New Jersey Statutes, Title: 18A, EDUCATION
Thursday, January 13, 2022
Wednesday, January 5, 2022
On January 6, 2022 @ 7 PM, the Englewood School Board will assemble and reorganize. The School Board will go through the motions of electing a new President and Vice President. This will probably be discussed and decided in the Closed Session Meeting taking place at 6 PM the same day. The formal vote will take place Publicly in the Zoom meeting at 7 PM.
Update: Well, I missed that one. It wasn't discussed in close session. We had to watch that. Dear Board of Education. Do that in closed session. I don't think we have a Vice President. I have not heard so many well-placed abstentions in a long time. We shall see what comes of it. While they figure that out, WE have to keep our attention on the important things.
There are other positions that the Board of Education should Appoint or Reappoint during this meeting. 2 of these positions are extremely important to Residents, Students, Teachers and Staff. These positions are Medical Inspector and Psychological Examiner. We should question whether or not these positions are filled and if these persons are working with the Health Staff of the District.
We are still in a Pandemic. Who are the members of our Pandemic Response Team? Do we have a centralized Pandemic Response Team or does a Team exist in each school building? Is our Medical Inspector involved in this team? Is our Psychological Examiner involved in plans to remediate Mental Health issues that may have arisen because of isolation, overuse of technology, or feelings of anxiety among students?
At the last School Board Meeting, the Interim Superintendent apologized to the Public for not being a Medical Professional. Okay, apology accepted. Now use the Policy below to support the Appointment of a Medical Professional who will work closely with the District Nurses and Administration while consulting with the local Health Department and reporting directly to you. We are in the middle of a Health Emergency. We need to see that more is being done. We want to be able to trust that the Board of Education and the Superintendent are willingly putting forth an effort to develop a centralized District Health Office that will make sure that protocols are created and followed consistently. We want assurances that previous existing acute illnesses, such as severe asthma are not being ignored, because our nursing staff is overwhelmed with covid responses. We want our nurses to feel confident that they have PPE that is comparable to that used in ICU across the country. We want our Health Professionals to feel confident that they are safe while working with our children.
Below is Policy including statutes pertaining to the appointment of District Health Professionals. More than ever, we must demand compliance in this area.
Date Edited: November 2019
N.J.S.A. 18A:17-2, 17-5
17-3 Tenure of janitorial employees17-4 Reduction in number of janitorial employees17-5 Appointment of secretary of board of education; terms; compensation; vacancy.
For the purpose of enforcing the provisions of this article, the board of education of each school district and the board of education of each county vocational school shall appoint a suitable number of qualified persons to be designated as attendance officers, and shall fix their compensation; except that if a county attendance officer or officers are appointed for any county, any district board of education of such county may be exempt from the appointment of a local attendance officer if such exemption is approved by the county superintendent. Each board shall make rules not inconsistent with the provisions of this article and subject to the approval of the commissioner, for the government of the attendance officers.
Revised: November 14, 2019
Friday, December 17, 2021
The BOE has spoken. Joseph Armental and all of the administrators in our District need our support. It is unfair to expect that the normalization of mediocrity and failure that has pervaded, persisted, and plagued us for years is going to dissipate in an instant—and we need to be forthright in our admission we have developed a culture of mediocrity and failure. Instead, we need a change of ethos that is the result of a shared desire for revolutionary change in our District.
For this, we must create strategic, mission-centered, data-driven plans, with benchmarks and dates, because we have very serious issues before us. We urgently need strong academic leadership on all levels.
We must find a way to infuse Mathematics and Language Arts throughout our curricula with all deliberate speed. In this effort, we should note the immense connectivity between the Fine and Performing Arts and Mathematics, as well as all other disciplines.
The data that are before us beg our attention and concerted efforts. We need to question very seriously the veracity of labeling a program as “Gifted” when 90% and more of the students are in need of remediation. Instead of fancy labels and slick talk, we need to emphasize the basics. Sports is a great metaphor for this. No team wins without a firm mastery of the fundamentals.
The same is true with any subject matter. Acquisition of the foundational behaviors is critical to sustained success. Continuing with the metaphor, teams succeed when the members practice and perfect their crafts to the utmost of their abilities and work together for a common goal (pun intended).
In order for us as a school district to reroute from this unwelcome path, we need everyone to take ownership of tasks before us. We must admit readily that no one person has all the answers or abilities, and we must never be hesitant to seek the expertise of those who are knowledgeable and have proven track records.
Additionally, we must cease our uncritical acceptance of premises that are current falsehoods. The data show that some of our notions about the promise of the extant choice programs to elevate academic performance at the high school are, at best, inconclusive. This is not to suggest the elimination of choice programs, but to suggest a continuous review of their viability and purposes for our District and to develop data-driven benchmarks for them.
More than I can express here, I want THE Dwight Morrow High School to gleam academically. Together, we can make this happen. “Once A Raider, Always A Raider!”
Submitted With Much LOVE—Lynette Adrian Bickham
Saturday, November 20, 2021
(1) What are the attendance data for each school?
(2) And for the high school, what are the period-by-period attendance data?
(3) What are the teacher observation data for each school--is there any correlation between the high marks that teachers earn and student performance? Are teachers receiving stellar marks while there are glaring student performance deficits?
(4) What are the demographic data for the teachers along the areas of student performance?
(5) What are the data that measure the effectiveness of In-Service / Professional Development--how has student achievement improved or stagnated as a result?
(6) What are the data for the frequency of principals visiting classroom--not for formal observations, but to get a sense of what actually is going on in the schools?
(7) What are the data for the time allocated for collaboration among teachers of the same subject to share in best practices? (
(8) What are the data for the methodology of choosing principals for our schools to ensure that they are academic leaders and that they have the opportunity to share best practices with one another?
(9) What is the ecumenical outreach? What are the data regarding partnerships with our local houses of worship fostering their assistance in community outreach?
(10) What are the data regarding the delivery of support to our students who still are displaced from Hurricane Ida?
(11) Do the curricula guides exist and what fidelity is there to implementation? How is this measured?
(12) What is the per capita student spending and what is the itemized list of deliverables?
(13) With these troubling levels of performance, are individualized strategies indicated for each student, teacher, and administer?
(14) What are the strategies between the feeder and the receiver schools to ensure readiness as students transition from one campus to another?
(15) What are the data on teacher-student ratios? Are smaller class sizes indicated?