District testing report: high graduation-ready rates, mixed NJSLA cohort trends and targeted MTSS interventions
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Summary
District testing leads reported high NJGPA graduation-readiness rates and reviewed NJSLA results, subgroup performance, AP/ACT/SAT outcomes, expanding multilingual learner enrollment, and the districtMTSS strategy.
Drs. Amy Gould and Julia Pearson presented the districtannual testing report covering demographic data, graduation pathways, NJSLA (ELA, math, science), alternate assessments (DLM), ACCESS for multilingual learners, AP/ACT/SAT performance, and the districtmulti-tiered system of supports (MTSS).
The presentation listed district demographics (reported to the state on October 15) and program groups (free/reduced-price lunch, Section 504, multilingual learners, special education). For graduation readiness the district reported that 97% of students met proficiency in English language arts and about 89% met proficiency in mathematics based on the New Jersey Graduation Proficiency Assessment (NJGPA) thresholds; the presenters described alternate pathways for students who do not meet NJGPA thresholds, including retakes, SAT/ACT/ACCUPLACER, and portfolios.
Pearson reviewed NJSLA ELA results (grades 3through 9) and noted cohort growth examples: a third-grade cohort that passed at 59.3% in 2023 ultimately increased to 73.5% three years later as the cohort advanced. She said scores have not fully rebounded to pre-pandemic levels but show modest gains in many grades. In math, the presentation highlighted curriculum alignment work and professional development and noted that math pathways (algebra enrollments in middle school versus high school) affect score reporting. Science (grades 5, 8, 11) showed modest gains overall.
Disaggregated data underscored the districtstrength overall relative to state averages, but Drs. Gould and Pearson flagged areas requiring attention, including a continued decline in some special education subgroup performance and lower passing rates for particular demographic groups. ACCESS data showed a substantial increase in multilingual learners (327 to 428 students as of October 15 year-over-year), and the presenters described exit criteria (combined ACCESS score of 4.5) and supports used for ML students.
On college-readiness measures, the district reported 3,635 AP exams administered with approximately 94% scoring a 3 or higher (districtwide figure cited by presenters); AP course offerings and enrollment patterns were reviewed. ACT and SAT averages remained broadly consistent over recent years, with district averages above state and national averages for SAT.
The presentation described MTSS implementation: universal screening with NWEA MAP (three times per year at K-8), secondary screeners such as Acadience and classroom measures, tiered intervention dosages (tier 2: 2-3 times/week for 20-30 minutes; tier 3: 4-5 times/week), and use of interventionists and teacher resource specialists. Title funding examples: Title II supported IMSE/Orton-Gillingham foundational training; Title III funded multilingual learner summer camp and transportation; Title IV supported dual-enrollment cost offsets.
Board members asked questions on data timing and cohort measures, ACCUPLACER as an alternate graduation pathway (presenters described its immediate feedback and multilingual accessibility), AP and ACT participation trends and subgroup participation, and how the district communicates supports and progress monitoring to parents. Presenters said parents receive assessment reports, that intervention parents are notified and given progress monitoring, and that Genesis assessment tabs provide access to assessment data.
