0:00A detailed presentation of the New Jersey Student Learning Assessment (NJSLA) results dominated the meeting. The assistant superintendent provided an analysis of English language arts and math assessments across various grades. While the district’s performance generally matched or exceeded state averages, concerns arose over third-grade scores falling below state benchmarks, despite fourth and fifth grades outperforming them. A particular emphasis was placed on the recovery of scores, which had dipped during the pandemic years but are now showing signs of improvement.

17:33In reviewing demographic performance, the board highlighted achievement gaps among racial groups, with Black and Hispanic students underperforming compared to their Asian and white peers. Additionally, gender disparities were noted, with female students outperforming males in English Language Arts. The board acknowledged these gaps and emphasized the need for continuous monitoring and targeted interventions to support improvement.

The discussion also addressed the performance of students in mathematics, particularly focusing on eighth-grade scores. It was reported that a notable improvement occurred due to an internal policy ensuring students who passed Algebra 1 could advance only if they passed state assessments. This strategy reportedly increased the passing rates from 27% to between 80% and 84%.

30:53Concerns surrounding the state science assessments were another focal point. The board noted that the district’s performance in science was notably low, mirroring a broader trend seen across high-performing districts. The validity and efficacy of the state science assessments were questioned, as many districts have reported similar underperformance despite generally strong academic records.

The board also reviewed programmatic needs, particularly for English Language Learners (ELLs), students qualifying for free and reduced lunch, and those with special education needs. The complexities faced by multilingual learners, who must simultaneously learn English and academic content, were highlighted. The district is striving to enhance support mechanisms for these students to better address their unique challenges.

An innovative scheduling approach was introduced with the “win” period, offering students personalized intervention or enrichment opportunities. This period aims to cater to individual student needs and enhance learning outcomes. Additionally, middle school students now benefit from extra periods dedicated to English language arts and math, further supporting targeted interventions.

Looking ahead, the board aims to implement various strategies to bolster student performance, including professional development for teachers and enhanced communication between elementary and middle school educators. The adoption of document-based questions in social studies classes aims to improve critical thinking and writing skills, while the Amplified science program seeks to strengthen science education delivery.