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Leonia reports gains on state assessments; DLM alternate-assessment reporting limited by privacy rules
Summary
Leonia administrators reported district gains on the New Jersey Student Learning Assessments (NJSLA) across ELA, math and science on Oct. 14, while noting that Dynamic Learning Maps (DLM) alternate‑assessment results and some subgroup details were suppressed from public reporting because of state minimum‑size rules.
District administrators presented alternate‑assessment and state test results to the Leonia Board of Education on Oct. 14, describing progress across English language arts, mathematics and science and noting reporting limitations for small subgroups and alternate assessments.
Jenna Russo explained the Dynamic Learning Maps (DLM) program — the state’s alternate assessment for students with significant intellectual or developmental disabilities — and said the district cannot publicly report DLM subgroup results for groups under the state’s minimum reporting size. She said DLM remains an important instructional measure for teachers and IEP teams and that the district reviews DLM data internally to drive interventions and IEP goals.
Superintendent Zanti Karamanos and curriculum staff presented New Jersey Student Learning Assessment (NJSLA) results for ELA, math and science. The district reported multi‑year cohort analyses showing growth and, in several areas, recovery toward pre‑COVID proficiency levels. Highlights presented by staff included:
- ELA: The district reported gains in multiple domains and grade levels, including a 7 percentage‑point increase in Grade 4 writing conventions. Administrators said district participation rates bounced back from a COVID‑era low and that the district compares favorably with state averages overall.
- Math: The district said it exceeded its 2019 (pre‑COVID) performance, moving from 61.7% in 2019 to 62.2% in 2025 districtwide. Notable gains cited included an 8.7% increase in Grade 3, an 11.3% increase in Grade 5 and a 28.2% increase in Algebra II performance among students enrolled in that course. Administrators discussed the effect of accelerated courses that start in Grade 7 and described a cohort analysis that removes accelerated students from grade-level cohorts to show a clearer picture of growth for students remaining in grade-level classes.
- Science: Proficiency in the state science assessment rose from 42.1% in 2024 to about 47% in 2025, with gains at Grade 5 and Grade 11 and some subgroup improvements noted at Grade 8. The district described curriculum work emphasizing phenomenon‑based instruction and data analysis.
Administrators stressed the district uses multiple data sources — STAR benchmarking, day‑to‑day classroom assessments, IEP goals and cohort tracking — to guide intervention and instruction. Programs and resources cited in the presentation included Lexia, NoRedInk, BRIGANCE/Brisk (remediation supports), STAR, the SMILE program (after‑school supports), targeted professional development and a partnership with Effective School Solutions (ESS) for mental‑health clinicians.
Presenters also explained limits on public reporting: the DLM and NJSLA subgroup displays may show asterisks or be withheld when subgroup sizes fall below the state minimum (20 students), and parents may refuse state testing in New Jersey (the state allows parental refusal although it is not an opt‑out state). Board members asked questions about subgroup performance and transitions between districts; staff said they will continue cohort analysis and planned forums to better align data with educators on both sides of district transitions.
Administrators described the NJSLA as one useful indicator among many and said it affects district performance profiles used in public reporting and third‑party rankings; they also emphasized that benchmarking and daily classroom data remain primary tools for tracking individual student progress.
