The most recent East Brunswick Board of Education meeting brought out frustration, emotion, and pointed criticism from members of the public over the district’s handling of test scores and student support. Parents took to the microphone to highlight concerns with equity, accountability, and the way special education and economically disadvantaged students are represented in district data.
Rachel Botnick Calls Out Testing Practices
Eyes on EB Rachel Botnick spoke, and her frustration was evident. She argued that the district’s reliance on uniform testing without differentiated instruction is at the core of declining scores.
“Two words: differentiated instruction. It’s lacking in this district,” Botnick said, noting that she had repeatedly emailed the board about this issue. She emphasized that students formerly placed in DLM testing were now pushed into the NJ SLA without adequate preparation or accommodations.
“These kids who were in DLM for years are now thrown into a different environment. That’s why your test scores are going down,” Botnick added. She pointed out that teachers are being forced to stick to rigid pacing guides, with little room to adjust instruction for special education, 504, or gifted students.
Her comments underscored frustration that systemic issues in instruction are being ignored while the district continues to lean on test results.
Clip From Rachel’s Portion
Antoinette Evola Speaks
When Antoinette Evola took the microphone, the emotion in her voice was unmistakable. She told the board she was disappointed and disrespected by the way the district presented student performance data, particularly separating children by income level.
“I was free and reduced lunch when I was in school, and I was very smart. That is the most biggest excuse I ever saw in my life,” she said.
Evola also raised concerns about racial disparities, pointing out that Black and brown students had only a 50 percent advantage in graduation rates. “Why are those children not a focus for everybody?” she asked.
She tied her concerns to her own family’s experience as the parent of a child with a 504 plan. She said too many parents are left in the dark about staff assignments and too many teachers lack the qualifications or training to meet students’ needs. “I have to constantly reach out to the teachers,” she said, adding that her son’s needs were often overlooked.
At one point, she pointed to her husband’s experience as proof that economic or language barriers should not be used as excuses. “My husband grew up in Palermo. He came here when he was 14. He didn’t speak English. He’s an ESL and he makes a lot of money,” she said, arguing that labels around poverty or language ability should not be used to explain away poor performance.
Her testimony reflected both anger at how the data was presented and the personal toll on families navigating the system.
Fran Snowise Pushes Accountability
Fran Snowise shifted the tone toward solutions. Rather than call for more money or new programs, she argued the district needs stronger accountability at the classroom level.
“What we need to be doing is holding the teachers accountable, which means our principals have to have a tight notch on what’s happening in the classrooms,” she said. Snowise urged the district to better use vice principals, seasoned teachers, and other existing resources to support instruction.
She pointed to past examples like the workshop model for math, which blended whole group, small group, and paired instruction. “That difference right there, same curriculum, same expectation—that was a teacher thing,” she said, noting that consistent implementation made the difference in whether the program succeeded or failed.
Her comments pressed the board to focus less on data presentations and more on leadership inside the schools.
Clip From Fran’s Portion
Dom Sclafani Demands Clear Answers
Finally, Dom Sclafani challenged the board to stop speaking in generalities and to provide clear, direct answers about declining scores.
“What is currently being done clearly isn’t working. The numbers are going down,” Sclafani said. He dismissed comparisons to past student groups as a “cop out” and called on the board to outline specific steps for improvement.
Clip From Dom’s Portion
