Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Student Assessment topic
No spam. Unsubscribe anytime.
Assistant superintendent: ELA scores improved districtwide; math results mixed as county comparisons await publication
Summary
Assistant Superintendent Lori Shabiliya presented Hamilton’s spring 2024 NJSLA results, saying ELA meeting/exceeding levels rose across grades 3–9 while math results were mixed; county averages are not yet published and will arrive at the end of October, she said.
Assistant Superintendent Lori Shabiliya presented the Hamilton School District’s spring 2024 New Jersey Student Learning Assessment results and described a mixed picture: she said ELA meeting‑and‑exceeding performance improved across grades 3–9 compared with 2022–23, while math results varied by grade and course.
"Meeting expectations is higher on all the bar graphs in both '22–'23 and '23–'24," Shabiliya said, summarizing the district’s ELA gains. She explained the NJSLA reports five performance levels — 1 (not meeting) through 5 (exceeding) — and noted science testing occurs only in grades 5, 8 and 11.
Shabiliya walked trustees through subgroup charts for race/ethnicity and program participation (free and reduced lunch, Section 504, English‑language learners, special education). She cautioned that some subgroup lines do not appear on certain science graphs because too few students in those grades meet the reporting threshold. "There was no Asian population in 5th, 8th, and 11th because science is only taken in 3 different grade levels," she said, explaining why some disaggregations are absent.
Board members asked whether the district compares itself to similar districts or to pre‑COVID results. Shabiliya said county averages are usually posted at the end of October and that she distributes that comparison once available. She also cautioned that earlier state assessments (PARCC) are not directly comparable to the current NJSLA, limiting pre‑COVID year‑to‑year comparisons.
To raise achievement, Shabiliya listed current intervention strategies: a multi‑tiered system of supports with benchmarks and screening, IXL diagnostic assessments to differentiate instruction, Wilson intervention in grades 2–5, building‑level intervention & referral teams, and professional learning communities across K–12 to analyze student data.
Individual student NJSLA reports, Shabiliya said, were mailed to families in September. She told the board the district will continue targeted interventions and monitoring and will distribute county comparisons after the state posts them.
Next steps: county‑level comparative data expected end of October; the district will use that comparison alongside internal diagnostics to refine interventions.
