At the October board meeting, special services staff presented Dynamic Learning Maps (DLM) assessment results for students with the most significant disabilities, reporting that 19 students were assessed in English language arts and 19 in mathematics during the spring testing window.

The presentation, led by Dr. Alegria and Ms. Ross from the district's special services team, explained that DLM is an alternate, individualized, computer-based assessment for students who cannot take the New Jersey Student Learning Assessments (NJSLA). Dr. Alegria said the DLM 'gives us an opportunity to celebrate progress, not just proficiency,' and emphasized that testlets adapt to each student's responses.

Presenters described the strict eligibility criteria used by IEP teams: a documented significant intellectual disability coupled with instruction focused on the DLM essential elements, extensive individualized instruction needs, use of substantially adapted materials and methods, and evidence that the disability affects post-school outcomes. Staff said teachers build a student learning profile before test administration and that testlets are administered over the April'May window.

On results, the district provided a grade- and program-level breakdown: ELA placements included nine students at the 'emerging' level, six approaching target and four at target; math outcomes showed more movement into target and advanced levels (seven emerging; four approaching target; four at target; four advanced). Presenters cautioned that this year's DLM cohort skewed younger (more third- and fourth-graders), which they said contributed to weaker ELA results compared with math.

To address gaps, staff outlined specific interventions and instructional materials now in use or being adopted: STAR assessments to guide discrete trials and progress monitoring; accessible literacy programs that work with augmentative and alternative communication (AAC) devices; Edmark for sight-word instruction; Everway/Unique Learning Systems for middle-school alignment; and math supports such as TouchMath and Happy Numbers. The team also said they're using SymbolStix and autism-support tools to bolster functional communication and are coordinating with related services (speech/language, BCBA supports) to generalize skills across settings.

Superintendent Hackett and board members commended the work and asked how the board can help. Dr. Alegria and Ms. Ross said the district values flexibility in resources and noted that adding a BCBA this year has been helpful; they requested continued board support for staffing and professional development for teachers who administer the DLM.

The district said individual DLM performance reports are mailed to families in the fall and that staff use results to drive instructional planning for the coming year. The presenters closed by reiterating that the DLM aims to capture individualized growth trajectories rather than a single proficiency cutoff.

District staff indicated they will continue the current training cycle for teachers, maintain parent communication about the assessment process, and refine interventions based on DLM findings.