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Glen Rock presents NJSLA results showing districtwide gains in ELA, math and science
Summary
Supervisors told the board the district outperformed state averages in multiple grades and subjects, highlighting gains in grades 3, 6 and 9 and strong Algebra I results; administrators pointed to curriculum changes, MTSS expansion and targeted interventions as drivers.
The Glen Rock administration presented the district's NJSLA (New Jersey Student Learning Assessments) results at the Sept. 23 Board of Education meeting, reporting gains in English language arts, mathematics and science across multiple grade levels.
Sherry Krapels, the district's K–12 supervisor of language arts, said the district "continue[s] to exceed the state average in numbers of fours and fives earned this year by an average of 27%, with a high of 33% in fifth grade." She and other supervisors warned that small subgroup sizes can make percentage swings misleading but said the overall trend shows recovery in grades 3, 6 and 9 after pandemic-related disruptions.
Math supervisors reported substantial improvements in algebra courses, with Algebra I meeting/exceeding rates described in the presentation as 77% districtwide, an 8% increase over the previous year and a 28% increase since 2022. One presenter highlighted "significant gains in algebra 1 and geometry" and noted the district is in the third year of a revised math curriculum.
New science supervisor Jacqueline Katz told the board that Glen Rock students exceed state percentages by "almost double" at tested grade levels (5, 8 and 11) and described a pilot of an inquiry-based middle-school curriculum intended to deepen content understanding and scientific skills.
Administrators credited several district strategies with the gains: a K–3 phonics program, an elementary intervention period, enhanced MTSS (Multi-Tiered System of Supports) practices, building-based coaches, collaborative walkthroughs, and targeted professional development. Presenters also noted reporting constraints: the state withholds subgroup displays where fewer than 10 students would be identified for privacy reasons, and the district emphasized participation rates are high.
Why it matters: Board members said strong assessment results validate recent curriculum and intervention investments and provide a baseline for future professional development. The administration signaled next steps including additional high-school math PD and continued districtwide MTSS rollout.
The presentation was required by state rules and closed after a period for board questions; no board action was taken on the data itself. The board thanked the administration for the report and said it expects follow-up at a future meeting on how the data will shape targeted supports and professional development.
