Board hears mixed 2024 assessment results, presenters cite targeted interventions and support for multilingual learners

The Long Hill Township Board of Education on Wednesday heard an administrative presentation on 2024 statewide assessments that showed a mixture of gains and declines across grade levels and subject areas. Administrators emphasized targeted interventions, data-driven planning and expanded multilingual-family supports as next steps.

Administrators opened with four district goals emphasizing data analysis, attendance, instructional focus and CUSAC compliance, then summarized New Jersey Student Learning Assessments (NJSLA) results. The presenters said proficiency (levels 4 and 5) increased in certain grades — for example, cohort growth was noted for third graders advancing to fourth grade and for sixth graders — while other grade cohorts saw declines. They also highlighted very high pass rates for a small group of Algebra and Geometry course takers and noted that small cohorts can produce misleading percentages.

"Students learn best when they are in school and actively learning," Administrator Alexis said while urging families to support attendance. A presenter added that many students hovering at level 3 are close to meeting level‑4 standards and that evidence tables (standards-level analyses) will be used in professional development to refine pacing and instruction.

The district reported specific supports for multilingual learners: continued annual ACCESS testing, Dynamic Learning Maps for students with significant disabilities, and translation tools funded by the Long Hill Education Foundation. "We purchased new devices this year called Translate Live," Mrs. Colon said, describing one-on-one and broadcast translation uses and a forthcoming bilingual advisory committee to improve family engagement.

Presenters described intervention strategies already underway: after-school classes focused on vocabulary and number operations, Concord Mathematics professional development for teachers, tutoring partnerships with Watchung Hills Regional High School, and a district expectation of weekly I Ready practice and diagnostic use. The district also plans grade-level PLCs to use I Ready and standards evidence to target near-miss students.

Board members pressed for context and action plans. A long-time board member bluntly criticized the overall scores as unacceptable: "they stink," he said, urging the administration for a clearer action plan. Administrators responded that the presentation aimed to give a balanced view, that the NJSLA is only one of multiple measures used along with I Ready and other benchmarks, and that the district is investing in teacher PD and data-driven interventions.

The presenters noted a persistent disparity between girls' and boys' ELA scores and identified comprehension of informational text and geometry standards as particular areas for continued work. They also reminded the board that some low scores reflect students with IEPs or recent arrivals to the country; such students may be progressing against individualized goals even if their NJSLA classifications remain low.

The district scheduled parent-focused information sessions (including an October 17 webinar on I Ready reports) and said evidence tables would be reviewed with teachers during upcoming professional development days. The presentation concluded with a pledge to continue drilling into standards-level data, refine pacing guides and expand targeted supports.

The board thanked the administrative team and moved next to committee reports.