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District reports mixed state-assessment results; fifth grade and Algebra I show gains
Summary
Miss Moss reported on NJSLA and Dynamic Learning Maps results, noting flat overall math trends but marked gains in Algebra I and across fifth grade; the district will continue universal screening and professional development to support tiered interventions.
Miss Moss presented the district—s 202425 state-assessment results (NJSLA and Dynamic Learning Maps), comparing year-over-year outcomes and subgroup performance.
She described three assessments reported: NJSLA (ELA and math for grades 38 and high-school courses), science (grades 5, 8 and 11) and the Dynamic Learning Maps (DLM) for students not eligible for the NJSLA. Moss noted reporting constraints for DLM (the district must report only where 10 or more students take the assessment) and said that sometimes that limitation prevents full cross-year comparisons.
On trends, Moss said districtwide math percentages were largely flat overall but emphasized a strong gain in Algebra I and particularly consistent positive growth in fifth grade across assessments. She linked the Algebra I improvement to a district initiative placing two teachers in Algebra I classrooms and cited the district—s use of universal screeners and tier 2/3 interventions as further supports. "We had 80% of our 4th graders at target" was reported for a particular DLM subgroup the presenter highlighted (grade-level reporting varies by assessment).
Moss and other administrators described next steps: field testing a new adaptive state assessment, continued universal screening, targeted professional development pathways, common assessments aligned to essential standards, and the implementation of tiered instructional time and progress monitoring. The presenters said the district will share more detailed universal-screening results and student-growth percentiles at upcoming meetings.
Board members asked about attribution for fifth-grade gains and the need to review cut scores and underlying evidence; presenters said they will analyze state evidence statements and student-growth percentiles to understand drivers for the increase.
The board approved the related curriculum consent items later in the meeting as recorded in the minutes.
