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District presents spring 2025 NJSLA results; middle school shows strongest gains
Summary
Director Erica Reynolds reported Colts Neck students outperformed state averages in ELA and math, highlighted cohort improvements—notably a 10-point gain in sixth grade and a 15-point gain in eighth grade—and identified new/transient students and specific standards as focus areas for intervention.
Erica Reynolds, the district's director of curriculum and instruction, presented Colts Neck's spring 2025 NJSLA results at the Oct. 15 board meeting, saying the district exceeded statewide averages in English language arts and math across grades 3—8.
Reynolds said cohort performance was a notable strength: sixth grade improved by 10 percentage points and eighth grade rose by 15 percentage points in ELA. Across three years, 76—78% of students met or exceeded grade-level expectations in ELA. In math, cohort growth contributed to a four-year jump in eighth-grade proficiency from 18% to 52%.
Reynolds identified new and transient students as a key area for targeted support: 26 students who enrolled midyear were less likely to show growth, and the district plans additional MAP-aligned intervention and targeted instruction for those learners. She also said the district is rolling out a new writing curriculum (Being a Writer) to address declines in some writing strands.
On math, the district credited instructional changes including —building thinking classrooms— and consulting support that emphasize collaborative problem solving. Reynolds said algebra and geometry course sections showed very high proficiency among identified enrichment students.
Reynolds walked trustees through subgroup reporting (ELL, free/reduced lunch, special education, military-connected students) and noted suppression rules when group sizes fall below reporting thresholds. She also summarized Dynamic Learning Maps (DLM) and ACCESS results for English learners, explaining that low subgroup counts are grouped to protect confidentiality.
Dr. Garvey and trustees emphasized that test scores are one data point and that evidence statements and multiple assessments (including MAP benchmarks) guide instructional changes. District staff said the presentation materials and evidence statements will be posted on the district website under CUSAC requirements.
The board agreed to follow up on targeted interventions for non-cohort students and to monitor implementation of the new writing program across grade levels.
