Four Policies Every BOE Can Implement that Would Work to Improve Schools for Students

And no, this isn’t “micro-managing”- this is literally their jobs:

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Policy Title: Instructional Framework and Lesson Design
Authority: N.J.S.A. 18A:11-1; N.J.A.C. 6A:32-12.2(a)(1)

Sample Policy Language:
The Board of Education establishes that classroom instruction shall consist of no less than 70 percent teacher-led direct instruction designed to deliver core content aligned with the New Jersey Student Learning Standards. Direct instruction includes explicit teaching, guided practice, and formative assessment. The remaining instructional time may include collaborative learning, independent work, or project-based learning as determined by district curriculum guides. The Superintendent shall develop administrative procedures to ensure compliance and periodic review of lesson implementation data.

Policy Title: Targeted Academic Interventions and High-Impact Tutoring
Authority: N.J.S.A. 18A:11-1; N.J.S.A. 18A:33-1; N.J.A.C. 6A:8-3.1

Sample Policy Language:
The Board directs the Superintendent to establish a districtwide high-impact tutoring program as part of the district’s Multi-Tiered System of Supports (MTSS). The program shall ensure that tutoring sessions maintain a low tutor-to-student ratio (1:3 or lower), that sessions are curriculum-aligned and supplement rather than replace core instruction, and that progress data is collected at least biweekly for review by principals and instructional supervisors. The Board shall allocate resources annually for implementation and evaluation of tutoring outcomes.

Policy Title: Equitable Assessment Access and Testing Integrity
Authority: N.J.S.A. 18A:11-1; N.J.A.C. 6A:8-4.3; N.J.A.C. 6A:14-4.10

Sample Policy Language:
The Board affirms that all students shall have equal opportunity to demonstrate mastery of academic standards through assessments administered under uniform conditions. The Superintendent shall ensure that testing environments are consistent across all classrooms, that students with approved accommodations or English-learner supports receive them as documented, and that no student group is provided with unapproved review materials, prompts, or test-related advantages. Annual reports on assessment equity shall be presented to the Board.

Policy Title: Strategic Plan and Academic Proficiency Objectives
Authority: N.J.S.A. 18A:11-1; N.J.A.C. 6A:8-3.1; N.J.A.C. 6A:32-12.2

Sample Policy Language:
The Board of Education requires that the district’s strategic plan include clearly defined student proficiency objectives aligned to the New Jersey Student Learning Standards.
Each objective shall specify measurable performance targets, including a minimum goal of 85 percent student proficiency on State and district assessments in core content areas by the end of the planning cycle.
The Superintendent shall ensure that each school’s improvement plan aligns to these objectives and includes action steps, timelines, and interim benchmarks.
Progress toward the proficiency targets shall be reviewed semiannually and reported to the Board in a public meeting.

The Board has full authority to vote these through and is empowered to require the Administration to implement them.

For the evidence see:

What the October 16 BHPSNJ Meeting Revealed About the Learning-Styles Myth

What to Consider for the BHPSNJ Strategic Plan Meeting

or just use Google. Seriously.

And if the Administration says they can’t spend money on tutors, ask them where their money going or better yet look at their ACFR.