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Parents and teachers press Toms River board on low state test results, I-Ready and bullying
Summary
Several public commenters said state test scores at some schools are low and questioned the district’s reliance on I-Ready and enrichment programs; teachers defended the instructional use of assessments and the district described supports and policy changes to address bullying.
At the Oct. 16 Toms River Board of Education meeting, parents and teachers used public comment time to press the board on persistent low state test scores at some schools, the district’s use of the I‑Ready platform, and ongoing concerns about bullying.
A parent, Christa Whitaker of South Toms River, cited published state test numbers at her child’s elementary school and said she was worried programs labeled as enrichment were being used in place of direct instruction. She reported that in reading proficiency at her school the meeting transcript recorded: third grade 15.2% (7 of 46), fourth grade 19.4% (12 of 62) and fifth grade 25.5% (14 of 55).
Teachers who spoke defended the district’s approach. Robin Goodzac, a teacher at Intermediate North, said staff use I‑Ready diagnostically as one of multiple tools and described summer and in-school interventions to address learning gaps. Kim General Davis, a High School North teacher, rejected allegations that the school had been used for partisan rallies and described PLLE (political and legal education) class practice of inviting speakers from across the political spectrum for classroom discussion.
Bullying and student safety Several commenters raised bullying as an immediate concern for students’ daily experience. One resident described instances affecting his daughter and asked what the district could do. District leaders pointed to the new kindness and social-emotional programs and the updated PE/locker-room policy that will allow students to opt out of locker-room use when they feel unsafe or uncomfortable. Officials offered to follow up directly with families to provide individualized supports.
Next steps and follow-up Board members and administrators invited stakeholders to schedule follow-up meetings to review school-specific plans. The administration offered to sit down with concerned parents to review targeted interventions and to share additional data and resources regarding assessment use, I‑Ready’s role, and supports for students with IEPs.
