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NJSLA Results:�Spring 2025 Administration

�Manalapan-Englishtown Regional Schools

October 14, 2025

�

Measuring College and Career Readiness

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Presenters

Jodi Pepchinski

Assistant Superintendent of

Curriculum &

Human Resources

Kurt Abel

Supervisor of Instruction

& English Language Arts

Kim DiMarco

Supervisor of Special Project

Kerry Marsala

Supervisor of Science

& Social Studies

MaryJo Botrous

Supervisor of Mathematics

Lisa Reiser

Supervisor of Special Education

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NEW JERSEY’S STATEWIDE ASSESSMENT PROGRAM:

NEW JERSEY STUDENT LEARNING ASSESSMENT

2019 marked the 1st administration of the New Jersey Student Learning Assessment (NJSLA). Prior to such, it was the PARCC.
Students took the NJSLA - English Language Arts in grades 3 – 8.
Students took NJSLA - Mathematics Assessments in grades 3 – 8 and End of Course Assessments in Algebra I and Geometry.
Students took NJSLA - Science in grades 5 and 8.
Notes:

Data throughout this report has been rounded to the nearest whole number.
An asterisk (*) indicates that the population of students represented is less than 10. Valid records that have n-size <10 are suppressed and are not reportable as to not potentially identify students.

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English Language Arts

(ELA)

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MANALAPAN-ENGLISHTOWN REGIONAL SCHOOLS�2025 SPRING ENGLISH LANGUAGE ARTS NJSLA

PARTICIPATION - Number of Students Tested

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	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8
District	460	465	542	492	605	570
Clark Mills	86	94	118	--	--	--
Lafayette Mills	90	74	118	--	--	--
Milford Brook	79	96	95	--	--	--
Taylor Mills	102	92	102	--	--	--
Wemrock Brook	103	109	109	--	--	--

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MANALAPAN-ENGLISHTOWN REGIONAL SCHOOLS�2025 SPRING ENGLISH LANGUAGE ARTS NJSLA

STATE, DISTRICT, AND SCHOOL GRADE-LEVEL OUTCOMES

% AT MEETING + EXCEEDING PROFICIENCY LEVELS

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	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8
State	45%	54%	53%	56%	57%	57%
District	69%	78%	76%	80%	77%	81%
Clark Mills	71%	77%	81%	--	--	--
Lafayette Mills	58%	86%	79%	--	--	--
Milford Brook	63%	73%	65%	--	--	--
Taylor Mills	70%	80%	75%	--	--	--
Wemrock Brook	82%	77%	80%	--	--	--

Data throughout this report has been rounded to the nearest whole number.

As you will see, we are well above the state averages across the grade levels. Grade 3 continues to be an area of focus, and our Supervisor of ELA will is continuing to work closely with administration and teachers at these grade levels. However, there was a significant increase from the prior year. What is interesting to note is that the grade 5 group of students entered into K in the 2020-2021 school year. As you may recall, we had implemented a 2.5 hour day for these students and did not have our traditional full day program due to the pandemic. Grade 5 students were in kindergar when schools closed and went to virtual asynchronous instruction in March 2020; this group of students were in grade 1 during the 2020-2021 school year. They were on a hybrid schedule until December that year when we brought them back for everyday 4-hour days. They received additional support in the afternoons from their teachers virtually. Foundational skills are heavily focused upon in K and 1 reading instruction was impacted. With that being said, the grade 3 percentage of 59% was comparable to the 2018 percentage of students in grade 3 in MERS who were at the meet/exceeds level for ELA. At that time in 2018, there were 58% of students at the meet/exceeds level for ELA. -- and those students would not have had any interruption. We are also collaborating with the regional schools to strategize.

Last year, the grade 3 percentage for meet/exceeds proficiency was 59%. That group of students -- are now grade 4 students. As you will see from above, the district data for grade 4 is at 77% for meets/exceeds. From grade 3 to grade 4 there was a 16% increase in proficiency.

Our focus continues to be two-fold -- evaluating the instruction at grade 3 and individualizing instruction and working on growth with these third graders who will be in Grade 4 next year.

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COMPARISON OF MANALAPAN-ENGLISHTOWN REGIONAL SCHOOL DISTRICT’S�SPRING 2019, SPRING 2022, SPRING 2023, SPRING 2024, & SPRING 2025�NJSLA ADMINISTRATIONS�ENGLISH LANGUAGE ARTS - PERCENTAGES

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On this slide, a comparison of five years is noted for the performance by grade level. Note that this information consists of different groups of students. We use this information in various ways, including identify which areas from last year were in need of re-evaluation and to use that information to help guide planning this year. More importantly, it is also used to evaluate the performance and to support the needs of their current students to understand what their new cohort of students need. I would like to note that Grade 3 is right where we were in the pre-pandemic in 18-19; Grade 4 is higher and Grades 6, 7, and 8 are higher, consistent, or within three percentage points. GOverall, we remain somewhat consistent with increaseses or slight decreases for all grades from 1-3 percentage points. The exception to this is grade 5 which saw a decrease of 5 percentage points but it is important to note that this same cohort also saw a decrease of 6 percentage points last year. A decrease could be the difference of a handful of students at each school not meeting proficiency levels. Our continued goal and focus is to evaluate our subgroups, particularly where students were within 10-15 percentage points from proficiency. For all students, our goal is to strive for growth.

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COMPARISON OF MANALAPAN-ENGLISHTOWN REGIONAL SCHOOL DISTRICT’S�SPRING 2019, SPRING 2022, SPRING 2023, SPRING 2024, & SPRING 2025

NJSLA ADMINISTRATIONS�ENGLISH LANGUAGE ARTS - PERCENTAGES

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Students in the cohort group took all the tests in the sequence presented. Students in the non-cohort group missed at least one

test in the sequence presented and are most likely students who transferred in or out.

On this slide, our data focuses on cohorts of students. This is the same group of students -- as we follow them year to year. In almost every instance as noted above the cohort increased from one grade to the next in its percentage of proficiency.

This slide identifies two groups of students -- “cohort” and “non-cohorts.” Students in the cohort group actually took all the tests in the sequence presented. Students in the non-cohort group missed at least one test in the sequence and are likely students who transferred in or out. Our focus on this slide is on the bars labeled as “cohort.” We need to pay very particular attention to students who were not included in the cohort and are labeled as non-cohort students to see why there was a decrease. We are evaluating the special programming needs of these students as those numbers can vary year to year.

We are confident that by focusing and drilling down into the data, we will be able to see continued growth with our cohorts as the proceed grade to grades. Teachers will continue to use assessment data to evaluate instruction, pacing of lessons, and to identify individual student strengths and areas of focus to provide targeted support to help students not just as a whole, but individually.

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COMPARISON OF MANALAPAN-ENGLISHTOWN REGIONAL SCHOOL DISTRICT’S�5 YEAR NJSLA ADMINISTRATIONS�ENGLISH LANGUAGE ARTS/LITERACY

SUBGROUP - Race/Ethnicity

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COMPARISON OF MANALAPAN-ENGLISHTOWN REGIONAL SCHOOL DISTRICT’S�5 YEAR NJSLA ADMINISTRATIONS�ENGLISH LANGUAGE ARTS/LITERACY

SUBGROUP - Program

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MATHEMATICS

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MANALAPAN-ENGLISHTOWN REGIONAL SCHOOLS�2025 SPRING MATHEMATICS NJSLA

PARTICIPATION - Number of Students Tested

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	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Alg I	Geo.
District	461	465	544	492	547	329	220	81
Clark Mills	86	94	119	--	--	--	--	--
Lafayette Mills	91	74	118	--	--	--	--	--
Milford Brook	78	97	95	--	--	--	--	--
Taylor Mills	103	91	103	--	--	--	--	--
Wemrock Brook	103	109	109	--	--	--	--	--

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MANALAPAN-ENGLISHTOWN REGIONAL SCHOOLS�2025 SPRING MATHEMATICS

NJSLA STATE, DISTRICT, AND SCHOOL GRADE-LEVEL OUTCOMES

% AT MEETING + EXCEEDING PROFICIENCY LEVELS

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	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Alg. I	Geo.
State	50%	47%	44%	40%	39%	21%	38%	56%
District	79%	79%	69%	66%	58%	38%	95%	99%
Clark Mills	78%	79%	71%	--	--	--	--	--
Lafayette Mills	85%	91%	81%	--	--	--	--	--
Milford Brook	74%	72%	61%	--	--	--	--	--
Taylor Mills	73%	77%	57%	--	--	--	--	--
Wemrock Brook	83%	78%	73%	--	--	--	--	--

Data throughout this report has been rounded to the nearest whole number.

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COMPARISON OF MANALAPAN-ENGLISHTOWN REGIONAL SCHOOL DISTRICT’S�SPRING 2019, SPRING 2022, SPRING 2023, SPRING 2024, & SPRING 2025

NJSLA ADMINISTRATIONS�MATHEMATICS - PERCENTAGES

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COMPARISON OF MANALAPAN-ENGLISHTOWN REGIONAL SCHOOL DISTRICT’S�SPRING 2019, SPRING 2022, SPRING 2023, SPRING 2024, & SPRING 2025

PARCC and NJSLA ADMINISTRATIONS�MATHEMATICS - PERCENTAGES

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Students in the cohort group took all the tests in the sequence presented. Students in the non-cohort group missed at

least one test in the sequence presented and are most likely students who transferred in or out.

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COMPARISON OF MANALAPAN-ENGLISHTOWN REGIONAL SCHOOL DISTRICT’S�5 YEAR NJSLA ADMINISTRATIONS�MATHEMATICS

SUBGROUP - Race/Ethnicity

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COMPARISON OF MANALAPAN-ENGLISHTOWN REGIONAL SCHOOL DISTRICT’S�5 YEAR NJSLA ADMINISTRATIONS�MATHEMATICS

SUBGROUP - Program

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Science

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MANALAPAN-ENGLISHTOWN REGIONAL SCHOOLS�2025 SPRING SCIENCE NJSLA

PARTICIPATION and

NJSLA STATE, DISTRICT, AND SCHOOL GRADE-LEVEL OUTCOMES

% AT PROFICIENT AND ADVANCED PROFICIENT PERFORMANCE LEVELS

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	Grade 5 (Participation - Number of Students Tested)	Grade 5 (% Proficient + Advanced Proficient)	Grade 8 (Participation - Number of Students Tested)	Grade 8 (% Proficient + Advanced Proficient)
State	--	30%	--	19%
District	543	45%	573	30%
Clark Mills	118	47%	--	--
Lafayette Mills	118	53%	--	--
Milford Brook	95	36%	--	--
Taylor Mills	103	38%	--	--
Wemrock Brook	109	51%	--	--

Data throughout this report has been rounded to the nearest whole number.

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COMPARISON OF MANALAPAN-ENGLISHTOWN REGIONAL SCHOOL DISTRICT’S�SPRING 2019, SPRING 2022, SPRING 2023, SPRING 2024, & SPRING 2025�NJSLA ADMINISTRATIONS�SCIENCE - PERCENTAGES

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COMPARISON OF MANALAPAN-ENGLISHTOWN REGIONAL SCHOOL DISTRICT’S

5 YEAR NJSLA ADMINISTRATIONS

SCIENCE

SUBGROUP - Race/Ethnicity

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COMPARISON OF MANALAPAN-ENGLISHTOWN REGIONAL SCHOOL DISTRICT’S

5 YEAR NJSLA ADMINISTRATIONS

SCIENCE

SUBGROUP - Program

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*

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District Factor Grouping

(DFG)

Trends

Based on a SAMPLE of LinkIT Partner District

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Comparisons to GH/I/J

District Factor Groups (DFG)

Using a Sample Size from LinkIt’s Partner Districts

NOTE: MERS is in the GH DFG.

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COMPARISONS TO GH/I/J DISTRICT FACTOR GROUPS (DFG)

USING A SAMPLE SIZE FROM LINKIT’S PARTNER DISTRICTS

NOTE: MERS is in the GH DFG

ENGLISH LANGUAGE ARTS

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COMPARISONS TO GH/I/J DISTRICT FACTOR GROUPS (DFG)

USING A SAMPLE SIZE FROM LINKIT’S PARTNER DISTRICTS

NOTE: MERS is in the GH DFG

MATHEMATICS

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COMPARISONS TO GH/I/J DISTRICT FACTOR GROUPS (DFG)

USING A SAMPLE SIZE FROM LINKIT’S PARTNER DISTRICTS

NOTE: MERS is in the GH DFG

SCIENCE

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English Language Arts

Program Highlights

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English Language Arts

Achievements & Areas of Focus

Areas of Achievement

The district continues to exceed the state average in all grade levels.
All cohorts improved from last year.
Non-cohorts improved in Grades 3, 4, 6, and 8.
When reviewing standards and skills, the district exceeded the state average in all areas for all grade levels.

Areas of Focus

Explicit instruction on the following skills:

Point of View
Text Structure
Theme
Main Idea
Visual Graphics

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English Language Arts Program Highlights

2024-2025

Grades K - 2

Implemented decodable reading assessments in first grade
Continued to develop and revise lessons in sentence composition to address writing foundation standards

Grades 3 - 5

Implemented whole class, grade level novels
Designed lessons that addressed writing in response to reading (select buildings)
Began training teachers in a knowledge building curriculum
Developed sentence composition and phonics lesson for third grade and provided teacher training to address reading and writing foundational standards

Grades 6 - 8

Reviewed new programs to support new pedagogical practices and standards
Began training pilot teachers using Savvas MyPerspectives language arts program

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English Language Arts Program

Plans & Interventions

2025-2026

Grades K - 5

Continue to focus on skills in need using grade level text
Piloting Great Minds Arts & Letters (knowledge building program) in two classrooms per grade level
Implementing full year sentence composition lessons, phonics lessons, and high-frequency words in third grade
Formally adopted grade-level, classroom novels in Grades 3 through 5

Grades 6 - 8

Piloting Great Minds Arts & Letters (knowledge building program) in Grade 6
Piloting Savvas MyPerspectives in Grades 6 through 8
Teachers are attending training focusing on vocabulary and morphology which aligns with future programming

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Mathematics

Program Highlights

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Mathematics Achievements & Areas of Focus

Areas of Achievement:

Percentage of district students who met or exceeded proficiency levels in Grades 3-8 outscored state percentages by 17% to 57%
Percentage of district students who met or exceeded proficiency levels in the areas of modeling and reasoning in Grades 3-8 outscored state percentages by 7% to 47%
99% of students attained the meeting/exceeding proficiency levels in Geometry
Across all cohorts, there was an increase in the foundational skills that were mastered from the previous school year
All cohorts increased in their performance on modeling and reasoning tasks across Grades 3-8

Areas of Focus:

Focus on place value in fifth grade
Emphasis on geometry standards

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Mathematics Program Highlights

2024-2025

Grades K - 5

Continued the implementation of a multi-tiered system of supports (MTSS)/Response to Intervention (RTI)
Monitored the implementation of multiple mathematics-based technology programs

IXL (skills practice): 622,840 Problems Solved
Reflex Math (fluency): 5,930,000 Facts Solved
ST Math (problem solving): 4,272,641 Problems Solved

Provided professional development focused on Math Labs and Spaced Learning Over Time (SLOT) lessons

Grades 6 - 8

Continued the implementation of a multi-tiered system of supports (MTSS)/Response to Intervention (RTI)
Updated scope and sequence of advanced math classes
Professional development in Math Labs and Small Group Instruction

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Mathematics Plans & Interventions

2025-2026

Grades K - 5

Facilitate the use of spiraling, mathematical visualization, and application strategies
Provide opportunities for teacher attendance at the Association of Mathematics Teacher of New Jersey (AMTNJ) Conference
Increase opportunities for personalized instruction
Provide additional professional development in number sense routines and modeling and reasoning instructional practices

Grades 6 - 8

Facilitate the use of spiraling, mathematical visualization, and application strategies
Provide opportunities for teacher attendance at the Association of Mathematics Teacher of New Jersey (AMTNJ) Conference
Increase opportunities for personalized instruction
Provide additional professional development in modeling and reasoning instructional practices
Update and review revised scope and sequences

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Science Program Highlights

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Science Achievements & Areas of Focus

Areas of Achievement - Grade 5

The percentage of students at the meets/exceeds proficiency levels increased 1%; the district outperformed the state average by over 15%.
Performance has steadily improved since testing resumed in 2022.
The district has maintained or increased in every subgroup with the exception of two.
Notable growth was exhibted for ML students in attaining a meets/exceeds proficiency level.
Increased performance was noted in 5 out of the 6 Disciplinary Core Ideas (DCIs) and Science & Engineering Practices (SEPs) categories.
Notable growth was evidenced in ALL DCIs ranging from 14%-17%.

Areas of Achievement - Grade 8

The percentage of students at the meets/exceeds proficiency levels increased 5%, while the meet/exceed percentage for the entire state in Grade 8 remained stagnant.
Grade 8 outperformed the state average by 11% as compared to 6% last year.
The percentage of students at the meets/exceeds proficiency levels is the highest its been since the inception of the assessment in 2019.
The district has maintained or increased performance in every subgroup with the exception of one; and has maintained or increased performance in every DCI and SEP category.
Notable growth was exhibited in the areas of Earth & Space Science and Life Science.

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Science Achievements & Areas of Focus

Areas of Focus

Based on both teacher surveys conducted in the spring and an analysis of the subscores, physical science will be an area of overall focus for the district’s science program. While scores indicate that district maintained or increased proficiency in both tested grade level, it was the lower area of our growth areas.
Grade 5 saw a decrease in the Sensemaking Practices subscore indicating the need for a greater focus in this area (Developing/Using Models, Analyzing/Interpreting Data, Constructing Explanations/Defining Solutions).
While Grade 8 maintained proficiency in Critiquing Practices, subscores indicated that this area could be an area of focus (Engaging in Argument from Evidence, Communicating Information).

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Science Program Highlights

2024-2025

Grades K-8

Grades 6-8: Inner Orbit Data Analysis/Planning

Shared webinars with a focus on using the platform to move us from analysis to action
Analyzed assessment results during meeting
Used as a teaching tool - September PD session

Grades K-8: Professional Development Feedback

Survey Information will be used to drive future PD opportunities.
NOTE: Teacher feedback matched assessment data for areas of strength and focus

Professional Development Opportunities

NGSS Summer Institute Grant Secured

A teacher attended and presented a Kindergarten NGSS Refresher/Workshop sharing ideas and best practices from her week long experience

NSTA March Conference Attendance

Two Grade 3 teachers attended and presented “NGSS: Science Notebooks” to all teachers in grade 3 with a focus on developing models (an area of focus)
One Grade 5 teacher attended and will present NGSS science strategies to teachers during the November PD day
Two Grade 8 teachers attended and will present physical science strategies using materials they learned about and received this fall.

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Science Program Plans & Interventions

2025-2026

Grades K - 8

Continue to use PLCs for analysis of both NJSLA and InnerOrbit data to identify patterns and improvements to our overall program in grades 4-8. (Ongoing)

Expand more intensive guided data analysis to grade 5 (PD in September)
Encourage greater use of the InnerOrbit platform for formative assessments and lesson integration. (PD in September)

Create structured PLC activities to analyze data and plan instruction around areas of focus in elementary grades. (Based on PLC calendar)

In grades 3-8, share newly released constructed response samples for analysis and potential integration into lessons and formative assessments

Project Lead the Way

Train new staff / Provide refresher training based on needs survey
Implement in-district trainers for both initial training and potential refreshers

Provide professional development in the area of Physical Science, Sensemaking Practices, and Critiquing Practices.

Examine current curriculum for micro-training opportunities.
Turn-key training already took place in grades K, 3, 5 based on spring PD opportunities provided

Professional development on current science programs will be available as needed via district catalog.

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Special Education Program Highlights

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Special Education Achievements

& Areas of Focus

Areas of Achievement

Overall, the percentage of students who met or exceeded expectations remained consistent in all three tested subject areas (English Language Arts, Mathematics, and Science).
There were increases in the percentage of students at meets/exceeds proficiency levels in English Language Arts at Grades 4 (10%), 5 (4%), and 8 (2.5%).
There were increases in the percentage of students at meets/exceeds proficiency levels in Mathematics at Grades 4 (24%) and 5 (7%).

Areas of Focus

The district will continue to increase the Least Restrictive Environment (LRE) at every grade level
The district will continue to provide grade level professional development to teachers.
Supervisor will analyze assessment data by specific grouping and skills and share with teachers to assist in planning for instruction in order to increase achievement

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Special Education Program Plans & Interventions

2025-2026

Continue to collaborate with district supervisors to ensure that all teachers receive grade level professional development and that students across the district have equitable access to the same instructional materials
Provide guidance to teachers on how to support students in the general education setting
Provide support to teachers on how to use district assessment data along with data from STAR Assessment to drive instruction
Pilot Goalbook to assist with aligning IEP goals to grade level standards
Continue to incorporate grade level novels at every grade level
Support teachers in the usage of math technology programs such as IXL, Reflex Math, and ST Math
Wemrock Brook is participating in year two of the Systematic Change Grant through the New Jersey Inclusion Project (NJIP)

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English as a Second Language Plans & Support

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ESL Program Highlights

2024-2025

Curriculum

All ESL curriculum was revised and adopted to include the new ELA NJ Student Learning Standards for the 2024 - 2025 school year.
Implement multisensory instruction through Project Read Phonics/Comprehension/Writing
Utilize Lexia Core/ Lexia English (oral language component) at school and home
Designed benchmark assessments to determine English language proficiency and track progress towards WIDA standards

Administrators and Staff Professional Development

Culturally and linguistically appropriate instruction for MLs
Adaptational strategies and appropriate assessments for MLs

Teachers with Multilingual Learners

15 hours of online Sheltered English Instruction training
WIDA resources including Proficiency Level Descriptor classroom posters and booklets

ESL Teachers

Project Read training
Collaboration with the RTI department/Problem Solving Team

Parents/Guardians

Parent Advisory Committee may be attended in person or via Google Meet
Title III Newsletter

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ESL Program Plans & Interventions

2025-2026

The percentage of students at the meets/exceeds proficiency levels increased in ELA, Math, and Science

ESL Curriculum and Assessments

State Assessment Updates

WIDA Screener/WIDA Alternate Screener for determining eligibility & WIDA Model/ACCESS for exit

ESL provided daily and equivalent in duration to one class period
Designed as supplemental instruction; Multilingual Learners (MLs) do not miss any core content instruction

Professional Development and Supports for Administrators and Staff

Ongoing PD focused on culturally and linguistically appropriate instruction for MLs
All content teachers of MLs and all new staff members receive 15 hours of Sheltered English Instruction (SEI) training
WIDA resources provided, including Proficiency Level Descriptor posters and classroom booklets

Parents/Guardians

Parent Advisory Committee meetings are accessible both in person and virtually via Google Meet
Title III Newsletters distributed 4 times/year with key district and ESL information (e.g., important dates, ESL curriculum, technology guidance, testing details)
Family Night reintroduced to promote engagement and support for ML families

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Problem Solving Team/

Response to Intervention Plans & Supports

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Problem Solving Model/Response to Intervention Program Highlights

2024-2025

Problem-Solving Team

The following forms were updated to streamline the process

Request for Reading Support
Request for Mathematics Support
MERS Problem Solving Referral
Problem-Solving Team Data Collection Form

Collaboration with the ESL teachers to support MLs

Response to Intervention - Reading

Revised “If, Then Intervention Protocol”
Revised Tier 1 Plan Templates - Comprehension for grades 3-5 and 6-8
Revised Tier 2 Plan Templates - Phonics & Comprehension
Created RTI IXL-Reading Benchmarks and Progress Monitoring Assessments for grades 4-8, encompassing each round of RTI
Revised the ELA Essential Standards to align with new ELA NJ Student Learning Standards in grades K-8

Response to Intervention - Mathematics

Created “If, Then Intervention Protocol”
Aligning and linking a plan, baseline assessment, and progress monitoring assessments to each math standard identified in the “If, Then Protocol” for grades 1-8
Developing a Tier 2 Scope and Sequence for each grade level
Developing Tier 2 Baseline and Progress Monitoring Assessments for each targeted standard/goal
Revised Tier 2 Plan Templates to align with the Scope and Sequence and the Progress Monitoring cycles

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Problem Solving Model/Response to Intervention Program Plans & Supports

2025-2026

LinkIt Intervention Manager

Currently being piloted at Clark Mills and Wemrock Brook Schools
Interventionists (Math RTI, Reading RTI, Speech, Guidance) attended an introductory PD session in June, where intervention plan creation was demonstrated
Teams from Math & Reading RTI, Speech, and Guidance created banks of intervention goals and strategies
Professional development for Problem Solving Teams was held in late September
First PD session for classroom teachers took place during the October PD day
Second PD session for classroom teachers is scheduled for the November PD day
Full implementation of the pilot is expected to begin in Round 2 (February)
PSM process and tiered interventions will be moved to this platform

Mathematics and Reading Interventions

"If,Then Procedures" were revised by both departments to align with the updated district assessments
Math RTI is implementing Innovamat, a new, hands-on, inquiry-based math program designed to target specific skills and promote deep conceptual understanding through active problem solving

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Questions

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