West Orange assessment director reports gains, flags algebra 2 and subgroup gaps

Michelle Martino, the district’s director of assessment, accountability and intervention, presented West Orange Public Schools’ spring 2025 assessment results to the board on Nov. 10 and highlighted measurable gains, continuing gaps and the district’s response plans.

Martino said the district’s students in early elementary math (grades 3–5) are performing above state proficiency levels and that the district has shown “significant growth” in math grades 6–8 over a three‑year comparison. She told the board that cohort analysis shows improved proficiency in some cohorts and that, for the current graduating class, about 57% of students are “graduation ready” by the NJGPA math measure — a figure Martino noted refers to a single assessment pathway and that the district’s overall graduation rate approaches 90% once other pathways (SAT/ACT/portfolio) are included. “We are showing significant growth in in all 3 areas,” Martino said of middle‑school math, and added, “I think we are moving in the right direction.”

Why it matters: the presentation guided the board’s discussion of where to target professional development and instructional time. Martino linked gains to expanded coaching, use of i‑Ready/MyPath for individualized instruction, and increased middle‑school instructional minutes. She described department work plans, coaching cycles for new teachers, targeted interventions (including “Do the Math” and MTSS tiers), and curriculum adjustments where needed.

Key details from the presentation: - Math: Grades 3–5 exceed state proficiency rates; math 6–8 show year‑over‑year cohort growth; algebra 2 is slightly below state proficiency and was identified as a target area for curriculum review and interventions. - Cohort and graduation readiness: Martino reported cohort proficiency trends and said NJGPA math readiness for the current 10th/12th cohort is approximately 57% but expects some upward revision when fall NJGPA results for certain seniors are added. She emphasized that the district counts alternate pathways (SAT/ACT/PSAT or portfolio) when reporting overall graduation readiness, which explains the difference between the NJGPA figure and the district’s higher graduation rate. - ELA and writing: District ELA proficiency is at or above state levels in many grades, but Martino flagged depth of analysis and nonfiction writing as cross‑grade focus areas driving new PD and curricular supports. - Science and DLM: West Orange is above state proficiency for science grades 5, 8 and 11 and reported notable growth in DLM (Dynamic Learning Maps) results for students with significant cognitive disabilities (about 1% of the student population) — a point Martino credited to special‑education staff and targeted supports. - Programs and tools: District uses i‑Ready/MyPath, PAIR diagnostics, common unit assessments, reading specialists, instructional coaches, and a newly written science curriculum; the district is developing a K–5 autism curriculum this year.

Board responses and exchanges: Dr. Bryant thanked Martino for the “thorough and specific” presentation and asked how the district ensures instruction is sequenced to the board‑approved curriculum; Martino said supervisors, coaches and building leaders observe classrooms and that she will follow up with supervisors with a more detailed description. Board member Stevenson pressed on fidelity and sustainability amid budget pressures, arguing the board must protect investments in curriculum and coaching; he called out persistent proficiency variances among subgroups and urged community engagement around equity.

Quotable: “There’s areas of strength and there’s areas of focus,” Martino said. “We’re starting to see the results of that support as well.” Board member Stevenson said the demographic proficiency variance “is stark” and urged more district advocacy and parent awareness on curriculum and instruction.

What the district will do next: Martino said detailed evidence statements and slides will be posted online and that supervisors will continue targeted PD, coaching cycles, and use of diagnostic tools to address gaps. The board and superintendent scheduled a strategic‑plan forum and encouraged continuing public engagement.

Provenance: topicintro SEG 157; topfinish SEG 1226.