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East Ramapo board hears mixed STAR results; leaders call for urgent literacy and math interventions
Summary
District presenters showed gains in some grade bands but data reveal many students remain below grade-level in reading and math; trustees urged district-wide structured literacy and expanded supports including summer and Saturday programs.
District leaders presented K–12 STAR literacy and math results to the board on June 2, showing pockets of growth but widespread shortfalls that administrators described as an urgent priority.
Interim Superintendent Miss Rusco and Executive Director for Elementary Schools Ellen Andreello told trustees that while kindergarten saw movement from early-literacy screening into STAR reading (223 kindergarten students reached STAR reading by spring), many students across grades remain below grade-level benchmarks. Andreello noted sample-size and attendance issues — several grade-level counts did not equal total enrollment because of absences, transient enrollment and students testing in alternate-language assessments.
Trustees pressed for clarity on fluctuating assessment counts between fall, winter and spring windows and on why proficiency percentages varied by grade. One trustee said low proficiency percentages in several grades were “severely deficient,” and pressed district leaders to explain whether the test windows, student movement or other factors caused the patterns. Andreello said the district will perform deeper student-, teacher- and school-level trend analyses and noted the district had introduced new K–8 literacy curricula and will review high-school literacy materials.
On math, the district reported growth in multiple grades (notably grades 4, 6, 8, 9, 11 and 12) and said it completed an external math audit; leaders said they will use the audit to guide curriculum choices and professional development. The district also plans to compare STAR results with Regents outcomes to understand correlations and next steps.
Why it matters: Trustees flagged low proficiency as an urgent operational issue. Presenters described targeted interventions already in place (Wilson Foundations, American Reading Company) and recommended extended learning options such as structured literacy programming, summer academies and Saturday sessions.
What comes next: District leaders said they will continue analysis of assessment participation and outcomes, expand targeted interventions, vet high-school literacy materials, and pursue professional development and programmatic supports to raise foundational skills K–12.
