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Toms River officials credit districtwide attendance and behavior campaigns for measurable student gains
Summary
District leaders told the board that targeted attendance campaigns, tiered behavior supports and strengthened instructional processes produced significant reductions in chronic absenteeism and disciplinary incidents and measurable academic growth across grade levels in 2023–24.
District administrators presented year‑end results on May 23, saying consistent, districtwide campaigns and data‑driven instruction produced measurable improvements in attendance, behavior and early‑grade achievement.
"We truly believe that we can grow students from wherever they come to us and move them forward," the superintendent said, describing a coordinated set of interventions that included targeted communication to families, school‑level attendance committees, recognition for improved attendance and tiered academic and behavioral supports.
Officials described a district attendance initiative that combined postcards to families, school shirts and building campaigns (including a March Madness promotion) with targeted tier two and tier three interventions such as mentoring, one‑on‑one counseling and small‑group supports. Presenters said kindergarten chronic absenteeism fell roughly 11–12 percentage points and similar declines were recorded across other grades.
On behavior, the administration outlined a multi‑tier approach that couples monthly behavioral lessons and character education (tier one) with mentoring programs (tier two) and social‑work/effective school solutions support (tier three). A pilot transitional behavior classroom for kindergarten and first grade — described as a short‑term placement focused on academics plus sensory breaks and explicit social‑skills instruction — was expanded after promising early results.
The district reported year‑over‑year reductions in several disciplinary metrics: roughly a 22.5% reduction in aggressive incidents, a 16% drop in disruptive behavior, a 23% decrease in confirmed HIB investigations and a 2.5% decline in suspensions. Administrators said reductions in behaviour and improved attendance both contributed to more time on task and higher on‑grade performance.
Presenters tied those operational changes to instructional work: expanded teacher‑led professional development ("ignite" sessions), a new Leadership Academy for aspiring administrators and school teams that review assessment and classroom‑walkthrough data monthly to set targeted interventions. Officials said district reading and math diagnostics showed promising three‑year trends, with increases in students scoring on or above grade level on the district’s i‑Ready diagnostic.
Board members and staff emphasized the limits of the data source — i‑Ready is one snapshot rather than the state test — and said final validation will come with NJGPA/NJSLA results. The administration said they expect continued growth if current practices and supports are maintained.
The presentation concluded with a plan to broaden successful pilots (behavioral transition classrooms and expanded mentoring) and to roll out a kindness/citizenship campaign next year, alongside continued attention to leadership development and teacher collaboration.
