Vernon reports gains in geometry and 11th-grade science; district to expand MTSS, literacy coaching and audit special education

Vernon Township School District officials presented a mixed set of results from this year’s state and local assessments, reporting strong growth in geometry and 11th-grade science, a plateau in algebra I, and declines in elementary science that the district said it will address with expanded interventions and outside partnerships.

At a board meeting on Oct. 14, district presenters said 73.7% of students met or exceeded expectations in geometry this year — a 21 percentage-point increase from 2024 and 10.5 points above the district’s 2023 baseline — and reported that Algebra II results showed high mastery (“100 percent of our students met or exceeded expectations in 2025,” the presenter said). By contrast, algebra I proficiency rose dramatically between 2023 and 2024 but leveled off this year at about 33.5%, and the presenter described a “plateau” that requires renewed focus on foundational skills in the eighth-to-ninth-grade transition.

Science results varied by grade. District staff said 38.5% of 11th graders met or exceeded expectations — more than seven percentage points above the state average and described as a 51% increase from the 2023 baseline — while grade 8 proficiency (about 21.6%) was modestly above the state average and grade 5 (about 26.7%) was below the state average (30.1%) and has declined from prior years.

"When science instruction is hands on, coherent, and consistently supported, student achievement continues to climb," the presentation said, summarizing the district’s interpretation of the pattern.

Why it matters: Superintendent Ebony DeMendez told the board the results shape near-term spending and professional development priorities. DeMendez said the district is using Title I grant funds to expand a multi-tiered system of supports (VTSS/MTSS), contract with outside providers for professional development, and increase extended-day supports. "This has been included in our Title I grant, which was approved," DeMendez said, noting the state’s statutory purpose for Title I funding to support tiered interventions.

What the board approved: the meeting record shows board approval of a $30,750 professional services engagement with the American Institutes for Research to support MTSS development, a Rutgers literacy partnership for grades K–1 and 6–8 ELA coaching (on a forthcoming agenda item), expanded before- and after-school programming at several elementary schools, and a one- to three-month external special-education audit to be conducted by All In for Inclusive Education (the board recorded a motion approving that audit contract).

District staff described the district’s approach as a three-part strategy: strengthen tier 1 classroom instruction, use formative data (iReady diagnostics and MyPath) for early identification and personalized supports, and expand tier 2/3 interventions through interventionists and extended-day programs. Staff emphasized ongoing monitoring: a 30–60 day needs assessment, regular use of iReady benchmarks, and additional progress monitoring once interventions are in place.

Special-education audit and classification rates: Administrators told the board the audit will review classification practices, IEP development, use of aides, assessment practices and cost drivers. The district noted Vernon’s special-education classification rate runs near 25–27% in some grades compared with a state classification rate cited by staff at about 17% and a federal rate of about 15%; the audit will aim to identify whether earlier interventions or procedural changes could change classification patterns. Staff said the audit will take roughly two to three months and include interviews of CST (child study team) staff and principals.

Next steps and context: District leaders said this school year will also serve as a reset because of new NJSLA assessments at the state level, and they plan to use iReady and other formative instruments to create a longitudinal growth picture moving forward. The board also accepted the state CUSAC designation that labeled the district a "high performing district"; administrators said that designation reflects performance across instruction, governance and operations and will be submitted to the Department of Education as requested.

Board reaction: Board members pressed for detail on the eighth-grade algebra offering — Vernon offers Algebra I in grade 8 — and on how students are selected for Algebra I versus Math 8. Administrators said placement is a combination of teacher recommendation, diagnostic data and family choice and that the district will work to create "on-ramps and off-ramps" so students can accelerate appropriately.

What officials said they will watch: iReady benchmark trends, the results of the 30–60 day needs assessment, implementation outcomes from the AIR partnership and Rutgers coaching, and findings/recommendations from the All In special-education audit.

Ending: District leaders told the board they will report progress to the board periodically and use ongoing formative data rather than waiting for annual state accountability scores to adjust programming and report outcomes.