Parents, advocates press Evesham schools for literacy overhaul and transparent screening data

Parents and literacy advocates urged the Evesham Township School District Board of Education to overhaul its literacy screening and core instruction, saying local benchmark results conflict with state assessments and calling for greater transparency and time‑bound implementation.

Amanda Gaunt, speaking for "Evesham parents for improved literacy outcomes," told the board that "for 3 consecutive years, Evesham has missed literacy state targets" and that "last year, only 1 in 2 students achieved literacy proficiency." She criticized the district's continued use of the FMP benchmarking system, saying it is misleading when compared with state test results: "If so many students are in level according to FMP, why are you only half proficient on the state test?"

Chris Dione Ali, representing a local literacy advocacy group, said recent I-Ready screening results for kindergarten through grade 3 show students falling short on phonics, phonological awareness and other foundational skills. He said the evidence indicates the problem stems from core instruction rather than interventions, and he urged the board to take three specific actions: publish K—A03 I-Ready results and intervention/referral data; require a time‑bound implementation plan with monthly progress reports from curriculum leadership; and adopt a structured, evidence‑based core literacy program.

In committee reports, Ms. Fox, the curriculum committee chair, said the district is seeking an independent auditor to review the literacy curriculum, instructional materials and classroom practices. She said there is "no definitive timeline" yet but that the district is in the process of identifying a third party to perform observations and curricular review.

Speakers tied the issue to district resources and accountability. One commenter noted the district's budget figure while urging faster action: "With a $100,000,000 budget, our students deserve updated resources," one speaker said.

Discussion vs. decision: These comments and committee remarks were part of public comment and committee reporting; the transcript records no formal board vote changing curriculum policy at this meeting. Board members did not take a formal vote on any of the public demands during the session.

Why it matters: Literacy assessment and instructional choices affect K—A08 learning pathways and special education referrals; advocates said current benchmark practices misrepresent student needs and request district-level transparency and an evidence-based instructional core.

What the board said it would do: Superintendent Dr. Smith and committee members acknowledged the concerns; Ms. Fox described the ongoing search for an independent auditor, and the superintendent said staff would follow up after the meeting.