Voorhees reports gains on 2024–25 NJSLA tests; board seeks targeted help for some subgroups

Assistant Superintendent Mr. Moskowitz presented the Voorhees Township School District'024–25 New Jersey Student Learning Assessment (NJSLA) results at the Sept. 15 board meeting, saying the district saw increases in proficiency in multiple grade levels and subject areas while noting specific areas that need continued attention.

Moskowitz told the board that ELA proficiency increased in most grades and that mathematics showed substantial gains in several grades; he highlighted a wide range of improvement compared with statewide averages, saying algebra 1 showed particularly strong results. He attributed gains to a mix of a new ELA program with a writing focus, small-group instruction, benchmark assessments, instructional coaching and consistent data review using platforms such as i-Ready.

"We had a new ELA program that has a writing focus. We are using small group instruction to meet the needs of our learners," Moskowitz said during the presentation, summarizing measures the district used to raise scores.

Moskowitz and the board discussed specific cohort and grade-level issues. The presentation called out grade 5 as a targeted area for further work — Moskowitz showed longitudinal tracking for last year'025 fifth graders and said that cohort has grown but still requires attention. Board members asked about subgroup results for economically disadvantaged students, African American and Hispanic subgroups, and students with individualized education programs (IEPs); Moskowitz said the district will rely on targeted small-group instruction, ESL resources, continued work with instructional coaches and earlier screening with the newly required K–3 universal screener to identify students who need support earlier.

Board member Julianne Verdi asked what specifically the district will do for populations that lag behind the total population; Moskowitz said the district will use earlier screening data, regular meetings between ESL staff and curriculum teams, and small-group remediation driven by evidence statements and benchmark assessment analysis.

Several board members asked for more longitudinal tracking of cohorts (following the same students over multiple years) and greater detail about students who score at levels 1 and 2, Moskowitz said the district will take those requests into account and provide additional data in future reports. Board members also asked about the share of eighth-grade students enrolled in Algebra 1; Moskowitz estimated roughly 120 of about 300 students in the cohort took Algebra 1 the prior year, a figure he described as an off-the-cuff estimate and not pulled from a data table during the meeting.

Moskowitz summarized next steps: continued use of instructional coaches, walk-throughs by district leaders, implementation of the K–3 universal screener required by the New Jersey Department of Education, and targeted interventions for identified subgroups. The full presentation will be placed on the district website for later review, Moskowitz said.

The board followed the presentation with questions about data display (color choices on slides) and asked for future reports to include cohort-level longitudinal charts and greater clarity on levels 1 and 2.