A significant portion of the meeting was dedicated to the discussion of recent test scores in grades three through eight. There were notable improvements in certain grades, such as a 29% increase in third grade proficiency levels. Fourth graders showed a 44% proficiency level, a figure deemed significant by board members. However, the transition from fifth to sixth grade was highlighted as an area of concern, prompting discussions about a transition plan as part of a grant proposal to better support students during this critical shift from elementary to middle school.

The math scores presented a more complex picture. While algebra scores were praised with 94% of students passing, the overall eighth grade math outcomes were troubling. It was noted that the high achievement of algebra students may skew the perception of general eighth grade performance. Concerns were raised about the sharp increase in students scoring at level one, from 13% in seventh grade to 30% in eighth grade.

Comparative data against state averages showed mixed results. Third grade ELA passing rates were slightly above the state average at 53%, while fifth grade scores were more favorable at 55% compared to the state’s 44%. However, eighth grade ELA scores were cause for concern, with only 18% passing, leading to questions about the efficacy of state testing standards. The board identified a need for improvement in writing skills within ELA, emphasizing the importance of context when interpreting these scores.

In addressing special education outcomes, there was a commendable reduction in the percentage of students at level one in third grade. However, notable performance gaps remained, especially in math, where no students in certain special education categories achieved the highest level of proficiency. The board discussed teaching methods aimed at improving student outcomes, including error analysis and direct instruction in small groups. Plans to enhance instructional strategies were also mentioned, such as using questions from past tests as daily warm-ups to better prepare students.

In an effort to further support students, the board discussed the introduction of a new adaptive testing system, the NJSLA, set to replace the existing Pearson assessment. This change aims to better measure student proficiency by adapting to each student’s ability level, providing more accurate data on their understanding of the material. The presenter expressed optimism about the new system, suggesting that it would allow for a more tailored assessment experience, thereby offering data that could more effectively guide student support.

The board also explored the idea of after-school academic intervention programs, noting a positive response from teachers willing to participate. A board member shared a successful early morning tutoring model from their past experience, which could serve as a blueprint for similar initiatives in East Rutherford. The idea of rotating teachers and students in these programs was discussed to maintain engagement and effectiveness.

Community engagement was another focal point, with an update from the East Rutherford PTA representative detailing successful membership growth and fundraising efforts. The PTA’s active role in organizing events like trunk-or-treat and a Thanksgiving feast was highlighted.