State Board of Education Acts on a Variety of Topics at its May Meeting

At its May 7 meeting, the State Board of Education heard updates and took action on the following items:

• Speech-Language Hearing Month The State Board of Education recognized May as National Speech-Language-Hearing Month in New Jersey. The resolution recognized the many students with communication disorders and their needs for appropriate support and services.  Additionally, the board recognized the diligent work of audiologists, speech-language pathologists and speech, language, and hearing scientists, and the contributions they make to give students the skills and knowledge they need to lead successful and fulfilling lives.

• National Teacher Appreciation Week As part of National Teacher Appreciation Week, the Education Commissioner recognized Emily Litz, the N.J. Milken National Educator for 2024. Ms. Litz is a 5^th grade teacher in the Scotch Plains-Fanwood District. Through tailored lessons and teaching techniques appealing to students’ diverse academic needs, she incorporates hands-on, inquiry-based, conceptual learning over memorization. Emily develops students’ critical thinking and scientific inquiry skills using adaptive tools like Full Option Science System (FOSS) kits, a program developed to engage all students through a differentiated, student-first approach.

• Religious Holidays The board adopted the religious holidays calendar for the 2025-2026 school year. N.J.S.A. 18A:36-14 through 16 provides that any student who is absent because of a religious holiday may not be penalized for their absence from school, provided they have a written note from a parent or guardian.

• Donated Funds The board passed a resolution accepting donated funds from the Howell Township Lions Club. These funds are to provide resources to the Marie H. Katzenbach School for the Deaf for the sole use of supporting student activities such as field trips, yearbooks and student clubs.

• Student Transportation The board proposed amended transportation regulations that will clarify the calculation of aid-in-lieu of payments for nonpublic school student transportation. Additionally, the proposed new rules will effectuate the law which allows school districts to designate school personnel to drive students to and from school in private or district-owned vehicles while exempting them from the certifications and standards that apply to school buses and drivers. The proposed rules will also establish procedures needed to implement the nonpublic school consortium transportation program.

• Educator Preparation The board continued its discussion on updates concerning the rules for educator preparation. The proposed rules will ensure alignment with recently enacted laws, including:
  • Eliminating the requirement to complete a commissioner-approved test of basic reading, writing, and mathematics skills to obtain an instructional certificate.
  • Creating a paraprofessional educator preparation pathway to expedite the process for paraprofessionals and instructional assistants to obtain certificates of eligibility with advanced standing (CEAS) in specific endorsement areas.
  • Establishing the computer science endorsement and requiring the endorsement for educators teaching computer science in grades nine through 12.
  • Eliminating the requirement to complete a commissioner-approved performance-based assessment to obtain a CEAS, a certificate of eligibility (CE), or a standard certificate, and requiring educator preparation programs to establish their own performance-based assessment.
  • Requiring all educator preparation programs for an instructional certificate to include six credits of classroom instruction, clinical experience (including student internships), or a combination of both, in special education.
  • Requiring all teaching certification candidates who have completed a commissioner-approved educator preparation program to complete a course or training on culturally responsive teaching, which recognizes the importance of including students’ cultural references in all aspects of learning and uses researched-based teaching strategies to meaningfully connect school lessons with students’ cultures, languages, and experiences.
  • Requiring educator preparation programs that train educators specifically for the teacher of students with disabilities endorsement to the instructional certificate to include coursework on autism spectrum disorder and comprehensive, evidence-based instructional practices to address the educational strengths and needs of students with autism.
  • And finally, permitting educator preparation programs to accept any number of credit hours from accredited community colleges needed for certification.