MATH

The essential intent of the Toms River Regional School District’s elementary mathematics program is to develop students who can think critically and collaborate creatively to solve problems in a diverse, global society.   In conjunction with Ready Classroom Mathematics, a discourse-driven, blended mathematics curriculum, our teachers provide rigorous instruction and activities built upon the New Jersey Student Learning Standards.  All learners develop mathematical content knowledge due to a strong emphasis on proper academic language.  By allowing students the opportunity to work through a productive struggle and providing them with multiple strategies to solve problems, teachers help our young mathematicians expand their conceptual understanding of mathematical processes.  Teachers are able to make formative decisions within the four major mathematical domains using real time data obtained through the iReady platform. This information helps educators differentiate and personalize classroom instruction for all learners.  Ultimately these instructional practices will foster our students’ abilities in problem solving, critical reasoning, and effective communication of their ideas.

ENGLISH LANGUAGE ARTS

We, the Toms River Regional School District, believe in fostering a love of reading through close analysis of culturally diverse texts that encourage all students to read, write, speak, listen and think critically. Students will be provided with rich content in the areas of history, science, literature, and the arts to support their learning. Multisensory approaches to reading during the primary grades allow students to build the foundation for studying a wide variety of texts. Using this foundation in reading, students are able to apply their skills to complex texts and develop their ability to write narratively, analytically and persuasively. Our district is committed to helping students develop critical thinking skills applied to reading, writing, speaking, listening and media analysis. Students will communicate effectively, collaborate thoughtfully and solve problems creatively. 

SCIENCE

The Toms River Regional School District believes in an inquiry based, child-centered approach to teaching science.  Using the New Jersey Student Learning Standards for Science as our framework, we utilize instructional platforms such as our TRRS Science Units, Mystery Science, Study Island, BrainPOP, and Science A-Z, to engage our young learners in meaningful activities that will inspire a love of science and the world that surrounds them.  

Our philosophy is to encourage students’ natural sense of wonder and create a learning environment and opportunities where they ask and answer questions and are actively engaged in scientific and engineering concepts.   We support, as well as challenge students, to grow as problem solvers, investigators, and data analyzers.  We cultivate children’s innate curiosity and excitement for science and help them apply this understanding to real-world phenomena and inquiries; all in an age-appropriate approach.  It is our intent that these early experiences will have a positive impact on their science education and motivation for lifelong learning.

PHYSICAL EDUCATION / HEALTH

The Toms River Regional School District is committed to providing students with a comprehensive, sequential Health and Physical Education program. With an emphasis on the connectedness among wellness, health and physical education, students will acquire the skills and knowledge necessary for understanding the benefits of maintaining a healthy, active lifestyle. In compliance with the New Jersey Student Learning Standards in Comprehensive Health and Physical Education, as well as corresponding Legislative Statutes, the program encompasses the key disciplinary concepts of personal and mental health, physical wellness, and safety. Essential components that comprise these areas and drive instructional practices include: 

• acting as a responsible and contributing member of society 

• building and maintaining healthy relationships 

• communicating clearly and effectively 

• conflict resolution

• attending to personal health 

• emotional, social and physical well-being 

• engaging in an active lifestyle 

• positive decision making 

• self-management 

• goal setting 

• using technology tools responsibly

As with all curricular areas, the role of the parent/guardian is instrumental to the success of the program. As we strive to continually ensure that students are supported, engaged, safe, and healthy, we will utilize our quality Health and Physical Education program to continue to contribute to the physical, mental, emotional, and social development of our students. 

VISUAL AND PERFORMING ARTS

Participation in the arts, both visual and performing, is an important part of a child’s learning and growing. TRRS recognizes this by providing opportunities for students to create, perform, produce, respond to, and connect with works of art through its elementary arts program.

From kindergarten through fifth grade, students attend weekly visual art and general music classes and can participate in chorus, band, and/or orchestra beginning in fourth grade. Students also explore media arts, dance, and theater integration through their academic and special area classes. 

Regularly participating in the district’s arts program, also allows students to better understand who they are, build self-esteem, develop an understanding of the world in which we live, become creative and critical thinkers, learn to value diversity, build relationships and collaboration skills, and learn responsible decision-making. All skills needed to meet the challenges of an ever-changing world and workforce. 

WORLD LANGUAGE

Philosophy: World languages education provides learners with the essential language skills and cultural understandings in languages other than English necessary to live and work in a global, culturally diverse world.  It is imperative that TRRS provides educational opportunities in foreign language curriculum to support a new generation of Americans who are competent in other languages and cultures and are fully equipped to compete and succeed in a global economy.   

Mission: It is the mission of the World Language department to expose all students to the study of a second language enabling individuals to communicate face-to-face and by virtual means in appropriate ways with people from diverse cultures. World Language learning in Toms River Schools is designed to prepare students for a global economy by possessing the skills to become culturally aware citizens, empathetic towards varied cultural backgrounds, and flexible in cross-cultural interactions. Students will become proficient in the target language through instruction in the areas of speaking, listening, reading and writing and through authentic practice and cultural connections.  Our proficiency goals are consistent with the standards set forth in the American Council for the Teaching of Foreign Languages (ACTFL).

Vision:  Language learners are encouraged to take risks using the target language in a safe, collaborative environment that prepares them to communicate in a global world with people from diverse cultures, appreciating equally diverse perspectives. An education in world languages fosters a population that:

• Cultivates communication and cultural understanding in more than one language with the levels of language proficiency that are required to function in a variety of occupations and careers in the contemporary workplace. Exhibits attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and that enhances cross cultural communication. 

• Participates in local and global communities with people who speak languages other than English to address social justice issues and other global problems. 

• Values language learning for its long-term worth in advancing personal, work-related, and/or financial success in our increasingly interconnected world.

CHILD STUDY TEAM / SPECIAL EDUCATION

Office of Special Education Mission Statement: To provide specialized and individualized education to all students in the least restrictive environments

Toms River Regional School District collaborates with New Jersey Coalition for Inclusive Education (NJCIE) on best practices in Special Education. Child Study Teams evaluate students’ needs and prepare Individualized Education Plans to include special education students in the least restrictive environment.  Teams tailor accommodations, modifications and services to meet the needs of the student. Special Education Teachers and Related Service providers individualize skills through specialized instruction and multi-sensory strategies. Special programs include supplemental curriculum geared toward student growth and success with measurable data. The special education department includes families in IEP development and services.  Family networking is provided through Special Education Parent Advisory Group (SEPAG).  

GIFTED AND TALENTED PROGRAM/BASIC SKILLS

Toms River Regional Schools is committed to nurturing every student’s unique talents, interests, and abilities. In order to fulfill our mission, our staff members get to know students both academically and personally, while integrating their interests into learning experiences within and beyond our classrooms. Staff members utilize formal and informal assessment data to plan meaningful learning activities that allow our students to reach beyond their current level of understanding, which creates a strong academic foundation while also fostering the development of self-confidence in our learners. Our comprehensive approach to meeting the needs of our diverse learners allows us to maximize the academic, social, and emotional growth of each student as they participate in appropriate academic challenges in our classrooms. 

Gifted and Talented

For students that demonstrate specific academic strengths, our elementary curriculum model contains enrichment suggestions and increasingly complex questions and activities that are utilized by our faculty members to provide students with differentiated learning opportunities in all content areas. 

Bright learners thrive in the differentiated classroom, whereas truly gifted learners, who make up about 5% of the school population, may require additional modifications to their academic program to meet their unique needs. For these learners, a variety of K-5 programs aligned to the National Association for Gifted Children programming standards enable students to apply and accelerate their skill set through experiences beyond the general education classroom in the areas of mathematics, English language arts, research and exploration, and critical thinking skills. These programs and the qualification criteria are further outlined in our district Gifted and Talented Program Guide.

Basic Skills

For students in need of remediation related to the New Jersey Student Learning Standards, our elementary curriculum model contains suggestions for academic support and differentiation in all content areas.  

Through the evaluation of multiple data points, students may qualify to receive targeted, explicit instruction in the essential, research-based components of reading: phonological awareness, phonics, fluency, vocabulary, and comprehension. In an effort to ensure that our youngest have appropriate language comprehension and word recognition skills as they become fluent readers, students in grades 1-3 receive approximately 3-4 intervention periods per week.  In grades 4 and 5, students receive approximately 1-2 intervention periods per week. Using a systematic, repetitive, multi-sensory instructional approach, our staff works with students in small groups to develop deeper reading and comprehension skills.  Ongoing progress monitoring using student reading levels and the CORE Phonics Survey ensures that students are maximizing growth and literacy achievement.

Title One Basic Skills

In accordance with the Elementary and Secondary Education Act (ESSA), a legal document that  requires that all schools receiving Title 1 funds, schools must provide all students a significant opportunity to receive a fair, equitable and high quality education and to close educational achievement gaps.

Title One schools in Toms River Regional Schools have programs, activities and procedures for both students and parents.    Notification of rights and responsibilities of all stakeholders is communicated through a Right to Know letter distributed the first week of school.    

Parents will have the opportunity to attend a school meeting and have multiple opportunities throughout the school year to be involved.   The involvement of families is crucial to the academic success and well-being of all students.   Families working together with schools to foster a high regard for education, build self-confidence, strive for success make the school community a thriving and productive place. 

Parent Programs will be communicated throughout the year by the Title One staff in each school.  

Students in the elementary grades participating in Title One services will receive instruction using materials designed by the 95 Percent Group.  The program design provides aspiring readers and writers with an intensive, small group environment to close achievement gaps in both reading and writing based upon the science of reading.  95 Percent Group teachers phonics explicitly, allowing students to crack the literacy code.  Throughout the program, students are continually assessed both formally and informally to help teachers adjust their instruction to meet the needs of the student and help them grow exponentially.

A review of assessments and academic growth determines if students enter, exit or stay in the program after each trimester using criteria set by the district.  

GUIDANCE / SOCIAL & EMOTIONAL LEARNING

Toms River Regional Schools’ students will develop self-awareness and a strong social network to build a positive self-image, enabling them to make good choices and continue to develop coping skills and strategies to increase resiliency. Our community is committed to providing opportunities and resources in pursuit of lifelong learning.

Guidance                                                                                                                                                                                

Guidance intervention consists of check-ins, group and individual sessions, and collaboration with the community and staff to ensure all students feel safe in their environment.  The counselor's role is to work with children on an individual basis or in small group sessions, and consult with teachers, parents and school administration.  The counselor helps children with many difficulties and adjustments.  Children may be referred to the counselor by a teacher, the school administration, the child's parents or guardian, or by a self- referral.  If it is felt that the counseling will require more than one session, the counselor will request that the parents or guardian sign a consent form for the counselor to continue seeing the child.

What is SEL?

Social emotional learning (SEL) is the process through which children and adults acquire and apply the knowledge, attitudes, and skills necessary for being a healthy adult. This includes problem-solving skills, communication and understanding, as well as teaching kids to embrace diversity and build healthy relationships that will last well into adulthood. These tools will help guide our students to manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions. Guidance intervention consists of check-ins, group and individual sessions, and collaboration with the community and staff to ensure all students feel safe in their environment.

INTERVENTION AND REFERRAL SERVICES

The Intervention and Referral Services (I&RS) Committee provides academic and/or behavioral assistance to individual students through a problem-solving group that consists of social workers, Board Certified Behavior Analysis, teachers, counselors and administrators.  Multi-tiered systems of supports provide a framework of interventions that allow students to progress towards individualized goals. Families are invited to become active members of the committee as plans are developed and progress monitoring is reviewed.  Students are encouraged to take steps in becoming independent learners through using goal sheets to complete classroom tasks.  School resources such as counseling and other related services will also be provided if necessary.

RELATED SERVICES

Candidates for school based related services would be determined after a formal evaluation, which can be recommended following a routine screening or parent referral.  School based therapy is designed around providing students access to their education and navigating the school environment.

Homework assignments are very important as a follow-up of work done each day in the classroom.  Students should be conscientious in completing homework assignments and take pride in doing them neatly, accurately, and consistently. 

With the wide range of ages and abilities, it is impossible to tell you exactly how much time must be spent each day on homework.  Students in grades 1-5 will generally have some form of homework on a daily basis (reading, writing, math, studying, etc.).  However, the following guidelines have been established by our staff and should help you to determine if your child is completing his/her homework assignments:

1.   Assignments in grades 1 and 2 will take approximately 10-20 minutes daily.

2.   Grades 3 through 5 assignments will take approximately 30 minutes daily.

3.   Long term assignments, such as reports, compositions, projects, etc., are considered above and beyond regular homework assignments.  

4.   Assignments are expected to be completed and returned on their due date.

5.   Your guidance and assistance during the completion of homework is encouraged.

Standards-Based Report Card

A standards-based report card provides a measure of how well each student does in relation to the New Jersey Student Learning Standards.  One benefit of a standards-based report card is that it provides a comprehensive snapshot of each students’ strengths and weaknesses.  The report card is designed to inform you about your child’s progress.

Throughout each trimester, learning targets are routinely assessed.  Teachers use assessment results to track student’s progress, give appropriate feedback, and adapt instruction to meet individual needs including remediation and enrichment.  Standards-based grading provides a framework to regularly measure student progress.

Approach to Assessment

Common Benchmark Assessments have been created for all elementary schools to establish a baseline.  Using this data, our teachers are able to assess how well our students are doing and then can adjust instruction accordingly.  Our students will, in turn, have a concrete way to measure their own progress.  They will be able to set achievable goals and make plans to successfully improve their performance.

Additional assessment strategies will be used throughout the trimesters.  These multiple methods will provide data that can be combined with classroom  participation and the teacher’s own observations.  Student involvement is an important component of student learning. Assessments are an intrical part of growing students as they progress through their learning path.