Data-Driven Strategies: Moving All Students Forward on the NJSLA-ELA

This workshop provides educators with data-driven instructional strategies designed to enhance student performance on the NJSLA-ELA assessments. Through an in-depth review of performance data, participants learn how to identify and address common student challenges, especially for those "on the bubble." The session emphasizes the importance of understanding NJSLA question formats and rigor, analyzing writing performance, and embedding test-aligned practices within regular instruction. Participants engage with tools and strategies that can be implemented immediately to help move all students toward proficiency.

• Difficulty interpreting and responding to NJSLA question types and rigor.
  
  
• Low performance and engagement with writing tasks, especially due to lack of structure and support.
  
  
• Inadequate instructional alignment with assessment standards and expectations.
  
  
• Struggles of "bubble students" to make gains without targeted intervention and scaffolding.

1. Analyzing and Utilizing Assessment Data
   Teachers will gain skills in reviewing NJSLA evidence statements, identifying trends in student performance, and interpreting standard-specific data to tailor instruction. This includes analyzing top/bottom performing standards and writing performance factors to develop a focused instructional plan.
   
   
2. Embedding NJSLA-Aligned Strategies in Daily Instruction
   Participants will explore practical methods for integrating NJSLA-style reading and writing tasks into everyday lessons, along with leveraging digital item libraries and creating custom activities aligned with tested standards.
   
   
3. Strengthening Writing Instruction through High-Leverage Practices
   Teachers will learn to support student writing with strategies such as unpacking prompts, synthesizing texts, scoring practice using rubrics, and using graphic organizers. Emphasis is placed on modeling, pre-writing, and using real student samples to improve both confidence and competence in writing tasks.