An Educated Public vs. a Poorly Trained School Board

UPDATE October 17, 2018 Article re: Choice - Another communication from a person concerned about the mandated Advanced Placement rule at DMHS. People are beginning to read for themselves. This is encouraging.

Good morning,

I would like to gain clarity on the policy of having freshman mandated to take AP biology. It is my understanding that students have no options in which Biology class they take. It is also my understanding that almost 35% of the students taking this class are passing , which leaves a huge percentage (65%) of students failing the class. What is being done to assist the majority of students who are failing this class to find success? I know that peer tutoring is an option. There is also an option of going for morning tutoring on Monday and Friday mornings with the classroom teacher where no instruction is being provided just students sitting with a study guide. Why are there no options in class selection such as Biology Honors? Are we systematically setting are students up for failure, or even planning their exits out of the Academies? As the only option that has been given is AP Biology or leave the Academies. Is this all or nothing policy common place in other schools? I received confirmation from the schools guidance department that this is the policy and it is really upsetting as the main goal when educating students is to help them achieve academic success. 

 The College Board( Advanced Placement Program) states: In what year of high school should students take AP Biology? Depending on the program sequence, most students enroll in AP Biology during their junior or senior year. Since a first course in biology and a first course in chemistry are often prerequisites, this allows time for completion of those courses and also gives students time to gain math and laboratory skills. However, there are some schools that teach AP Biology at the sophomore level with no introductory biology course and highly motivated students have been very successful. The most important factor in student success seems to be maturity and motivation. Juniors often outperform seniors, especially as graduation time nears and "senioritis" sets in. -- Carolyn Schofiel . This was taken directly from the College Boards website. 

As a parent and teacher I am very displeased with the current policy and have a lot of questions that I would like answered with exact data as to how and why  your policy is good for the students. 

Read for yourselves.....Don't take our word for it.......

The College Board

Policy: Appropriate Grade Levels for AP Courses

https://secure-media.collegeboard.org/apc/Appropriate-Grade-Levels-for-AP-Courses.pdf

Waiting to meet the "New Safe Schools Resource Officer" for the EPSD?

UPDATE: I ASKED THE SUPERINTENDENT OF SCHOOLS WHAT THE HOLD UP IS REGARDING THE HIRING OF A SCHOOL RESOURCE OFFICER.

HIS ANSWER WAS THAT THE BOARD OF EDUCATION IS SPLIT.

MY QUESTION TO HIM WAS: HOW CAN THEY BE SPLIT ON FOLLOWING THE LAW?

It is becoming very tiresome standing before our Board of Education asking for things that are included in the law and getting empty promises of assurances that issues are being taken care of. The School Resource Officer is only one of these issues. We have been assured, by the Superintendent, on several occasions that the Staff is being trained to function as School Resource Officers. I see no sign that this is really being done. That answer also does not seem adequate when reading the Law. What say you?

This blog has been dubbed the "Englewood Inquirer", by some School Board Members, because folks would have you believe that I post fake news. Am I also posting fake NJ Laws? Do any among you know what happens when a school is deemed unsafe? Do you understand what parents are able to do when that unwanted designation is used by the state to describe a school? I will be clear here, this blogger does not want DMHS or any other School in the EPSD to be designated as an "Unsafe School". Read this attached article. It is guaranteed NOT FAKE NEWS https://www.state.nj.us/education/students/safety/behavior/usco/policy.pdf

The LAW - ftp://www.njleg.state.nj.us/20042005/PL05/276_.PDF

18A:17-43.1  Training course required for service as safe schools resource officer , liaison to law enforcement.    Input keywords "School Resource Officer" in the form after clicking the link.

   3. a. Following the development of the training course pursuant to subsection a. of section 2 of P.L.2005, c.276 (C.52:17B-71.8) or 180 days following the effective date of this act, whichever occurs first, a board of education shall not assign a safe schools resource officer to a public school unless that individual first completes the safe schools resource officer training course.

   b.   Following the development of the training course pursuant to subsection a. of section 2 of P.L.2005, c.276 (C.52:17B-71.8) or 180 days following the effective date of this act, whichever occurs first, a board of education shall not assign an employee to serve as a school liaison to law enforcement unless that individual first completes the safe schools resource officer training course.

   c.   A person who is assigned to a public school as a safe schools resource officer prior to the effective date of P.L.2005, c.276 (C.52:17B-71.8 et al.) or assigned to serve as a school liaison to law enforcement prior to that date shall not be required to complete the safe schools resource officer training course developed by the Police Training Commission pursuant to subsection a. of section 2 of P.L.2005, c.276 (C.52:17B-71.8), but may in accordance with that section. 

   L.2005,c.276,s.3.

NJ Regulations governing Safe Schools Resource Officers -

52:17B-71.8  Training course for safe schools resource officers, liaisons to law enforcement. Input keywords "School Resource Officer Training" after clicking the link.

   2. a. The Police Training Commission in the Division of Criminal Justice in the Department of Law and Public Safety, in consultation with the Attorney General, shall develop a training course for safe schools resource officers and public school employees assigned by a board of education to serve as a schoolliaison to law enforcement.  The Attorney General, in conjunction with the Police Training Commission, shall ensure that the training course is developed within 180 days of the effective date of this act. The course shall at a minimum provide comprehensive and consistent training in current school resource officer practices and concepts.  The course shall include training in the protection of students from harassment, intimidation, and bullying, including incidents which occur through electronic communication.  The course shall be made available to:

   (1)   any law enforcement officer or public school employee referred by the board of education of the public school to which assignment as a safe schools resource officer or school liaison to law enforcement is sought; and

   (2)   any safe schools resource officer or school liaison to law enforcement assigned to a public school prior to the effective date of P.L.2005, c.276 (C.52:17B-71.8 et al.).

   b.   The training course developed by the commission pursuant to subsection a. of this section shall be offered at each school approved by the commission to provide police training courses pursuant to the provisions of P.L.1961, c.56 (C.52:17B-66 et seq.).  The commission shall ensure that an individual assigned to instruct the course is proficient and experienced in current school resource officer practices and concepts.

   c.   The commission shall award a certificate to each individual who successfully completes the course.

   d.   The Police Training Commission, in consultation with the Commissioner of Education, shall adopt rules and regulations pursuant to the "Administrative Procedure Act," P.L.1968, c.410 (C.52:14B-1 et seq.), to implement the provisions of this section.

L.2005, c.276, s.2; amended 2010, c.122, s.15.

Back To The Future!!!

Here we go again.......Flashback

School  Board Meeting
Thursday
November 15, 2018

Do your children's teachers have a
contract?

#1, #2 and William Feinstein

William Feinstein 

(Write in Candidate) for Englewood Board of Education

To my Englewood Friends & Family

Re: Englewood Board of Education Election 

November 6th –
William Feinstein – Write in Candidate!

After attending the candidate’s night for the Englewood Board of Education, I was disappointed but sadly not surprised by what I heard from most of the candidates. There are five candidates running for three positions, two are incumbents running for re-election, Molly Craig-Berry and George Garrison. They have served on the Board of Education for 6 & 9 years respectively. During the evening, they attempted to spin their so-called successes and advocacy for better Englewood Schools during their tenure. In fact, they are running under the slogan, B.E.S.T “Better Englewood Schools Today”. I find this ironic since most of their votes have done anything BUT create better schools.

Actions speak louder than words! So lets take a look as some of their actions.

This year they voted to eliminate the Zone Program at the Middle School, Eliminate Dual Language and Language immersion in the lower grades, eliminate the position of Vice Principal & Assistant Principal positions and eliminated over 30 staff members for “so called” economic reasons. Those same economic reasons did not prevent them from approving and voting to reward the superintendent with a bonus payment of $30,000 for achieving goals that, quite frankly, are part his regular responsibilities as Superintendent. In addition, they voted to approve and have already spent over 3 million dollars…and counting, in legal fees for tenure charges that have twice been rejected by the state. This money could and should be used for resources to provide our children with the education they deserve, not lawsuits. How do you square their campaign rhetoric of “better schools” with the actual votes they have cast? You cannot!

Ms. Craig-Berry and Mr. Garrison have had the opportunity to do the right thing and have failed our district and our Children. They do not deserve to be re-elected.

Mr. Donovan Rodriques is running with Ms. Craig-Berry and Mr. Garrison. He has put great effort in promoting his campaign rhetoric on social media, but when put to the test last night, he failed. He clearly demonstrated he is ill prepared and lacks the knowledge of the challenges this district faces. It was clear that he has no idea what the responsibility and role of a school board member is. In fact, he stated in his closing remarks that he is qualified because he reads a lot and as an entertainment lawyer, he reads a lot of screenplays. What??? The last thing we need is more characters acting as School Board Members.

Mr. Rodriques, Ms. Craig-Berry and Mr. Garrison are also being supported by some individuals who have floated the idea of privatizing the Englewood Public School District. This is unacceptable! I cannot in good conscience support/vote for any of the above candidates. I know many of you feel the same.

The final two candidates, Juan Berrios and Howard Haughton, demonstrated their integrity and independence. They strongly believe in doing what’s right, following the law and ensuring that ALL children are afforded the best education possible. We cannot continue with the status quo, it is not right and frankly is unfair to our children and our community.

With all that being said, I have decided to announce my candidacy as a write in candidate for the Englewood Board of Education. I would ask that you type my name as a “personal choice” as your third candidate for the Englewood Board of Education.

I ask all my family and friends to vote November 6th. Spread the word... We can and must do better!

VOTE!

#1 Juan Berrios
#2 Howard Haughton

Personal Choice
William Feinstein (Write in Candidate)

No Choice In A School Choice District?

I recently received an email from a Dwight Morrow High School student who wants the public to weigh in on recent changes that have upset a large number of High School Students and their Parents.

Today, another student informed me that the high school principal is not allowing students to drop AP Honors courses that they never signed up to take in the first place. There were tears involved. Now why would a high school administration deny a student's request to switch out of an AP Honors course that they never selected and do not want to continue? 

AP Honors is not a course that students are normally forced to take, not even in the Academy@Englewood. Several School Choice students complained at a Board meeting earlier this year about being forced to take an AP Biology course even if their major was Law and Public Safety. At the time, I thought this was unfair, but I never dreamed that they would also force students in the Comprehensive High School to also take AP courses in the 9th grade. I was wrong. The College Board does not recommend this practice.

"...Educators should be mindful of the following when considering offering AP to younger students. AP courses are rarely offered in 9th grade, and exam results show that, for the most part, 9th grade students are not sufficiently prepared to participate in a college-level course. Therefore, the College Board believes these students would be better served by coursework focusing on the academic building blocks necessary for later, successful enrollment in college-level courses. Many college admissions officers support this position, feeling that students should not be rushed into AP coursework, but should instead develop the necessary skills and conceptual understandings in foundational courses prior to enrolling in AP. AP coursework completed in 9th grade is not often deemed credible by the higher education community...." https://secure-media.collegeboard.org/apc/Appropriate-Grade-Levels-for-AP-Courses.pdf

In my quest to answer this burning question, I ran across an article in the NY Times that gave me pause....

"Who Benefits From the Expansion of A.P. Classes? Millions of federal and state dollars are spent each year on increasing the number of Advanced Placement classes in low-income majority black and Latino high schools. Is this a benefit to the students or a payday for the testing company? https://www.nytimes.com/2017/09/07/magazine/who-benefits-from-the-expansion-of-ap-classes.html"

The following overview (in italics) was taken directly from the College Board website. Links from various other sources were provided by the writer:

-----------------------------------------------------------------------------------------------
"...The Advanced Placement Program enables willing and academically prepared students to pursue college-level studies while still in high school. The program consists of college-level courses developed by the AP Program that high schools can choose to offer, and corresponding exams that are administered once a year...."

Fast Facts

• There are 38 AP courses in seven subject categories.
• Each AP course is modeled on a comparable introductory college course in the subject. 
• Each course culminates in a standardized college-level assessment, or AP Exam.
• AP Exams are given in May each year at testing locations all over the world.
• Schools must be authorized by the AP Course Audit to offer approved AP courses and use the AP designation.
  
  

Benefits

Taking AP courses and exams can help students:

• Stand out on college applications. AP courses on a student’s transcript show that they hve challenged themselves with the most rigorous courses available to them. Success on an AP Exam shows that they are ready for college-level coursework.
  
  
• Earn college credit and/or skip introductory courses in college. Most four-year colleges and universities in the United States—as well as many institutions in more than 100 other countries—grant students credit, placement, or both for qualifying AP Exam scores.
  
  

How It Works

Teachers Design Their Own AP Courses

Peter Schwartz,
husband to Elisabeth Schwartz who now serves
on the Englewood School Board.
Click this link and read his Biography.

The AP Program does not supply syllabi for AP courses. What we supply is a detailed set of expectations about what content a college-level course in that subject should cover. AP teachers design their own syllabi with these standards in mind. (They can also choose to use existing, approved syllabi.) We review each course design through a process called the AP Course Audit before authorizing your school to call the course “AP.”)

AP Exams Assess Knowledge and Skills Learned in the Course

Each AP course concludes with an AP Exam. These assessments are designed by the same expert committee that designed the course. The exams are scored on a scale of 1 to 5 by college and university professors and experienced AP teachers. Many U.S. colleges offer credit for AP Exam scores of 3 or higher.  AP Exams are administered at authorized schools and test centers.

.

Which Students Should Take AP?

Elisabeth Schwartz, current
School Board Member

All students who are willing and academically prepared to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses.

The College Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.

Certain AP courses have prerequisites. For example, students taking AP Biology should have completed high school courses in Biology and Chemistry.  Check the individual course pages to see this information.

Who Can Teach AP?

There are no formal requirements or mandatory professional development for teachers of AP courses, with the exception of teachers of AP Seminar and AP Research, who must complete a summer workshop and online training.

However, even if it’s not required for your course, we strongly recommend that AP teachers take part in professional development in their subject area before teaching the AP course for the first time, and periodically thereafter..."

---------------------------------------------------------------------------------------------------------------------------

Have our home grown Englewood students been deprived of the privilege of taking honors classes in order to insure a bigger payday for a testing company? 

Believe me I did not like finding that the husband of one of the School Board Members is Chief Risk Officer and General Counsel for the College Board. 

This situation has the appearance of impropriety.

I am in favor of allowing ALL students equal access to AP courses. I am not in favor of forcing any

student to take an AP Honors course. I am totally not in favor of eliminating honors courses and replacing them with AP Honors Courses. The practice of forcing unsuspecting and ill prepared 9^th graders into several AP classes is not a best practice.  I also understand the notion of setting the bar higher for ALL students.  When we don’t have the necessary supports in place to make sure students can be successful, we are ultimately doing a disservice to the students, their families and the entire educational system. 

Additionally, AP Bio has had roughly a 60% passing rate nationally.  In Englewood, over the past 4 years (according to the September 2018 presentation to the Board of Education), the passing rate on the same test exam is roughly 36%.  Also from that presentation, the highest passing rate (47% passing) over that time was when the previous administration (those who had bogus tenure charges pressed upon them) devised best practices to aid in success. 

Some Private schools are actually getting rid of AP classes and some prestigious colleges no longer accept AP course credit.  Why?  It is puzzling as to why some Public Schools servicing largely low income, African American and Latino students are pressing for more AP Honors courses.

"...Some prestigious colleges have stopped giving academic credit for AP tests scores...Specifically, she says students lack skills in research, writing, and evidence-based analysis. Schneider says the general problem of college readiness “raises questions about whether the courses students took in high school, that might’ve been labeled AP or dual enrollment, were really providing students the preparation in writing and research that college itself will emphasize. Different institutions are making different judgments about that.”... "https://www.marketplace.org/2013/02/20/education/more-colleges-stop-giving-credit-ap-exams

If that is not alarming enough, the current administration also modified the master schedule so that each class is 5 minutes shorter so that they could have a failed experience of a unit lunch period.  While 5 minutes may not seem like a lot, when you take it over a 180 day schedule, there are 900 less minutes of instructional time to complete the curriculum.  You would think that the administration would learn from this and go back to the previous schedule.  However, in their infinite wisdom, they decided to have TWO homeroom periods; one in the morning and one in the afternoon.  This is a way that “Genesis” may keep track of attendance!   Again, our students take the hit caused by mismanagement.  I have made lots of jokes about "Genesis", a computer software program being our Robot Attendance Officer. Well, Well....

"...experts say it's important for families to consider how colleges use such credits. Depending on your school of choice, your efforts might save thousands of dollars — or nothing.." https://www.cnbc.com/2017/05/04/study-up-scoring-ap-credit-for-college-isnt-easy.html

At a time when schools across the country are lengthening class periods, DMHS class periods have

Robert L. Kravitz

been shortened. When Teaneck High School went to block scheduling we were presented with what was called the "rainbow schedule". We actually experimented with several different schedules, each being assigned a different color. At the end of the experiment, teachers, students and administrators voted for the color they liked best. Everyone was afforded the privilege of participation. We chose a color and went to the block schedule. My classes grew from 45 minute to 90 minute blocks. Some classes were shorter than 90 minutes . Our Scheduler, a guidance counselor, worked out the schedule for the entire high school, by hand, on a "white board" attached to a wall in the Guidance Office.  I taught Dance and Choreography.  For the first time ever, I was able to teach a real world dance class in a public school. 

The Current Board of Education

When it is all said and done, our Superintendent recommended and our School Board voted to deprive Englewood students of the privilege of taking honors classes. Right now there is an 8th grade Science class at the Middle School that has a different substitute nearly every day. Now tell me, do you think the students in this class will be prepared to take AP Biology in the 9th Grade? Will these students be sufficiently prepared to take regular high school Biology in the 9th grade?

The Englewood School Board should overturn this decision immediately. 

The Principal at the High School should allow any child out of AP Honors who produces a letter from his/her parents giving them permission to leave the class. Contrary to what some people think
students do have rights under the Law and so do their parents. Students cannot be forced to take AP Honors courses. Why are our children being set up to fail?

Have these courses even passed the AP Course Audit?