10 or more

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students in each of those programs. I know we've had some dips in enrollment in some of the different programs. That's led to us looking at you know the sustainability of of specific programs and others are also growing and flourishing. So do we need additional supports in that side? I don't have the exact numbers in front of me, but yes,

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10 would be the minimum uh to look at. And I know we definitely had one program that was slightly under, but we also didn't have an educ identified for that position, which we now do. So, moving forward, that will be the target for sustainability. You can't

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run a program with less than 10 or even 15 students in those classes. >> Right. All right. Thank you. I see that Dr. Johnson has his hand up. If he could please go ahead. Thank you. Thank you. Um, President Goldenberg, excuse me. Um, good morning, uh,

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Superintendent Yano. Just, um, a quick question for you in regards to, um, efforts that you've made to recalibrate your leadership team. I see that there have been, uh, some significant changes. Can you talk a little bit about how and

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what you've done in that area? >> Absolutely. So we went through a restructuring process for central leadership. Uh we advertised the positions widely, looked at internal folks like Dr.

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Thompson to my left here, >> uh who we promoted into the deputy superintendent position so she could share her deep knowledge of the city, her understanding of the networks that exist already, and then also her work with a new employee who we brought in, Rakia Reid, who will be the direct supervisor of principles and school

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leaders. So, uh, we went out and looked for the the best and the brightest. To to to my right, we have Gene Mkeley. Uh, 27 years, I believe, as a business administrator. Uh, one of the gurus, uh, uh, in business. I I'll say that here. He I'll never say it again, but, you know, I don't want him to get too big of

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a head, but he's been amazing coming in and looking at, you know, our finances because we have to have a sustainable long-term growth plan. Dr. Cavile I think will be uh 26 years 26 years uh in human resources and also curriculum and instruction. So she brings that people

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lens but also the curriculum supports and the work that she does around there. Sam has a really cool background. Used to work at NASA back in the day, worked on the West Coast uh College Board and um the Philadelphia Principal Academy, right? School Leaders Academy. So just

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the amazing you know backgrounds that these folks have bringing it all to bear uh and everyone has is doing three jobs basically right we also promoted uh uh Sheena uh to our chief of staff she's basically been functioning that in that

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form uh knows all the community partners keeps us on track doesn't let us use the clicker when we're presenting because you know sometimes we mess up the the presentations and Miss Landy you know picked up uh student services on top of her specialized services so we looked for, you know, potential in the

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district, the ability to take the lead and move forward. We promoted a a principal from Yorkship School, Dr. Coleman, to take on our family and community engagement team. I saw him in action multiple times during my first five months, watching him work with very challenging uh community members,

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parents, like situations that happened in the school. And I the way he built trust and developed partnership, I felt like we we we need to get him in central office to work with us so he could take that understanding that approach and build trust and remove barriers for all

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of our families. So the approach was to find potential and um work ethic and perseverance and thick skin. So that's that's the process we followed. >> Thank you very much. So, I look forward to my next visit to uh your your

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district. >> I have just can I add one more thing here? Yeah. Just just just I don't want to belabor but so with Cooper Hospital we're working uh uh developing pharmacy techs and patient care at virtual health. We have a EMT program and flambotomy. We have 10 to 12 students in

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our CTE pathways right now. So, just going back to that CTE question. Uh we also have the highest percentage of students taking the SATs in 11th and 12th grades. Uh 86% of our students are taking the SATs and like 25% of our students are involved in uh AP dual

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enrollment and CTE. So when we combine it all together so we'll find out the exact AP numbers because that's an area that we've been talking about especially with Sam's understanding college board and what kids uh colleges are looking forward looking for in you know moving into secondary programs or or graduate

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programs. We need to do a better job in that area and we're working already with Rowan University, Camden County uh college and Ruckers to develop better connections between our high school that can then lead to kids directly enrolling into those college programs through dual

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enrollment and um any uh what's the other one called? Dual enrollment and I'm drawing a blank on the second one. It'll come to better. Thank you. President Goldenberg, you're just on mute. I believe you're turn.

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>> Thank you very much. Um, I believe that board member Pñena may want to ask or or make a comment. >> Yeah, thank you. Uh, President Goldenberg, I just wanted to piggyback and you just mentioned it now, the dual enrollment. Do you I'm a firm believer in CTE and I,

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>> uh, >> I see what it does for families, what it does for students. I got to tell you, I'm scared when I have to call the plumber. So, they can they do have the opportunity to really expand and really grow that as a

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business, but they need those skills. They need to know about inventory and how to manage a business. So, do your with your CTE programs, do you have any um affiliations with the community colleges for perhaps a pathway that they

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can continue or maybe a dual enrollment? That's one question. And then the second one I wanted to ask I remember from our presentation last year that I was struck by the transportation costs of Camden. So I you didn't touch on that but I was just curious has it gotten better? >> Jean's been waiting for a finance

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question. He's been prepped on that. So do you want to start there? >> Yeah. >> Now I know why I'm here. I spent 15 years as a BA for the vocational school in Cumberland County. So uh I I welcome all those questions on CTE because I

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know it very well. Um anyway, on transportation, um we did go out to we revised all of our enrollment numbers by school buses and our routes. And we did recently go out to bid and we actually saved

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$3 million just by realigning our routes in the district. And we're continuing to work on that because of the new law that allows that allows um uh drivers that don't have a CDL to transport less than eight students. So, we're working in

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that direction now. So, basically, I haven't discussed this with the superintendent, but of that $3 million, I'd like to invest some money in some of the vans so we can start busting some of our our kids that go to private schools or the disabled so we're not paying these high costs for transportation. So,

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um it it is it is a difficult issue in Canon regarding transportation, but we have made some strides in that area and we're going to make more strides in the near future. And I was going to say good luck finding the vans to purchase. That's the other side of it. Um do you

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I don't know if I'm allowed to ask this. And so how much are you spending or am I allowed to ask this here? Yeah. How much are you spending? I know you said you say 3 million. It was >> Yeah. I don't have I don't I don't have the exact number on everything ju just on that route alone. We we went from uh

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from $9 million down to six million. Um, so on on the so we also run some of our own routes, so that's not part of that, but instead of, you know, writing a check for $9 million for to to a vendor, it's now $6 million. So, um, that's

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that's just one example. >> And do you I I don't know if parents would be interested. They they maybe uh aid in L um payments where they can maybe transport children rather. Yeah, there is there is contracts with parents. Um, and the state the state

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dictates what that is. It's somewhere in the neighborhood of $22,000 or less. So, anytime we've run into a an issue where we're we're paying more than that, that's always available. And now the state just raised the million dollars to a million5. So, it's a little bit more money on the insurance side. Um, but

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that's always a way for us to not only save money, but also it benefits benefits the the families also. >> Absolutely. Thank you. Thank you. And then I guess the dual enrollment that you do do you have? >> Absolutely. So you know I don't have the the whole entire list of the partnerships but all of our CTE programs

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have community organizations and you know industry partners. It's it's a requirement part of their the Perkins grant that we have uh those affiliations struck tightly. But what we found is there still seems to be a disconnect between the the articulation between the high school program into the college

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programs. And that's recently as of last week we had that conversation around you know what can we do to better uh connect high school to to college and also how can we embed and this is with Camden County College. How can we embed some of

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their instructors into our high school so the kids can get credit for those prerec courses that eat up their finan financial aid when they go to college. So we want to find a way and opportunity. We're working it out the details of how that would work to provide, you know, like the the courses that, you know, like the algebra courses

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that kids have to retake before they can get into their credit bearing courses. We we were looking at that very closely and Camden County has been an excellent partner on that. >> I would encourage you to have conversations with your community colleges because that's another hat that I wear up in Hudson County. But I can

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tell you that you can get your teachers with a master's degree to teach those courses and then your students will get the college credit. Um it's a win-win. It's a small fee that's paid to the community college, but those students benefit by getting those college credits

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ahead of time. Another thing to consider too if it's I think you said you had an automotive program. I don't know if your community college does have one, but your students should know that if the it's not one is not available there and they do go to another community college

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outside of your county, they will get um charged the same fee as an incount uh course. There's like a little charge back that they do and it benefits the students. So, I I'm all for it. I think that's great. Absolutely. >> Education in any form is good. It doesn't have to be BA, MA, PhD. If it

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works for you, great. But I and I always say that college is not for everyone. There's a role for everyone. And with AI, let me tell you, those jobs are going to become very handy. The plumbers, the electricians, the carpenters, they don't have robots that can do that stuff yet.

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>> So, right. And we definitely have that partnership with Camden County College already with the automotive program and also uh with um Subaru where our students get to go see, you know, how Subaru puts together vehicles and there's an automotive bay. our students get to experience that and we partner with Subaru around some of the different

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programs that we have around automotive. But definitely there's a lot of invested folks in the in the city who want to work with us and and appreciate the better understanding of the access to the other county programs that we have uh ability and there's so many close by. I I I don't want to be a contrarian, but

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I I I do want there's a very there's a very careful line that that I think we need to to walk with with the CTEs. I I don't want to see all the custodians come out of Camden, right? I I don't want to see all of the quote unquote manual hands-on jobs, you know, pushed

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to Camden City schools, right? If you've ever seen the movie um X, there was a line in there where when Malcolm said he really wanted to be an a lawyer and his teacher told him, "You're really good with your hands. Why don't you be a carpenter?" Right? I don't want to see our talent relegated. So, I I completely agree that not everyone is made for for

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college. Um, but I I do I do want to be careful about the the line and in making sure that we're not like pushing or relegating our students to to these other careers um because they think that they're not supposed to do it because they're from Camden. um their exposure

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and not seeing what what other things are um is also uh the problem because they they see these hands-on automotive like some of these jobs as they think that that's the only path for them because I've I I don't know what right looks like because I've never been exposed to it. So, I'm I'm very I want

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to be very very careful about how we we we manage this because um to say that we have the highest amount of CTE and to my my colleague here that that is also a Camden County uh uh uh student, right? Like how many CTE programs do they have

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in a Collinswood? Like how many do they have in a Hatton Heights? Um so are those schools preparing and ensuring that their students um get into these higher careers? Because there's a difference between being a custodian and being a lab tech, being being the guy that holds the, you know, slow down men

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working and the guy that's managing the crane. Totally different paychecks, >> right? So, I I I do I I agree. I support it, but it's a fine line um that can become uh devastating um for the outcomes um for the city when we we aren't producing

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the kind of young people that can make the the the livable wage that is needed for in this one of the most expensive states in the country. So, um I agree with all the statements, but I I hope that we we manage that line very very carefully because I know that um um

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>> uh Vice President Bennett, you know, being in Newark, she sees that there, right? We can see the same thing in Trenton. All these programs don't need to be hyperconentrated into our urban epicenters, right? Because, you know, what is that telling our kids that only the automotive people can come out of Camden? Like, there's kids in Cichlo

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that love to work on cars, but you know, why aren't those programs like highlighted there? So I just want to be careful about how how we we kind of manage that that program and I I support it just just but want to be mindful. >> Thank you president first.

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>> Um thank you. Thank you uh very much for that comment and um I think that it's also important that I ask this question next then because Mary Beth Barry has u is has been the chair of CTE programs

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for years and we've gone to so many together and one of the things that we've seen in various CTE programs is that the administration will work with the students to help develop soft skills. Soft skills like

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looking someone in the eye for interviews and and how to appropriately go into the process of of dealing with adults that are in the world. So I wonder is is Camden looking at that also

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to help develop that the soft skills for our students? >> A lot of our programs have you know just Okay. Right. So there is a lot of connection to our community partners out

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there. So some of the organizations that we partner with, let's say construction trades, they have community experts who come in, they do presentations about exactly those like skill sets. How do you prepare a resume? How do you attract the attention of a potential employer? What do you do when you work on a uh go

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on a job site? How do you approach a patient if you're in our patient care program? Uh so there is a lot quite a bit of that soft skill development because we know the youngsters of today would rather text you than talk to you right so we're trying to develop those you know skills like hey you can look someone in the eye you shake someone's

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hand you have to come dressed up you know put a tie on when you go into a meeting how do you present yourself on a zoom versus an inerson uh uh exchange so absolutely that is definitely part of the program and it's not just a CTE type of thing it's a it's a life skills uh uh

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focus for all high school students for everyone because how you engage is something that it is different today, right? This new generation is quite different from how we grew up and some of the things that we were exposed to. So, finding those opportunities to bring that into our school system. Absolutely. And we have a lot of uh committed

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community partners who come into school and talk about, you know, how you hold yourself, how do you um approach others and exhibit and express, you know, a sense of confidence in yourself and how you dress. We have really cool programs in Camden City uh that that definitely

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are hitting that uh nail on the head. I also want to just go back to um CTE program 25% I just found the statistic that you know Sam put together a little chart for us that we could share with the commissioner and you can share it out. 25% of our students um are enrolled in uh one or more AP course. So there is

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definitely a track of kids who are super motivated to take those high level courses uh at at the Camden High and at East Side. Superintendent President Goldberg, I know we have a few more questions, but I'd love to just jump in quickly. I think for the board, we can come back to a conversation about career and technical education statewide and I

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think it's really important and I think um member Barry brought this up. You know, high quality CTE is aligned to high wage in demand careers and it's really not mutually exclusive. It should absolutely include postsecary if it's high quality CTE. So, I know that has come up across some of the pieces, but I

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think um being able to revisit that statewide data, I think will be a great conversation for the board and just wanted to emphasize that because I know we have um and I as our business administrator shared in his assignment at the county vote, you know, we have really fantastic programs that really again a high quality program includes

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postsecary. Uh I recently was speaking to the college board and they are working on AP courses as part of career and technical education sequences. So, just want to make sure we're not making these mutually exclusive and bringing back what that could look like. Thank you very much, Commissioner. Um I

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see board member um Arcilio Aonte has his hand up. So >> yeah, a quick comment and just wanted to say that I agree with board member Williams and endorsed the comments that he made. Uh I I do believe that uh we

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ought to also be preparing our students for careers in say accounting, finance and and uh the medical field, healthcare and so um our our responsibility is to ensure that students are college and career ready and it should be a choice

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between the student and their family as to which uh avenue they pursue. I do believe that every student should be college ready and if they should choose to attend any one of our wonderful state college universities that they can excel

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there and and be prepared to take on uh u academic course work at those institutions. So I completely agree with you uh board member Williams. >> Thank you. Anybody else have any other comments at this time or questions for

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our Camden contingency? Yes, ma'am. Thank you. Please, our student Amelia. >> Um, good morning. So, I just had a quick question about earlier it had been mentioned that you were really about in

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building trust with the families in your community. um what will that sort of outreach to parents look like this coming year? Um and what like what form would that take? >> That's great question. Thank you. You know, because family and community trust is such a big part of what we're looking

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to accomplish. Really, it's getting out to meet families where they are. You know, uh this past Sunday there was a Unity Day event at one of our parks. You know, my team was out there. I visited as well. go going to the location, not not expecting parents just to come to us, but us going out to them and

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speaking with them. Uh going to their homes to talk to them about, you know, their school experience. That's something that's coming up in August. We'll be campusing neighborhoods, uh talking directly to families. And then, uh customer service improvements. We have a training day next Friday where

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all of our school leaders and our clerks who interact directly with families, they will receive some training around how to interact uh in a respectful way and also developing their uh understanding of our registration systems. So to cut some of the confusion

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out of the way and also working with our student services team, you know, when families need help, you know, who do they go to? So improving how that outreach and that response when a parent calls, how quickly do we get back to them, you know, do we meet them where they are, not just expect them to come to us. So they're just a few examples of

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what we're trying to do. But thank you. >> Thank you. >> Thank you very much. All right. Anybody else that I've missed? Anyone online or um any of our board members? I'm sorry. Any of our board members online?

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I don't see any hands. So, okay. Thank you. Thank you so much, Commissioner. Would you please Thank you. >> Thank you so much, our Camden team. Um, you are more than welcome to stay for the rest of the meeting, but we also know you are very busy preparing for the school year, so we may also just give you a moment if you would like to transition, and hopefully the rain will

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let up on your way back. Thank you all so much. >> Appreciate you for your time. Thank you. >> Thank you. Okay. Um, I can't see if the people of if we're ready to continue. >> Few more seconds. President Goldenberg

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with >> I see now. Okay. Thank you. Great. All right, thank you everyone. All right, next I'm excited for my next report uh to share what has become our tradition of our monthly literacy

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update. So uh today, you know, I know last time we spoke a little bit about the science of teaching reading and and what is possible with the right research and today I want to come back to the piece around literacy screeners. So, uh, we are heading into the second year of

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full implementation of literacy screeners, and I think it's an exciting time to reflect on all the work that went into year 1. So, I certainly want to thank all of our educators, school leaders, and district teams for the work that they did last year to start building these systems. Establishing screening schedules, training staff,

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communicating with families, and administering these assessments statewide was a significant undertaking. and we've learned a lot of lessons around implementation and making sure that implementation is where it needs to be across the state. So, this year ahead as we get ready for the new school year gives us an opportunity to strengthen

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this work, address challenges, and make adjustments needed to support better instruction and ultimately student success. So, on the next slide, um this is a repeated slide of something you saw a few months ago, but this shows you a little bit about where we were. Oh, this is what's actually on our screener, but

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I'll go ahead to the next slide already. um and just jump straight into where we were at the beginning of the year. So, we discussed that we had 76% of eleas submitting data for approved screeners. And if you click one more time, please. Um we just shared a little bit about what that screener breakdown looked

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like. So, I know this is a little bit hard to read, but you can see that the two assessments that had the largest market share across districts were the Dibbles assessment and the I Ready assessment. So, our team uh did significant outreach and worked with districts and again districts continued to share and tweak their own systems as

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well. And so, I'm pleased to report on the next slide that we've had a 12 percentage point increase in the number of districts who have submitted that approved screener data by midyear. So, again, in this first year of implementation, we were collecting beginning of year and mid-year screener

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usage in an effort to really make sure that we were using this data for something. And as you see um if we click one more time here again we had just a little bit of shift in terms of that market share but overall we're continuing to see that trend look pretty similar to what we saw at the beginning

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of the year. So this is both you know really exciting to finally have a statewide view of how early literacy needs can be identified and addressed and we're continuing to look at how we can improve this data collection and implementation for the year ahead. So

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that will be a a topic for a future update. But I just want to, you know, again remind us that universal screening is not the goal. Strong readers are the goal. And so how we use this data is what really matters. And we know that screening is just one tool to get us there. So making sure that it's

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implemented along with high quality instruction, intervention, and family communication is incredibly important. And as our school districts get ready for the year ahead, you know, I want to pause again on this congratulations and ask folks to really think about this plan for the year ahead. This is not just about the individual student.

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Although it is certainly about getting that individual student what they need with our tiered systems of support, but it's also identifying how those systems are working across the district. Is there a change that needs to happen with that tier one core instruction um or other things related to curriculum implementation or teacher support as we

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move forward? So all of these pieces, you know, I really want to encourage our districts the year ahead to invest time in these highquality data conversations and thinking about schedules, roles, and routines um that make those conversations possible. Uh I know again we have some board members who can speak

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to this as well, but strong implementation is when everyone who works with these students comes together. So it's not just the teachers, but it's also our special educator teachers, our multilingual learner staff, our school leaders, and again our families coming together around what this support looks like. And while that

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local makeup of what those specialists are and are available to support students looks different, the goal continues to be the same and that this data helps drive actionable action uh for the year ahead. So, uh, I'll lastly just emphasize again that families are

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really essential partners in this work and that families getting the notification about this in a way that they can understand in family-friendly language with a focus on that growth, support, and next steps is another thing we're all looking at together to make sure that we can really improve

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implementation so families get that literacy information that they need. Finally, I'll just note we don't expect districts to do this on their own. And so while we have some grantees who are getting more intensive supports, we're looking forward to continuing to share best practices among districts who are

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already using some of these screeners um continue to provide updated guidance as it relates to implementation and how this data can be used effectively and then additional technical assistance. So a great milestone, some really great increases from our very first data collection and I think a promising

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foundation as we head into year two. uh but still a lot of work to be done to make sure we can support this implementation well strengthen all our readers across the state and provide those timely supports uh for students and families. That is my literacy update for the month. I will pause to see if there are questions there before I keep

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going. >> Commissioner, I don't see anybody's hand up from my vantage point. I got I got a subtle thumbs up over here. >> Yay. >> Um, wonderful. Thank you all. So, the

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next update, my last uh update in this section, uh, I have no slides for, but I'm excited to talk a little bit about important work to strengthen our public education system. So, we are looking at the launch of a new initiative to examine and improve the way that we fund our schools. So this has been a a conver

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top topic of conversation and throughout my first six months I've had an opportunity to listen to families, educators, school leaders, advocates, community partners, and taxpayers across the state. And one message has come through really clearly and this is that

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while New Jersey has made historic investments in public education was at the forefront of making sure that money followed student need our current system doesn't feel as predictable, transparent or responsive to the real needs of students and schools and communities.

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So, our responsibility to make sure that all of our public dollars are working as hard as possible for every children means not only asking if resources are distributed fairly, but whether the system is helping districts manage and drive down real costs over time. Costs in areas like transportation, as we

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discussed some today, special education, tuition arrangements, and other services that directly affect local budgets and property taxpayers. So this work is not simply about shifting costs from one place to another, but about building a clearer, more accountable school finance system that helps us understand what

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things actually cost, where spending is producing strong results, and where costs are rising faster than they should. Ultimately, to get to what policy decisions could help districts deliver services more efficiently while protecting student opportunity. So over the next few months, the department is

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going to bring people together both to develop a shared understanding of how school funding works today and identify ways to make the system more predictable, transparent, accountable, and ultimately a system that really supports our student needs. As part of this effort, we are also pleased to

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partner with the Hunt Institute to launch a steering committee who will be responsible for bringing together all of these different pieces related to stakeholder engagement and these details related to research and data and the national best practices. So, the state board of education will have a seat on

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that steering committee and I look forward to continuing to engage with this group about those details. And then, as I mentioned, we will have a learning series that we will announce shortly that will allow people to get really into the details of how does our school funding system work and it will be located on a new landing page on our

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DOE website. The public will have an opportunity there to be able to see this information, access resources, opportunities for engagement, and again, how information and feedback is being used throughout the process. on that. We have a new newsletter system sign up and

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people will be able to sign up for a specific newsletter to get updates on this topic. And so, uh, we are excited to to launch that and really have a commitment to this work being public, transparent, and iter iterative. As you all know, well, school funding affects

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every student, every district, and every taxpayer in New Jersey. And we want to make sure that people understand both the choices before us and the trade-offs required of those choices. So ultimately the feedback will inform recommendations for both near and long term for our state legislature. And our goal is

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straightforward. A school funding system that really supports excellent schools, uses public resources responsibly, helps districts manage and produce real cost pressures, and delivers the strongest possible return on investment for New Jersey taxpayers. So more to come on

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that shortly. We look forward to that. I see that um board member Aante has his hand up. Sir, you have the floor. >> Yeah, just Commissioner, thank you very much for that and I certainly agree that uh um state resources are limited, school

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resources are limited, and we have to do the very best with what we have. Um and to your point that you made earlier about uh uh assessments not being a goal is is creating better readers. Um, I would take that same approach with

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budgets. Uh, cutting budgets is not the goal. Improving student outcomes are the goal, right? And so I I I I don't want budget officers to, um, reduce budgets of of of programs that we know are working. And so um and certainly there

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should be opportunities to find um efficiencies that will help reduce overall cost but maybe those in in finding those reductions uh to ensure that those additional funds get rerouted to programs that are proving to be

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effective. so uh that we can continue to uh ensure that our students are successful and um and our students are as I mentioned earlier college and career ready. So thank you commissioner for both presentations. >> Thank you member Ponte. Very well said

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and absolutely the school you know what needs to be true for our students is our first design principle. How we build a system that gets to that need for students is next and then how we fund it is how we answer that question. So thank you for highlighting that. Thank you. Anybody else have any

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additions, thoughts? >> I look forward to hearing it all. Thank you so much. >> Okay, we can continue. >> Thank you. We are now on to the items for consideration section and the first one uh appointments. I do not have any personnel recommendations this month, so

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that is a short one. Next, we're on to the certification of school districts. So, since the July 2026 state board of education meeting, the executive county superintendent have finalized nine more NJQAC 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 56 NJQ full reviews in those same five areas. So, I'm recommending 27 of those districts for certification today. and Assistant Commissioner uh Ambrose Ducket and

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Executive Director Robert Gregory, both of the Division of Field Support and Services are here to share that information and respond to your questions. >> Thank you, Commissioner Board President Goldenberg, Board Vice President, Miss Bennett, and the Board of Education.

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We have 27 districts for certification. And I'll start and go through. In Cape May County, we have Cape May City School District, Ocean City School District, and Stone Harbor School District. In Essex County, we

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have Bellville Public School District, Cedar Grove Township School District, Essex Falls School District. In Mercer County, we have Princeton Public School District. In Mammoth County, we have Belle Burough School District, Milstone

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Township School District, Shrewsbury Burough School District, and Wall Township Public School District. In Morris County, we have the school district of the Chaams. In Bayic County, we have Clifton Public School District,

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Little Falls Township Public School District, Payic Valley Regional High School District, Pumpton Lake, Pmpton Lakes, excuse me, school district, and Tadawa Public School District. In Salem County, we

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have Pitts Grove Township School District, Woodstown, Piles Grove Regional School District. And in Somerset County, we have Watch Burough School District. In Sussex County, we have Hampton Township School District,

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Hoptown Burough School District, Lenipe Valley Regional High School School District, and finally in Union County, we have Berkeley Heights School District, Elizabeth Public Schools, Springfield Public School District, and

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Westfield Public School District. Those are the 27. Are there any questions? Um I of course would just like to make one comment. One, congratulations to the 27 um that achieve proficiency 80% or

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higher. Um I'm always interested of course in the instructional programming part. Um I'm glad we look at the whole of of what makes a school and we had a great presentation today which really highlighted all those important factors.

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you need everything to have a great school and a great education for our young people. Um I am disheartened that 29 school districts um are not um up for certification. Um and some of them

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certainly are close to making the 80% but they still did not achieve that. Um and and you know we talked a little bit about data drives actionable actions. I I love that we're seeing this. Perhaps maybe we need to have more conversation

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about those districts that haven't been able to achieve that and and recognize um those districts as well because maybe the parents and and the community members might say, you know what, we

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need to what can we do to make sure that our schools are high performing and are um are being certified because it it's important. This is something to celebrate. I want all schools to have that opportunity to be able to celebrate. So,

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>> agreed. >> Thank you very much, board member Barry. >> I thank you also for announcing each of the school districts because they've worked so hard to achieve that. So, thank you very much for that. >> How about any >> Yeah, we appreciate it. How about

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anybody else? Any questions or comments? No. All right. Thank you. >> So, we will go ahead if that's all right. And may I have a motion, please, to accept these 27 districts. Um, and I believe Dr. Johnson, you may want to

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recuse yourself from your home community. >> So, move. >> I will be abstaining on Pittsburgh Township. I will approve all others. Thank you. >> Thank you, sir. Um, so we have a motion. Who made it? I'm sorry.

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>> Bennett. >> Thank you. Thank you, Vice President Bennett. May I please have a second? >> Second. >> Thank you very much, sir. Um, is there any discussion at this time before we vote? More discussion? Hearing? None. All those in favor,

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please signify by saying I. >> I. >> I. I. >> I. >> Thank you. Any opposed, please signify by saying nay. All right. And the one abstension, Dr. Johnson, for his home community,

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>> I'd like to abstain from Clifton as well. >> Thank you, sir, very much. Okay. Um, so we've voted and it's passed. I believe Diane, we have enough, right?

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You're good. >> Okay. Motion carries. Thank you. >> Right. Thank you. >> Um All right. The resolution to Go ahead. I'm sorry. Commissioner, >> you're fine. President Goldberg, you're

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going to take us to the same spot. The next one is a a resolution to um establish proficiency level cut scores for the New Jersey Graduation Proficiency Assessment Adaptive. So today I present for your consideration a resolution to adopt a cut scores for the New Jersey graduation proficiency

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assessment adaptive NJGPA always rolls off the tongue and the comprehensive process undertaken to support its implementation. So this includes the transition to a next generation assessment aligned to the New Jersey student New Jersey student learning standards, the move to adaptive testing

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and other key changes to ensure that the assessment reflects current expectations for student learning. We will also review the standard setting process used to establish performance expectations for the new assessment. As part of this work, New Jersey educators from across the state participated in a structured

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and nationally recognized process to evaluate the assessment and provide recommendations grounded in the knowledge and skills outlined in the state's academic standards. So Lisa Habil, executive director, and John Bachani, director office of assessments uh for the division of teaching and learning

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services are here to provide an overview that summarizes that process, shares the educator feedback gathered throughout the work, and provides the graduation assessment pathways available to students moving forward. Lisa and John, thank you. >> Thank you, Commissioner. Good morning, President Goldenberg, Bryce Bryce, President Bennett, and members of the

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state board of education. Today we are presenting the results of the standard setting process for New Jersey graduation proficiency assess assessment adaptive or the NJGPA a this process was conducted to establish the score students must achieve to be considered

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graduation ready on the new assessment. Today we will cover five topics. First we will review several differences between the NJGPA and NJ GPA adaptive assessments. Second, we will review what standard setting is and who

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participated. Third, we will discuss the panelist survey results that the panelists completed following their work in a standard setting meeting. Fourth, we will discuss the recommended cut scores. And finally, we will present the graduation pathways for the class of

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2027 based on the implementation of the new NJGPA adaptive program. Before discussing the standard setting process, it may be helpful to briefly review the purpose of the New Jersey Graduation Proficiency Assessment

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Adaptive or the NJGPA A. The assessment serves three important functions. First, it helps determine whether students are demonstrating the reading and mathematics knowledge, skills, and skills that are expected under the New Jersey student learning standards.

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Second, it provides families and educators with consistent information about how students are performing relative to statewide expectations. Finally, it fulfills New Jersey's graduation assessment requirement. It is also important to remember that

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the assessment is only one component of New Jerseys graduation requirements. Students who do not demonstrate graduation ready performance on the assessment continue to have access to multiple pathways, including additional testing opportunities, approved

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substitute assessments, and the portfolio appeals process. These pathways help ensure that students have several opportunities to demonstrate the knowledge and skills necessary for graduation. As we review the results of the standard

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setting process, it is helpful to keep this purpose in mind. The work of the educator panel focused on identifying the level of performance that appropriately reflects graduation readiness as defined by New Jersey's current academic standards.

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The standard setting process was the final step in a larger assessment development cycle. The process began in fall 2025 with a field test where assessment items were administered to students to collect information about

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how each item performed. In winter 2026, New Jersey educators reviewed the flagged items to confirm item quality, alignment, and fairness. Items rejected by the educator committees were removed from the available pool.

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In spring 2026, the first operational administration of the NJGPA adaptive was conducted using items that had successfully completed those earlier reviews. Finally, in summer 2026, educators participated in the standard setting

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process in using the performance level descriptors, assessment content, and student performance data. They recommended this score students should achieve to be considered graduation ready. The cut score recommendations before the board today are the result of

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that work. As we review the results, it is important to recognize that several major changes occurred with the introduction of the new assessment. The assessment itself changed from a fixed form test to an adaptive test. The assessment was also realigned to the

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updated New Jersey student learning standards. In addition, the performance level descriptors which describe the knowledge, skills, and abilities students must demonstrate to achieve specific performance levels were rewritten. and the overall test design was revised. Because several changes

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occurred simultaneously, differences in graduation ready rates should not automatically be interpreted as evidence that student achievement has improved or declined. Some of the differences may reflect changes in how student performance is measured and evaluated.

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One important change was the move to adaptive testing. On a fixed form assessment, every student receives the same set of questions. On an adaptive assessment, the difficulty of the questions adjust based on the students responses. This approach allows the assessment to gather more precise

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information about a student's knowledge and skills. In simple terms, the test can do a better job of identifying what a student knows and can do. The new assessment is directly aligned to the 2023 New Jersey student learning standards in English language arts and

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mathematics. The previous NJGPA was aligned to the park evidence statements which reflected a different assessment framework. The current standards placed greater emphasis on deeper understanding, critical thinking, problem solving, and applying knowledge

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in new situations. In addition, some areas of emphasis within the standards have changed. Students and educators are continuing to adjust to those shifts. As a result, the assessment is measuring learning against a somewhat different set of expectations

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than the previous assessment. Another important change involve the performance level descriptors or PLLDS. As mentioned before, these descriptors define what students should know and be able to do at specific performance levels such as graduation ready. The

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PLLDS are used for the NJGPA adaptive were fully revised to align with the 2023 New Jersey student learning standards. Because the descriptions themselves have changed, the definition of what it means to be

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graduation ready has also been updated to reflect the current standards. The educator panel used these revised descriptions as the foundation for recommending the new cut scores. The structure of the assessment also

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changed. In English language arts, the assessment moved from two extended writing tasks to one. At the same time, the assessment places greater emphasis on reading standards and requires students to read and analyze more

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passages than before. In mathematics, extended response items are no longer included. reporting categories were redesigned to provide cleaner and more useful information about student performance. These blueprint changes affect how

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student knowledge and skills, excuse me, are assessed and can contribute to the difference in overall performance rates. Before discussing the results, it may be helpful to explain what standard setting is. Standard setting is the process used

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to determine the score a student must earn to be considered graduation ready. The process begins with performance level descriptors. The educator reviews these descriptions alongside alongside actual assessment questions and student

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performance data. They then recommend where the passing score should be placed. A simple way to think about standard setting is that it determines the point at which student performance reflects the knowledge and skills associated with being graduation ready.

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Importantly, these recommendations were made by New Jersey educators using their professional judgment and their understanding of the expectations established in the New Jersey student learning standards. The methodology New Jersey has used was

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the item descriptor match. This is a wellestablished researchbased based method where panelists review items from the assessment and select which performance level they most appropriately represent. Before reviewing the recommendations, I

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would like to briefly discuss the educators who participated in the standard setting process. 30 educators participated across the English language arts and mathematics. The panel included representatives from northern, central, and southern New

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Jersey, as well as educators from urban, suburban, and rural school districts. The group also reflected a variety of professional perspectives including teachers of general education students, teachers of special education students,

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teachers of multilingual learners, administrators, supervisors, instructional coaches, and educational specialists. This broad representation is an important part of the standard setting process. New Jersey students learn in

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many different types of communities and educational settings. By bringing together educators from across the state, we can help ensure that the recommended standard reflects the experiences of students in classrooms throughout New Jersey rather than the experience of any single

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district or region. These educators work directly with students every day and understand both the expectations of the New Jersey student learning standards and the diverse needs of the students they serve. Their collective expertise helps

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ensure that the recommended graduation ready standard is informed by the rich and diverse experiences of educators across the state. The goal was not to reach a recommendation based on any one perspective, but rather develop the

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recommendation that reflects the professional judgment of educators who represent the wide range of learning environments found in New Jersey schools. The diverse group of educators ultimately provided the recommendations that are for the board's consideration.

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This slide highlights an important feature of the standard setting process. Recommendations were developed through multiple rounds of review, discussion, and refinement. Panelists began by making independent judgments and then h had opportunities to review additional

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information and discuss their reasoning with other educators. The value of this approach is that it allows educators from different regions, district types, and professional roles to share perspectives and learn from one another before making a final recommendation.

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The final cut scores therefore reflect more than a single opinion or vote. They represent a consensus reached by educators who collectively bring experience with the diverse learning environments and student populations found across New Jersey. The movement toward consensus provides additional

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confidence that the recommended standards are thoughtful, wellsupported, and grounded in the professional judgment of our New Jersey educators. Following the standard setting workshop, all panelists were asked to complete a survey about their experience and confidence in the process. The feedback

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was overwhelmingly positive across both language, English language arts, and mathematics. Panelists consistently reported that they understood the purpose of the workshop, received the training necessary to participate effectively, and believe the procedures were used were fair and unbiased.

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Educators also indicated that the materials provided during the workshop, including the assessment content, performance level descriptors, student performance information, and group discussions, help them make informed decisions about where the graduation ready standard should be established.

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Another important finding is that the participants felt comfortable sharing their opinions throughout the entire process and believe that all panelists had the opportunity to contribute. This is an important indicator that the recommendations were developed through meaningful discussion and collaboration

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rather than being driven by only a few voices. This slide focuses on one of the most important questions coming out of the standard setting process. How confident were the educators in the recommendations they made? After completing the workshop, panelists were

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asked not only whether they understood the process, but also whether they believed they had sufficient information and expertise to recommend an appropriate graduation ready standard. The results were very strong. Every English language arts and mathematics panelist indicated they were confident

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in their ability to recommend performance standards. We also asked whether the recommended graduation ready mark reflects the level of performance expected of a student who has demonstrated the knowledge and skills described in the New Jersey student learning standards. All English

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language arts panelists agreed with this statement and the mathematics panel also showed strong support with a clear majority endorsing the recommendation. Taken together, these findings demonstrate that the strong cross-content support for the recommendations are supported by a broad

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base of educator judgment rather than a narrow perspective. These findings are important because they speak directly to the credibility of the recommendations before the board. The educators who reviewed the assessment content, applied the performance level descriptors and

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examined student performance information and participated in the discussions express confidence that the that the recommended standards appropriately reflect graduation readiness. These results suggest that the recommended cut scores are not simply the product of a statistical process. They reflect the

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professional judgment of New Jersey educators with strong agreement across panels and broad support for the final recommendations for English language arts. Educators recommended a graduation ready passing standard at a proficiency level value

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of0.335. When translated to the NJGPAI adaptive reporting scale, that passing standard corresponds to a scale score of 450. The gold dashed line identifies that point. Students whose performance falls to the

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right of the line would be considered graduation ready, while students to the left of the line would not yet meet the standard. The chart shows how that scale score corresponds to the assessment's internal measurement scale. The internal measurement scale or proficiency level

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range which is commonly referred to as the theta scale is simply an estimate of the students overall achievement level. Higher values indicate stronger performance while lower values indicate weaker performance. When the recommended standard is applied

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to student results approximately 75.1% of students demonstrated graduation ready performance. It is important to note that the panel's goal was not to determine how many students should pass. Instead, educators were asked to identify the level of

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knowledge and skills a student should student should demonstrate to be considered graduation ready based on the New Jersey student learning standards. While the 2026 graduation ready rate of 75.1% is lower than the 2025 rate of 81.3%.

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These results are not directly comparable due to the substantial changes to the assessment standards and performance level descriptors because this is a new assessment aligned to updated standards and administered using an adaptive testing model. The

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resulting graduating graduation ready rates should be viewed as establishing a new baseline for future years. For mathematics, educators recommended a graduation ready passing standard at a proficiency level range score of0.450.

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When translated to the NJ GPA adaptive reporting scale, the passing standard corresponds to the scale score of 450. As with English language arts, the chart illustrates the relationship between the reporting scale and the assessment's

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internal achievement scale. The gold dash line again identifies the recommended graduation ready point. Students whose performance falls to the right of the line would be considered graduation ready while students to the left of the line would not yet meet the

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standard. When this recommended standard is applied to the student results, approximately 60.3% of students demonstrate graduation ready performance in mathematics. You will notice that the mathematics graduation ready rate is lower than the

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rate in English language arts. The difference does not mean that educators apply a higher or lower standard in mathematics. Rather, it reflects the differences in student performance relative to the expectations established for each

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subject area. As with English language arts recommendation, the panel's responsibility was not to determine how many students should pass, but rather the educators use the performance level descriptors, assessment content, and student data to identify the level of

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mathematical knowledge and skills a student should demonstrate to be considered graduation ready. While the 2026 graduation ready rate of 60.3% is higher than the 2025 rate of 58.5%.

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These results again are not directly comparable due to the substantial changes to the assessment standards and performance expectations. Students who do not achieve graduation ready performance on the NJGPA adaptive are supported through a structured set

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of pathways to meet the graduation requirement. These pathways reflect the department's commitment to ensuring that students have fair and appropriate opportunities to demonstrate proficiency. First, students have the opportunity to retest on the NJGPA adaptive during the

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next administration window, which is scheduled for October 13th through October 28th, 2026. This allows students additional time for instruction, learning, and growth before reassessment. Second, students may meet the requirement through the menu of

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alternate assessments for the class of 2027. The cut scores for these assessments remain unchanged from those established for the class of 2026, providing stability and consistency and expectations while maintaining multiple ways for students to demonstrate proficiency.

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Finally, students may pursue a portfolio appeal with submissions for the class of 2027 opening on January 4th, 2027. This pathway gives students the opportunity to demonstrate their knowledge and skills through authentic evidence of performance over time. Taken

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together, these options reflect a system designed to support students with flexibility and multiple opportunities to show readiness. No single assessment result defines a student's pathway, and the department's approach ensures that students can demonstrate proficiency in ways that align with their learning and

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their strengths. Thank you for your time. We would be happy to answer any additional questions you may have. >> Board members. >> I don't see anyone with their hand up. >> Ju just a comment. Madam President, I I

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you know met with both Lisa and John earlier and uh regarding uh questions that I had they addressed and so um I I endorse uh what they're recommending here in this uh in this report this presentation.

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>> I just want to comment on that. >> Thank you very much. Um we actually had two meetings that were very informative. We ask a lot of questions also the committees and um and I concur with you

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sir. Um does anyone else have anything they'd like to add >> or ask? >> I'm sorry. It's board member Keenan. >> Oh, thank you very much Dr. Keenan please. >> Uh this is less of a question and more

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of a comment just in general. First, I want to thank uh all of you for all the extraordinary effort. If we could go back to slide four, just to put it all in perspective. And by all of you, as we're going backward, I mean every educator on every

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level, from the school district office who keyed data to the instructors and the instructional coaches, the families who all bore with this very aggressive timeline to change everything all at once and be ready for a better system

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that sets a better baseline for us to know exactly where we're aiming. The alignment is to be commended and the amount of extraordinary effort is also something that we deeply appreciate. So on behalf of my fellow board members, deep thanks to all the educators

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involved in this extraordinary lift. >> Well said. >> Goldenberg. >> Yes, ma'am. Uh uh Vice President Bennett, thank you. >> Good afternoon. Uh I too want to thank the department and I want to add that I

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made requests for ongoing work so that we continue to look at this since this is a new test. It's a new process. It's been introduced in a tight timeline and we are I am comfortable with the cut

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score but I still need to know more because it is new. So, Commissioner uh Lux has agreed that we will continue to get information in response to the list of questions that I posed at our second

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meeting because students lives are here. We do not want students in October retaking a test when they get the results. They may be over this hurdle, but that does not mean that we are finished. The work has to go on. We have

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to continue to make sure that this assessment and the goal that it sets to being sure our students are graduation ready that it truly meets the test. So, I thank the department and I'm still looking forward to more information.

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Thank you so much. >> Thank you, Vice President Bennett. Um, Dr. Johnson, please. >> Thank you. Uh I too would like to thank uh the uh department for all of the work

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that they put in all the uh constituent groups and especially uh my fellow board members on the uh committee for uh the multiple meetings, the questions and examination of everything that went into being able to get to where we are today.

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So just thanks to everyone for all the effort put in. Thank you very much. Anyone else at this time? Am I missing anyone that I'm not seeing? I don't think so. Okay,

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>> I'll just offer >> I think I'd just love to offer one last comment. I'd love to echo what member Keenan said and again thank everyone. This has obviously been a huge statewide effort and we had many many educators involved in these directly in these processes and then of course the administration. And then I'd also like to thank the board for the thoughtful

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questions and for continuing to really take their role in this process very seriously. As member Bennett shared, we have a lot of um additional information to continue to look at and share. And so uh as we did last month when we started to talk about standard setting, this will be a topic next month and it'll be a topic as we move forward, as we look

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at results, as we look at how we continue to take the feedback from last year to improve the test for this year. So all of those things are underway and we will continue to come back to this topic in the meetings that come. Thank you all. Thank you, Commissioner. Appreciate that. All right. So, may I please ask

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for a motion from the board? >> So, moved. >> Thank you very much. May I please have a second? >> Second. >> Thank you very much. I appreciate it. Um, any last discussion

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or concerns hearing? None. All those in favor, please signify by saying I. >> I. I. >> I. Thank you. Any oppose? Please indicate by saying nay. Any abstensions at this time?

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The motion carries. And thank you. Also, I'd like to add to that for the department and their patience while we really ask so many questions. Thank you so much. Okay. >> Yes. So now, um, is there any new

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business that the board would like to bring in? Goldenberg, I have sorry, President Goldberg, I have one more item for our state board of educ examin certification. Thank you. >> I'm looking at it now. Thank you. >> Thank you. We are nearly done. One more item before we get to the open calls. Um, so next I'm present for adoption

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amendments to the rules at chapter 9B, the state board of examiners that govern certification standards for school personnel. So these amendments respond to a rulemaking petition to modernize the military science endorsement to teach the junior reserve officers training corps JOTC programs.

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Specifically, the amendment removes the requirement that this that the candidate document 20 years of military service. So the current regulations required 20 years of service and a valid militaryissued authorization to serve as a JOTC coordinator. The service requirement was originally aligned with

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federal rules limiting eligibility to retired personnel. However, the federal policy expanded eligibility to include non-retired service members who met branch specific requirements. So, since our state regulations are no longer aligned to the military service requirements and created unnecessary

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barriers for qualified candidates, amendments were warranted to promote consistency with federal standards and support efforts to expand the pool of qualified military science instructors. So, Lisa Habil, executive director, division teaching and learning services, and Kim Gatty, acting director, office of recruitment, preparation, and

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certification are here to provide an overview and respond to any questions. Thank you. >> Thank you, Commissioner. Good afternoon, President Goldberg, Vice President Bennett, and members of the state board of education. We are pleased to be joining you today to present proposed amendments for adoption to the New Jersey Administrative Code 6A9B-11.8,

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which governs the military science endorsement for educators. Under current regulations, under current regulations, um, New Jersey does require individuals for JOTC programs in um, LEAs to hold the

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military science endorsement. And to obtain that endorsement, candidates must demonstrate 20 years of military uh, service and possess a valid certificate from the branch of service authorizing them to serve in that capacity. Um, on

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September 22nd, 2025, a rulemaking petition was submitted to remove the 20-year service requirement. In October of 2025, the department recommended granting the petition and initiated the proposed rulemaking that u we are here today to discuss. And that proposal

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removes the 20-year service requirement and instead requires that candidates hold a current and valid certification from uh and let or letter of eligibility depending on the branch. um from that specific branch that authorizes them to

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serve um in the the capacity for JOTC. The rationale for these amendments are clear. Federal law has evolved. The FY2023 and FY2024 National Defense Authorization Acts now allow non-retired service members to serve as JOTC instructors provided they meet their

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branches certification requirements. Maintaining a stricter state requirement, specifically the 20-year service threshold creates unnecessary barriers and has led to endorsement denials since 2022. Aligning with federal standards ensures consistency and fairness and can increase the pool

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of talented educators who can teach these critical programs to the students of New Jersey. The comments received to the proposed amendments were largely supportive, particularly the removal of the 20-year military service requirement to better align with updated federal standards and increase the pool.

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Commenters emphasized that the change would help address instructor shortages and remove unnecessary barriers while maintaining quality through existing military branch certification processes. We believe that the amendments will strengthen the pipeline and support

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access to high quality JOTC programs uh and reflect our commitment to aligning state policy with federal guidance. Thank you for your attention and we're available to answer any questions. >> Um I I have a question. How many students in New Jersey avail themselves

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of JOTC programs? >> I don't I don't have the data. >> We can certainly get that for you. >> I just it's a great >> as you know some of them are CTE programs and some are not, >> right? >> So, we'll we'll definitely get that data. Thank you.

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>> Thank you very much. That would be interesting. Anybody else have questions or comments at this time? Hearing none, uh may I please have a motion to accept this change uh for our

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division and um of teaching and learning for the military. >> So move >> make a motion second. >> I'm sorry. >> Okay. Uh may I please have a second?

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>> Thank you on board member Shahada. Um, all those are there any other comments or questions at this time? >> Hearing none. All those in favor please say I. >> I. >> I. >> Any opposed please say nay.

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Are there any abstensions? Conflicts of interest hearing? None. The motion carries unanimously. Thank you. Okay. So now at this point are there any is there any new business that the board members or student would like to bring

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up at this time? All right then. Um any work sessions to announce? Very good. I'd like to um conclude the meeting. May I please have a a motion to do so?

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>> Motion to adjurnn. >> Yes. Thank you, sir. May I please have a second? >> Second. >> Thank you very much, board member Barry. All those in favor, please say I. >> I. >> I.

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>> Thank you. Any opposed? Any opposition? Please say nay. Any abstensions? This meeting concludes. Thank you so much everyone. Thank you. >> Thank you.