Mount Olive presents 2025 NJSLA, ACCESS and DLM results; district highlights gains and areas needing focus

Mount Olive Township School District acting Assistant Superintendent Dr. Regan presented the district's spring 2025 results for the New Jersey Student Learning Assessments (NJSLA), ACCESS for English language learners and the Dynamic Learning Maps (DLM) assessments at the board meeting.

Dr. Regan said the presentation, prepared using the New Jersey Department of Education reporting template, will be posted on the district website and will be reviewed during state monitoring. "This annual presentation is required by the New Jersey Department of Education, and it will be checked during state monitoring," she said.

The district reported high participation on the three assessments and noted positive trends in early grades for language arts and math. "Grades 3 through 5 are trending in a positive direction" in language arts, Dr. Regan said. In math, she said grades 3 through 7 show positive trends, while high school Algebra I and geometry "require focus for improvement," and Algebra II shows a strong positive trend.

The presentation identified groups requiring focused intervention. Dr. Regan told the board district staff are monitoring below-proficiency performance among Black and Hispanic students in language arts and math and described district-wide interventions: updated K–12 curricula aligned to revised standards, structured professional development, new K–5 comprehensive benchmark literacy materials emphasizing phonics and academic vocabulary, revised secondary writing rubrics, and targeted math professional development.

Dr. Regan and other administrators highlighted academic vocabulary instruction as a cross-curricular priority, particularly for multilingual learners (English language learners). She noted that English language learners scored lower overall on language arts literacy and math, while students with formal 504 accommodations in some cases met proficiency, a difference the presentation attributed to written, designated accommodations.

On the ACCESS assessment for English-language learners, Dr. Regan said the district has relatively few students at the highest proficiency levels (levels 5 and 6), and she characterized the district's trend—students moving out of intensive language programs into general education—as positive when accompanied by careful monitoring. "I worry that we're holding our multilingual learners in programs too long," she said, noting that current results suggested appropriate movement back to general education for some students.

For students assessed with DLM (Dynamic Learning Maps), used for students with the most significant cognitive disabilities, the district reported about 35 students were assessed and that progress is judged against each student's individualized education program (IEP) goals.

Dr. Regan closed by noting Advanced Placement testing results: the district administered 856 AP exams across 31 courses; 79 percent of the exams earned scores of 3 or higher.

Superintendent-level staff added context on translating assessment results into broader student success. An administrator said assessment data guide curricular expectations but are only one part of a district's multiple measures used to "paint a picture of an individual child" and to align interventions that promote success beyond the classroom.

Board members asked no substantive follow-up during the meeting; the presentation will be posted online and reviewed during upcoming state monitoring.

Ending: The district will continue to emphasize curriculum alignment, academic vocabulary instruction and targeted interventions for grades and student groups identified as needing improvement. The board will receive the posted presentation and monitor follow-up work as part of routine district oversight.