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LTPS reports 94.5% graduation rate and mixed NJSLA/I‑Ready results; district highlights targeted literacy work
Summary
District officials told the board the class of 2024 graduation rate was 94.5% (277 students) and presented NJSLA/DLM/I‑Ready results showing strengths in some grades and ongoing gaps in others, along with curriculum and professional‑development steps to address achievement and equity.
District academic leaders presented the Lawrence Township Public School District’s 2023–24 assessment results and steps to sustain gains and close gaps. Jean Mizzi, director of Student Achievement, Equity and Opportunity, said the class of 2024 posted a 94.5% graduation rate, representing 277 students; she noted a small number of students left the district and a handful remain unknown or on alternate graduation paths.
K–6 supervisor Maureen Hayes described the district’s fourth year of using I‑Ready as a benchmark and intervention platform, saying it yields strand‑level data that allow teachers to target instruction and place students on individualized practice paths. Hayes told the board that, by I‑Ready measures, students are performing above state levels in reading and credited phonics interventions (IMSE/Orton‑Gillingham) for growth in early grades.
Vanessa Pokarczak, assistant superintendent for student services, reviewed Dynamic Learning Maps (DLM) results for students with significant cognitive impairments and the NJSLA administration windows. She said DLM participation increased to 34 students this year from 22 last year and reported that in‑district DLM students met target or advanced levels at 82% in language arts, 65% in math and 67% in science, while out‑of‑district students scored lower consistent with higher support needs.
High‑school and middle‑school presenters said performance varies by grade: some grade bands are above the state average while grades 4–6 and grade 6 math remain below state levels. Presenters emphasized strand‑level reports and programmatic approaches — including morphology training for grades 3–5 and continued literacy initiatives — to strengthen writing and math. Administrators said professional development (classroom instruction networks, metacognitive strategies) and program continuity across grades are central to the plan.
The board asked for continued reporting on subgroup performance and on how curriculum changes translate into classroom outcomes. Superintendent remarks stressed alignment between building goals, professional development, and the district strategic plan. Next procedural steps: the office of instruction will continue to bring periodic data updates to the board as interventions are implemented and measured.
