tonight we're here to present the district testing results for the New Jersey SLA and the dlm which were administered in the spring of 2023 my name is Dennis Jarvis and I'm the supervisor of science for grades 6 through 12 and integrated design and Engineering for grades 9-5 good evening my name is Danielle pway and I'm the supervisor of mathematics grades 6 through 12 this first slide uh speaks to the different assessments that we'll be reporting out on this evening um but before we do that we would like to express our sincere appreciation to the board to the teachers the students the families all the administrators that are here today uh for working so hard to be able to get us to the point that we're at right now um so tonight we're going to talk about two different state assessments uh that are given yearly and there're the njsla or the New Jersey student learning assessments and the dlm or the dynamic learning uh Maps the assessments for njsla were given in the spring of 2023 um and they test proficiency towards standards the njsla are Statewide assessments that are reported out on math Ela and science um in ela we test students in grades 3 through n in science the students are tested in grade bands but at the ends of grades 5 8 and 11 in math we test by grade level 3 through 8 but then we also test by course level in the High School courses we do have some Middle School that students that participate in those High School uh student those High School assessments special education students with significant learning challenges are the students that participate in the dlm and they participate in those assessments for ELA Math and Science the first tests that we'll we'll speak about tonight are the dlm so again as I mentioned mentioned before um the students that are taking these assessments are special education students who are instructed and assessed on what are known as essential elements these are specific statements of Knowledge and Skills that are linked to the grade level expectations that are identified in those New Jersey state learning standards um the purpose of these uh dlm map essential elements is to build a bridge between that content in those standards to the actual academic expectations for these students that actually face that are facing the most significant cognitive disabilities Ela and math are tested in grades 3 through 8 and then again in 11 science is again same as njsla only tested at the end of the grade bands so the science will be dlm will be given in uh end of fifth grade 8th and 11th the assessment ratings for the dlm are merging approaching at Target and advanced this table shows us the participation rate this year for the dlm as you can see um we wound up having a total of 16 students participate in the dlm and it's worthy of noting that 16 students May consist of students that are out of District placement students and also in District five students participated in the dlm for Science and 16 students participated in the dlm for Math and Ela this slide shows the number of students who were at Target or Advanced Target for Math and Ela as you can see 10 students in math and nine students in ela either hit the target for their assessment or were Advanced past their their targets for science since the total number of students who were tested um did not meet our threshold of 10 students we were not able to report out on the science so um not only tonight will we be reporting out on the results of these different assessments but we'll be reporting out on okay so this is what we have and what are we going to do about it now okay so in terms of our intervention plan for our students that partip in the dlm teachers and the child study team continue to work together to meet specific learning goals for individual students and also to adhere to their IEP process using data from that dlm along with school-based assessment data the team is able to develop these different intervention strategies to meet these needs and we meet these needs through functional and performance-based learning opportunities that again are aligned to those Essential Elements we've added different assessments from the General Ed setting um such as the Dibbles and the f&p to gain insight into different um foundational uh strengths and also areas to grow on We're utilizing the academic coaches to support the teachers um in different Center based instruction for students we've provided PD for the teachers on foundational reading programs such as Edmark and um the Orton Gillingham program and there's opportunities that are continuously searching for and also implemented um where students are integrated into the Ed the General Ed settings and they can um go from morning meetings to the different specials and any other extracurricular activities Dennis Jarvis will share with us the ELA scores and interventions in the spring of 2023 uh the njsla for English langu Arts were administer to students in grades 3 through n the njsla ELA focuses on reading comprehension skills and writing competencies the types of tasks for writing are literary analysis tasks research simulation tasks and narrative writing tasks for reading comprehension students are asked questions on non-fiction and fiction texts scores range from 650 to 850 and then are reported as performance levels listed from one through five as described on the screen this slide shows our percentage of students at each performance level for each grade level of ela level five is exceeding expectations level four is meeting level three is approaching two is partially meeting and one is not meeting when we looking at this type of slide we ideally want to see the greatest percentage of our students in the purple and greenish blue colors on the right side of the bars that said we'd like to see an increase for proficiency for all of our students uh especially the light blue red GRE green bars as well points of pride cross the grades we range from 67 to 97 or 79% of students at level four and five which is meeting or exceeding expectations on the right hand side of the screen you'll see a number of valid test scores relative to the total number of students um the differences in the numb we basically associate with a number of different factors here one is for our ml students who are in District for less than a year they do not take a test um some students take the dlm as an alternative assessment and some don't take a test for test refusal or other extend circumstances this slide represents maa's Ela scores in comparison to the state of New Jersey for grades 3 through 5 Mawa shown in blue and the state of New Jersey is represented in red Mawa outperforms the state in grades 3 through five with a difference over the state ranging from 25% to 29% and this is always something that we like to see this slide shows performance of arcade three schools in comparison to the district average of third grade scores light blue bar indicates a percentage of passing scores for Betsy Ross George Washington and ly Meadows in comparison to the district average of 71 all three schools are over the state average of 42% this slide shows you the year-to-year performance in ela for grades 3 through five please note this is not a cohort to cohort comparison but rather a comparison of the scores for the last two years in a specific that said we do see increases across all three grds this next slide is valuable because we were able to start tracking our students progress over a year-to-year basis showing student growth over time uh this is our grade 3 through five cohort comparison in the first cluster of bars you'll see the class of 2033 are is sitting fourth graders there was no test given in the second grade but their third grade scores are shown uh from last spring in the middle of cluster of bars you can see their improvement from their third grade scores to their fourth grade scores for our current fifth grade students in the last cluster on the right hand side you'll see the scores for our current sixth grade students showing an increase from their fourth grade scores to their fifth grade scores now we're shifting our Focus to our grades 6 through n Ela scores this slide shows our percentage of Mawa students meeting our exceeding expectations as compared to the state of New Jersey of course we always want to see our M students outperforming in States we're happy say that we're doing just that with scores ranging from 17% to 23% voting to average this slide is our year-to-year comparison for grades 6 through n again please note this is not a cohort cohort to cohort comparison you can see that there's consistency in grade performance looking at this year-year comparison allows us to evaluate programs and curriculum to ensure our programming is maintaining similar outcomes year after year this next slide shows our 6 through n cohort comparison we're happy to see an increase especially in our sixth to 7th grade scores showing a 12% increase we do note that there is a drop from our fifth grade scores to our sixth grade scores we'd like to see our students increase proficiency year-over-year as you see in the other grades and we'll discuss different intervention strategies on subsequent slides that are being utilized to support this PO it's always good to look at historical Trends normally we'd like to see five years in order to do this however we have two years where students did not take an assessment but we wanted to provide you a glimpse of a historical Trend chart going back to the njsla in 2019 for those grade levels who took the test at that time as you look at the scores you will notice in 2019 we were around 80% meeting or exceeding expectations and after not testing students for two years there was a slight decline however we are extremely proud of our students and staff as we now start to see our scoring tring increased once again this slide represents the disaggregated data for the ELA assessment for our M students grades 3 through 9 compared to the first line of data which is the overall proficiency for our for the district the numbers represent the percentage of students at each performance level as a reminder we would like to see the majority of our students in the blue and purple areas on the right side of the screen you will see that there are subgroups which stand out in comparison to the district proficiency number specifically our multilingual Learners MLS and our special education students uh I want everyone to keep in mind for our ml students these are students who are learning English and their level of proficiency will greatly effect their ability to engage in these assessments that is why we use other assessments that engage increased proficiency such as a weita access assessment which we reported on back in August for our special education students is worth noting that students in the subgroup have individual educational plans which outline individual goals that they working toward and grade level standards uh may be more difficult for them to attain with the modifications and accommodations provided during testing we will speak to the interventions in this slide here um so the slide outlines interventions grouped into two different categories General supports for all students and supports that intentionally address subgroup demographics um so for our K5 Ela intervention plan uh we're going to be utilizing the IRA diagnostic along with myth for immediate and strengthen skills utilize a diagnostic data from the IRA to intentional group students based upon learning needs use our my path for personalized learning in grades K through five um work on aligning words with prefixes and suffixes from open content vocabulary and science and social studies provide PD for our teachers on instructional strategies connected to writing rubrics where students score below uh meeting expectations utilize table activities to strengthen Gap skills and then work with teaching students on how to refer to text through literary analysis and research simulating tasks why stay while staying on topic with respect to our subgroup supports we're going to provide explicit instruction on Contex specific vocabulary for non-fiction text and on fre quently use vocabulary for fiction text provide pushing support during core instruction periods for intensive intensive speech instruction supplement our reading just right level text with grade level text connected with instruction on close reading strategies in the spring utilize the digital item Library expose students onra level standards as theyed than njs njsla test questions provide pull out support with a reading specialist for students performing low expectations usei English program for multilingual learning students um you know should be noted that a program for a multilingual population has been updated to provide question support and pullout supports for students with lower proficiency uh and then provide tutoring for our Ela that runs December through May with respect to our 612 uh Ela intervention plan our general supports are going to Target instruction using IR data my path and guided lessons provided by Ira with support from the literacy coach continue to develop instructional practices in the work with vocabulary context with main ideas and build upon that work strategies for informational and literary texts provide a skills based test boot camp the week before the state testing on start school year U provide professional development to teachers on U utilization of small group instructure relative subgroup supports we're going to re-identify students for lit lab and college improv Readiness to include I ready and Link diagnostic results based on student individual performance and then review student placement in support level in collab classes in order to ensure a fit based upon performance in the areas of identifying deficits next Daniel P will share the results of our mathematic scores from last so as I mentioned earlier um the different grade level assessments were given to the students in the spring um we have also uh have seventh and eighth graders that are participating in an advanced math program so they would be participating in the algebra 1 geometry njs njsla assessments as of last year in the high school only grade nine students in mathematics will be sitting for um that njsla so whatever course those students are in Algebra 1 geometry or Algebra 2 that will be the assessment that they sit for these tests um are measuring the students uh abilities to apply skills and Concepts um understand multi-step problem that require some abstract thinking lots of abstract thinking and modeling real world applications there are uh two different sections for for the tests one uses with calculator and without calculator and then one is with all calculator the scores range the same as Ela 650 to 850 and those performance levels are also the same as we run through these next slides for all of the math scores they will mirror what La also portrayed for us um so I won't go into it as indepth explaining the different like uh introduction to the slides but I will be specific to the to the math part of it so this slide in particular shows us the percentage of students at each grade level for the njsla math test you'll notice at the bottom even though I mentioned that we had students that participated in the algebra 2 assessment we don't have any scores listed there and that's because we had under the threshold of 10 students take that exam in the nth grade so we're not permitted to report out there as Dennis mentioned in a slide like this we're really looking for and our our goal is to have students sitting in our purple and our um light blue or teal blue bars to the right hand side you'll notice there for grade eight um into Algebra 1 and geometry and I'll speak a little bit more about this later about the numbers of students that are actually sitting for those different grades according uh different tests according to the grade level again also on the right we've reported out on the number of valid scores versus the total possible test takers for each one of those grade levels or those courses and the same reason that Dennis gave before the same reasons for the differences in in the numbers the numerator and the denominator of those fractions will hold true this slide shows our our um scores for grades 3 through five for the number for the percentage of students that are meeting or exceeding expectations the blue bars represent our MAA score scores and the red bars represent the state scores and as you can see and we're proud of we are um High we are definitely above um that threshold line for the state scores this slide depicts our year-to-year comparison for the grades 3 through five math scores again please note that this is not a cohort to cohort but it is a year-to-year comparison so it's SE grade level but different students and as you can see the scores have increased from 2022 to 2023 across these three grade levels this next slide again is for grades K through three it's our school comparison to the district the lighter Blue Bar represents the amount of students who met exceeded the expectations in each one of our K through three schools the darker blue represents the students who met exceeded those expectations in the third grade as a whole and all of the schools you notice here outperform the state average score of that 46% this next slide depicts our cohort comparisons this slide again we represent as being really valuable because we're able to start following students again as a year over year as their cohort using the same test in that first cluster of bars you'll see that class of 2033 who are our current fourth graders where there was no test given in the second grade but their third grade score is shown there the next cluster of bars that you see are the scores of our current fifth graders and their scores basically remain consistent from the third to the fourth grade in that last cluster you can see the scores of the current sixth graders and they show an increase of their scores from their fourth to their fifth grade scores so we'll we'll now move to the next um grade band or the six through eight grade band this slide shows our scores compared to the state for the percentage of students who are meeting or exceeding the expectations um once again the blue it's the same color scheme the blue are the Mawa scores and the red are the scores again we proudly say that all of our Mawa scores outperform the state but what's really important to represent at this point and really to note is that the scores in the blue bar in grade eight are not representative of all of the uh students in the eth grade that actually sat for the njsla in the eth grade this blue bar represents the um scores for students who took the math 8 njsla but if an eighth grader took Algebra 1 or geometry they would have taken the algebra Wonder or geometry njsla and their scores are represented in the next couple of slides this slide represents our year-to-year comparison from 2022 to 2023 again this is not a cohort to cohort but rather just a year to year for the last two years in a specific grade level this slide is valuable to us because it allows us to take a look at curriculum um and allows us to evaluate program we're really proud of the work that's been done with this upward Trend in these year-to-year scores this slide does show our cohort comparisons showing the data for the same group of students from 2019 to 2023 the first bar cluster shows students who are currently in our seventh grade and those are their scores from their Fifth and into their sixth grade year the next set of bars the middle ones are for our current eighth graders showing their scores from their third grade year then to their Sixth and then into their seventh finally that last set of bars shows the scores for our current ninth grade students so our current freshman showing their scores from their fourth grade year and then into their seventh and their eighth grade this last set of of of bars is a little bit it's a little bit tough to look up um one thing to remember is that it doesn't represent a true cohort right the those students the the dark blue bar that's all the way on the right hand side over there represents our students that are sitting for the njsla math remember that we have students who are participating in accelerated math program so those students are not the same students that took their fourth and their seventh grade test okay they're not in that those scores this slide represents our cohort comparison this SL does not represent our cohort comparison this this slide represents our the the scores comparing um MAA to the state okay in each one of these high school um courses and when I say High School courses algebra one is considered high school course but we do have middle school students participating in that course and as such those middle school students will sit for those exams so the first set of bars that you see there are the scores for our middle school students um that are sitting for their Algebra 1 seventh and eth gr the seventh and eighth graders sitting for the algebra 1 Test okay the next set of bars are grade nine students that are sitting for an algebra 1 Test next set of bars is the all of our geometry students whether they have been in the eth or the 9th grade and the last is the ninth grade algebra 2 students we exceed the state averages in each one of these assessment categories um except for one we're really proud about exceeding the state we recognize that there's some work to be done in one of our courses in the algebra 1 geometry course um and we're ready to hit that head on and I'll talk about those interventions that um we'll be employing this year um to help us to make a comeback and because that's what we're going to do all right so this slide shows you the year-to-year performance in math um for the district Algebra 1 geometry and Algebra 2 again this is not a cohort to cohort but it's a year to year and even though I just said that this slide is not representative of a cohort to cohort I do think it's important to compare at least one kind of a cohort so in 2022 we had 21% of the students that met ex exceeded expectations in the math 8 njsla this group is represented in the high school algebra 1 data that's shown here in that second cluster of bars so you're looking now at that that darker uh blue Algebra 1 number in 2023 those students increased their scores to the 24% so we did see a cohort increase in that specific set of students this slide represents the percentage of students um who are represented in our subgroup data um as Dennis mentioned already before we're looking for students to be in our purple in our blue um some of the subgroups are not there yet in and in addition to that something else to note is that some of the students that occupy seats in some of the subgroups actually double in some of the other categories so they might be the same student that's actually sitting in a couple of these groupings um I will definitely share and be very specific with the interventions that we'll be using this year to assist all of these students um that populate these subgroups and here they are so here's our intervention plans here's what we're going to do about it so we are we are proud of where our students are but we know that there's you know there's some room for growth um again we we organize these supports in terms of General supports for our students and also specific supports for some of the students um that might be struggling in our subgroups so for K through five we'll be utilizing the diagnostic data from I ready to intentionally group students based upon their learning needs the math coach is being utilized to provide support to students in the area of math Workshop uh the scope the sequence is being revised for instructional experiences that will include fraction work to occur before State Testing and not after the State Testing um in our data teams there's focus on multi-step word problems and how to infuse that concept throughout the entire year the plc's at the four to five level the grades four to five level are focusing on these interventions in the wi instruction period or the what I need now instructional period for our subgroup supports we have um new push in that goes along with our pullout supports for the with the mass specialist um for students that are performing below those grade level expectations there's an increased use of manipulatives to provide concrete instruction um to complement the abstract notion that students are expected to um to be proficient in there's a use of myMath and other supplementary materials that align Direct to the standards that are more concrete and accessible to the students in a resource room and self-contained settings we're using programs such as Lexia and Magic School AI for translation purposes and Scaffolding purposes for ML students there's tutoring for mathematics that will run from December through May for the ml students um and we're using a guided math approach to support increased small group instruction um during core time on the 6 through 12 level the general supports for our students include also using the diagnostic data from I ready um in grades 6 through 8 and with that limited use in grade nine as we spoke about before with the need for the algebra 1 so um we are using that in that algebra one with the that cohort of students we're also using the L the link benchmarks to intentionally group students based upon their learning needs to give them what they need for small group instruction we're using my path for personalized instruction in grades 6 through 8 and as I previously shared for our high school algebra 1 scores we we recognized that um we need um some intensified prerequisite skill remediation which is um necessary for foundational successes in Algebra 1 so our specific cohort this year of CP P Algebra 1 students took the I ready over the linkit and this data is going to be supporting their targeted instruction in our lab and our regular um classes for individual students for those students that are now in Geometry from last year to this year we're intentionally creating a spiraled approach of those Algebra 1 scores to include in the geometry so that they have one step and two-step equations multi-step problems and Analysis of graphs um coordinated with the geometry there's a refocus on major and supporting standards in type one questions and we're using the digital item library to guide our work with that we're continuing with the tier one interventions from last year that spoke to vocabulary acquisition and using cubes like strategies to solve multi- um step problems and lastly for all students we've audited the grade 6 through 8 curriculum to create opportunities to integrate those geometry standards throughout our 6th 7th and e8th grade curricular to expose students to material that otherwise may not have been considered as priority standards through um our Co covid learning experience as per um the state with their priority learning um documentation in terms of our subgroups in addition to all of the um the core interventions will'll be working with students again through Lexia at this level and Magic School AI where pre-teaching prerequisite standards were appropriate um as determined by prerequisite reporting needs through the I ready and the link data we're addressing those prerequisite skill remediations in math labs and CCR courses uh we're utilizing the individual learning plans or the ilps for MLS to plan instructions according to their can do statements and there's explicit instruction on academic and content specific vocabulary um to make sure that students um are are living in the right world with the vocabulary that they need to use in terms of explaining so next Dennis will sh share with you the information for science in grades 581 the njsla for science measured student Proficiency in scientific and Engineering practices in the context of cross cutting Concepts and disciplinary core ideas as with the other tested content areas students demonstrated their acquired skills and knowledge by answering selected response items and constructive response items not there's a few key differences with our Science assessment again is tested only at the end of the grade van standards in grade 5 8 11 um the scaled scores do not run from 650 850 like Ela and math uh it's on a 100 to 300 scale and we have one less proficiency level level going 1 through four not one through five this slide represents our ma students that either met are exceeded expectations in the 5 8 and 11 grade exam as compared to the state of New Jersey as you can see here with ma representing the blue we again outperform the state uh in students meeting our exceeding expectations in all three tested grades uh you can also see that we increased proficiency over the state as we move from grade five to grade eight and finally grade 11 this slide represents the percentage of students that fell into each performance level for 2023 in comparison to 2024 given that the Science assessment doesn't have a direct year-to-year cohort comparison like Ela and Mathematics does um this historical data allows us to see positive movement in Greater detail relative to our instructional strategies as you can see the shifts in performance all sort of the 2023 assessment are modest but they are moving in a positive direction with higher percentages of students in the purple and green and lower percentages of students in the blue and the red Additionally the slide includes a column to the far right of the screen to show you how many valid scores were recorded out of the total number of students that could have been tested um this comparison slide represents our percentage of students meeting or exceeding expectations for 2019 2022 and 2023 um the 5ifth 8th and 11th grade assessment um just note 2019 was the first year of the Science assessment within this slide you get to see a couple of class corts and their testing results um at the conclusion of respective grve band standard so if you look at the orange boxes this represents the graduating class of 2023 you can see their performance in grade eight on the left hand side of the screen uh I'm sorry in the middle in 2019 um in in grade 11 or there 2022 on the right hand side of the screen looking at the Yellow Boxes this is a graduating class of 2026 you see their performance in grade five from 2019 on the left hand side of the screen and then again in grade 8 in 2022 in the middle of the screen there um as they are currently sophomores they will take their last njsla Science assessment at the end of next year the spring of 2025 while we see modest improvements in our scores uh over the last two years as a whole we're going to discussing a number of interventions to help us significantly improve these scores this slide repres a demographic breakdown for our students and each of the three tested grades relative for the percentage of students at each performance level um something to keep in mind as you look at the results um again these demographic percentages are only representative of a student population in grades 5 8 and 11 um and as Danielle spoke to before some of these demographic groups May overlap depending upon which groups the fall into um that's at our goal continues to be the Improvement for each student in every subgroup and to address that we're going to speak to the plan interventions in the next two slots for our grade four five um interventions due to the subgroups need you know across the board need an improvement everywhere um we are we're going to lump them into one one General support that every student will be exposed to so for we're forming a four five science committee to look at alternative programs the current program is online um so we're looking for a program that's far more Hands-On and is based in experiential learning we're going to be focusing on aligning words with prefixes and suffixes and open port uh with content vocabulary in science and social studies we're going to analyze our current practices scheduling for science um as we're looking to create more cohesion for Science teaching time in the current rotation in the past we usually pull our students out for ESL Services during science and social studies time so as not to take them from pool this year we created a pushin model for ML Learners where ESL teachers will push in during this time to support vocabulary acquisition uh and application we're utilizing Lexia to support I'm sorry to help support vocabulary acquisition in mathematics and we're using Magic School AI for translation and Scaffolding purposes uh we're leveraging our existing maker spaces and maker space process to prioritize uh the foundational understanding of the engineering design process the scientific method um and the science and engineering principles that are intertwined with our standards at our 612 level uh we broken down again to General supports and subgroup supports um for our general supports we're utilizing our I ready data in conjunction with our Ela math counterparts we're adapting the I teacher tools for instruction in both reading and math uh for science lessons at the appr appropriate achievement levels we're going to provide structured and Target review for respective three-year grade band content in life Breen space and physical science prior to the njsla assessment in Spring um and their respective science courses we're going to continue to focus on learning experiences where students utilize sentence stems as a strategy for problem solving those NGS style threedimensional questions we're going to continue to utilize close reading and reading annotation strategies particularly for informational text and data analysis we're going to look to provide some vertical vertical articulation between our grade five and grade six teachers to help better brids is shift to our secondary science standards and skills relative to our subgroup supports we're utilizing I ready and Link data to identify individual students represented in these subp categories uh in their current science classes for our purposeful grouping small group uh instruction and utilizing that same information we're going to Target specific skill and content instruction with these students um we're looking to pre-teach content specific vocabulary for ML student population uh and utilize our s trained teachers for professional development to best assist our teachers in instructing our ml uh student population so over the last 40 slides we represented our students through a lot of a lot of verbiage a lot of data a lot of numbers a lot of shorts um we wanted to put a face to the to the to the data to the to the kids give an inside view of the instructional experiences an AC um the picture in the far left of your screen the upper left hand corner there um shows students at GW following their my P on my ready um the second picture from the left shows students in small group phonics instructions to meet their specific student needs the bottom right picture shows our middle school students doing station work to extract context clues about domain specific vocabulary uh and lastly the upper right hand side uh students in grade six were working collaboratively on an assignment where they were practicing their use of mathematics content vocabulary that that's all I have for my my report um are there any are there any questions right sure so um so a couple few in I start off with my normal same question from every year is this these tests were done last year results come in sometime over summer early beginning of school year school year is now two full months in you know where where do we overlay the intervention for kids have already moved everyone's already moved up a grade everybody's already moved on teachers have already been doing their great job of what they do with these kids kind of how does how does the intervention work um in terms of going forward secondly you look at algebra specifically and L be Meadows versus the district instead of aside from Intervention are we asking ourselves what the heck happened and why is it like that and what occurred like let alone the intervention I get that looks very robust but what happened like how does algebra get that bad how does LY drop off from the district that bad it's unfortunate but it's just do we know why you know obviously the intervention plan is the intervention plan those are all great things I think we would throw at the wall because we have to we need need that plan but is that are those steps coming from a position of why it happened and you know there some so I'll do I'll start with the interventions and l Meadows and you jump in for outro um along lines of the interventions we we've we've spoken about this at a couple meetings along the lines of the assessment and the information we get from the state assessment um and how we can apply any sort of information they give us and we've talked about the struggles along the lines of the way that the njsla information is shared and how we can um act on that information that's why um the team has engaged in work with i as well as link it what I can tell you is um last year at the end of last year we started the spring in the spring administering the I ready assessment I'm very happy um and impressed with the information it's giving and how we can uh address it immediately um this year we just gave the fall assessment and we're already underway taking part in data meetings it's not even just the data that they give us uh they break it out into subgroups uh they allow us to see the overall aring picture of proficiency but they also allow us to see the various skills within those subgroups that we need to attend to because in in the grand scheme of things when you talk about what are we going to do what we need to understand is not just proficiency levels but also what are the deficiencies so we can build them up to make sure that that proficiency levels gained so that work is being done uh currently over the past week into next week along the lines of looking at grade specific and subject specific data along the lines of that is not just identifying find where the proficiencies are but also creating intervention plans aligned to what the need is so as of right now they are building their tier one intervention plans which addresses the overarching need for the entire grade or the entire class or the entire department but simultaneously they're also working with other data points within their class not just IR ready whether it's benchmark assessments in the in the secondary level or uh Running Records On Demand writing and things like that so that work is currently being deal with the data that we have in house so that's the first piece would you like to talk about the algebra piece and I'm glad you asked that question because we were asking ourselves the same question the heck happened so I we've done um a really deep dive into um the standards that were taught over the last three years in particular during covid learning there were priority standards that were just not prior there were standards that would normally sit in a major and additional setting of the way that the standards are broken down that were not considered priority standards in addition to that learning took um learning took its now again this is where we think we went wrong so this is why we're putting the interventions in place that we're doing right so um there was let us get to as much as we can in a shortened amount of time as a result the deeper um practice where we don't know if it was really done appropriately right so now at this point right now what's being done for the program that's sitting in the high school right now is what we just talked about that subgroup that sits in those scores that are a little bit lower from last year that actual program is being addressed with the I ready so that we can appropriately pinpoint prerequisite skills that need remediation to have students be more algebra ready to um be to be able to access the algebra content at that time the students that left the algebra 1 High School course that are now in Geometry we have now since um developed um like a a miniscope and sequence that's sitting within and spiraled into that geometry course to make sure that the the geometry units and standards are including the algebra St the algebra standards that can naturally be spiraled in there to make sure that we um remediate that content at the same time so don't really want to say this uh specifically but it's like an Al it's like an Alo an Alia Alo Geo course right this year so that we can make sure that we we get that covered um just a followup question to the Lenape results I just I can't remember do we do breakdown um per School of the um you know sort of disaggregated data per because I'm just wondering um also are there um more um is there more diversity at lape than our other two schools and does that perhaps have a contributing factor as well I don't think we we didn't probably look at that but I'm just I'm just curious if that's something um and I know I was just going to say you presented this to instruction and curriculum and I didn't think to ask at them but it's just something for perhaps for future for us to look at individual schools and because I mean you know that's a conversation that has been long standing right that Lenape may have um some particular needs that the other schools I it's just something for us to think about let me kind of just give a little frame of reference uh this is the first time that we're actually breaking out by school at the elementary if you remember correctly we've always done K3 as a collective group that's how we've reported out in the past that being said there's a lot of there's a lot of great work that's happening at L Meadow specific to analyzing the data with with with the students in which we serve in each school um so what I can tell you is what's going to be a focus for every single School is to identify where our students come in and what their proficiency level is the interventions that we're putting into place and what and tracking the growth so our our Focus along the lines of any school is to take a look at our fall assessment scores put our intervention plans in place track them so I can definitely report back to you along the lines of in January where are we at along the lines of the growth specific to that grade three grade four doesn't matter but that's going to be a focus point along the lines of when they walk into our doors what is their proficiency level what is the intentional work that we're doing specific to what they need and then see how they track over time um so that's the work that we are currently doing what I can tell you is programmatically we're doing the same programs across the board what I can tell you along the lines of um effort and and and value of the teaching that's taking place in all the schools there is great teaching that's happening across the board so what I I I can't give you an exact answer along the lines of where we're at along the lines of walking in uh proficiency level because I don't have that information in front of me right now what I can tell you is we will be tracking from our fall Administration to our minut winter Administration and then ultimately our spring Administration and then I can report back along the lines of what are those growth scores over time for this year so if I understand correctly and just want to make sure I have this right there can't hear you is noell um what I'm what I'm getting from your comments I want to make sure that I'm right we are able to track the class as they move up right because obviously you know comparing this year's fifth grade to last year's fifth grade really is irrelevant so we do have a way to track as they go individual class as they move right you're absolutely correct so we we're able to track cohorts we're able to track individuals so the value of this this assessment is when we have them on intake of when they take the assessment whenever they come to our district at because we have a commitment to this program over time we're going to be able to see what that progress takes place from the individual level to the grade level and for you know for instance we're talking about algebra in in high school so those 11th graders obviously are getting the hybd class you know in the following year I'm assuming we're able to kind of extrapolate and and preemptively put some of this stuff in place for the current 11th graders and we don't have to wait till these results for next year right say that one more time I'm sorry so in other words the the NJ njsla for this group of 11th graders okay okay now they're 12th graders so as 12th graders they're taking the hybrid algebra ninth grade was nth grade is algebra so now those are sitting 10th graders okay so now are we able to kind of take what we learned from um from these results and kind of extrapolate that and preemptively start doing some of the stuff for the eth graders the eth grade exactly are that's exactly right and what's be what's in addition to that preemptive piece is the information that we have gotten from our already already from the first diagnos the first diagnostic that specifically speaks to those prerequisite skills that we need to grow in in order to be algebra ready for the ne for the next grade um Dr Park um just a comment uh specifically on the ELA scores of economically disadvantaged students so uh one of the most important interventions is just simply getting more books into the hands of kids um and that means weekly checkouts from their school School library um economically disadvantaged students have the least access to books at home their parents are the least able to be able to get out to Mawa Public Library um and so one of the most important interventions is them to be able to check out books from their school library as often as possible um again it's my understanding that that still isn't happening um so more opportunities for book checkouts especially for the younger kids um it benefits everyone to have more books around it especially benefits um economically disadvantaged students um Mr G I think Ben asks the same question every year at these presentations and I think one of the things that was so exciting for me last year is when we approved the I ready contract Captain touched on it but it puts us in the driver's seat of administering the tests getting the results virtually immediately and in addition to to sort of pinpointing individual student um strengths and weaknesses it also has the feedback to give our teachers like this student requires this type of intervention on the on the teaching side so it's it's a two- per tool um and and when I saw Dr bino at the start of the meeting she looks so so tired because she's been going through those spreadsheets on the data but this is a re this will reol very hard that's very hard but it responds to what Bennett has been asking for years and I think we're not you know we might not see it this year but we will start seeing some buildup to this and are we doing a presentation in January on I ready no is that what you mentioned or no I'm saying we can track it track it yes we're not and it goes to Brick's question of longitudinal data track which has been my predecessor who was asking for years ago um and it's it's going to be revolutionary I think the way we um what we know about our students the intervention how we craft our interventions I think the intervention plan that we have here I mean it's very robust but I know there's probably 10 times more stuff that's actually happening in the classroom than what's here but these are the top Focus areas that'll be um that our teachers will be exposing our students to so um the NJ njsla is by its very nature then points at sort of a rearview mirror look and what we're looking at is hey we have these kids this year we have them for maybe another two three four five and if they're younger or longer what are we going to during that time that we have with them and that that's I think um the exciting part of Ira is really give this tools we haven't had before um and I I think with this presentation too I think um the interventions we've not had that I mean it this is a very very and we a very comprehensive ensive um report so thank you very much and we as instruction curriculum um were we had the um you know privilege of had hearing this already before but um I just wanted to also um give um Mr Jarvis an opportunity because there was a very robust conversation about the science scores which again of concern that um no subgroup uh made it over 50% I just wanted you to have an opportunity because you provided some good feedback to us um at the committee level about what we're doing and what you're doing but again the interventions the strategies um what um you know Mr Gallow is speaking to about the fact that we have I ready and we have this New Jersey tiered support system I mean we have put in and this District um thank you to the administrative team to Dr bino I mean there's so much now that we are really looking at it looking at kids individually looking at cohort group groups and I mean it's it's just amazing stuff so I think we're going to have uh continue to have more and more um you know uh valuable reports going forward with very good information so thank you but I just want to give you that opportunity because it was a very robust conversation about science thank you um you know and I know you know from the science perspective I think the biggest Boom for us is going to be linkoln um because it is a standards based it's a skill-based um you know benchmark um we can Benchmark in each of our individual content areas we get that immediate feedback like we do we have the three benchmarks throughout the year so we can track that growth as well across all subgroups um whether it's a general or the subgroups themselves um and you know it's it is not predictive in nature yet in terms of what the NSA scores will be but we're working with that um as part of that process to to you know I guess to develop that algorithm for link it um but it does provide us that that you know rock solid evidence that you know these are the areas we need to strengthen and specifically more so for our subject area it's more so the skills our standards speak more of our skills um than they do our terms of our content all right thank you very much anyone else uh thank you Dr pavino because I know and and you look you look beautiful Dr V and Mr Jaris and Miss pway thank you very much for all your time