Public School Parents Must be Involved in the High Stakes Testing Hearings!

Reblogged from Save Our Schools NJ.... 

Please click here to let Governor Christie and NJ Education Commissioner Hespe know that the commission they are creating to review testing in New Jersey must include public school parents concerned about high-stakes testing, and that the commission must hold public hearings across the state.  

The commission will be appointed soon and we want the Governor and Commissioner to know that the people of New Jersey are watching!
BACKGROUND

Thanks to your calls, emails, letters and testimony, A3081/S2154 (the anti high-stakes standardized testing legislation), received overwhelming, bipartisan support in the New Jersey Assembly (74 yes; 4 no; 2 abstentions), and was poised for an equally strong, bipartisan vote in the New Jersey Senate (the legislation has 5 Republican and 8 Democratic Senate sponsors).
The A3081/S2154 legislation would create an independent, expert task force that includes public school parents, to hold statewide public hearings and thoroughly examine alternatives to high-stakes standardized testing; student data privacy concerns; implementation and cost of the new PARCC test and Common Core; and teacher evaluation.  The legislation also freezes for at least two years all the punishments associated with the PARCC test, for students, teachers and public schools.

Instead of agreeing to sign A3081/S2154, Governor Christie issued an executive order.  Unlike the legislation, the executive order is very limited in its scope.  It calls for a quick review of "the quality and effectiveness of student assessments administered to K-12 students" and "recommendations on the volume, frequency, and impact of those assessments" and of the Core Curriculum Content Standards.
The executive order also gives Governor Christie complete control over who serves on the commission and does not require that public school parents be involved, or that the process include any public input. 

Please click here to let Governor Christie and Education Commissioner Hespe know that the people of New Jersey are watching and expect the commission to hold statewide public hearings to enable commission members to hear from New Jersey residents; and that the commission must include public school parents who are concerned about high-stakes standardized testing.

Your energy and passion are why the A3081/S2154 legislation moved so quickly and with so much bipartisan support.  This is only the first step in a broader campaign against high-stakes standardized testing.  Please stay tuned for information regarding additional legislation and other actions.
Thank you!

                                              How are the Children?

The Academy Way: Is There a Super Hero In Your Mirror?

The Parent Partnership Association (Academy Parents mostly from out of town) are still calling for the removal of the high school Principal and Administration. They have some nerve to complain that the Assistant Principal does not exist online. They complained that he is not prominent on the Englewood Public School District website. It seems they want someone famous. Wow.

Now that is really reaching. Mr. Armental does not maintain the website. These people have been endowed with too much power. They are making demands that should be ignored. They are costing us an awful lot of money. No one has been able to show where Englewood Cliffs pays to educate their children at all. That needs to end. We are paying to educate their children and they are demonizing ours.

Did you know that teachers in the North building (the main building with the tower) are not allowed to teach honors courses?

Did you know that if a child from Englewood does not wish to declare a major in the 8th grade that they set themselves up to be chastised, demonized and looked down upon for the rest of their high school careers. Academy students must choose a major and stick with it through graduation. They have no choice. It takes more courage to just say "No" than to backstab any and everyone in order to be accepted.

Any Englewood Resident students who excel in subjects must be subjected to the Academy Way. Only Academy teachers are allowed to teach honors. How many of you think they are better teachers than DMHS teachers? If all of you raised your hands, you are right. They are not. It is a known fact that the Academy way discriminates against Englewood students.

Academy teachers have been allowed to reject STEM Education Programs when the entire world is embracing STEM Education.

Academy teachers are resistant to change. The program is 12 years old and has undergone very little change except that they have squandered over 30 million dollars and lost funding. Now the entire district suffers because of the Academy Way. They are stagnate, old fashioned and some are plain old lazy. There it is...

Academy teachers and out of town Parents have been allowed to have too much power. They are above the law. In any other School district their actions would be deemed insubordination. Increments (raises) would be withheld and teachers would be brought up on tenure charges. In Englewood, they are heroes, because the people you elected indulge them. You are paying them to dis you and your children every single day. That is the Academy Way.

Why do 5 members of our Board of Education allow teachers to run the entire district into the ground. The Academy Way is ruining the education of Englewood students all the way down to Pre-Kindergarten. Your tax dollars is funding this indulgence. Howard Haughton and his supporters must be called upon to justify this obvious slight of Englewood voters.

Out of town Academy Parents stand up for their "Academic Segregation". They have been indulged by

people that you elected. They have been funded by your tax dollars and based on their actions, they despise you and your children.

When are Englewood Academy Parents going to stand up for Equal Opportunity in Education for their own children?  

You may begin by demanding the dismissal of the teacher sleeping on the table during the school day that has gone viral among students, teachers, administrators, parents, community members and school board members. Who knows, it may have been during her preparation period and she is allowed to catch a nap during that time. What is good for one is good for another. It is time you started to collect information and to fight for yourselves and your children. There is no Superman or Batman waiting in the wings to lead you. You must find the heroes in your own mirrors. You have more reason to protest than they do. You also have more power. It is time you started to use it.  Stop the vicious cycle. Protest with the full force of your being. It is a Civil Rights Violation of every single child in the district. It is illegal. It is damaging your children. It is against Englewood's own school policy that must be enforced by the Superintendent of Schools.

We need a leader. We need a good Superintendent who can shut these people down. They are running our school district and damaging our children.

Hang in there, Mr. Armental and DMHS Administration. There are more of us who think these folks are crazy than anyone hopes. The program is not sustainable in its present state. It has never been evaluated to determine whether it is doing anything positive for Englewood Residents. It is certainly NOT integrating DMHS. It is only helping the Special interest groups. The Haves and the Have Nots. What does that even mean in this town? The Academy Way is killing our school district. We see it.
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&es_th=1&ie=UTF-8#q=Joseph%20Armental

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&es_th=1&ie=UTF-8#q=Joseph%20Armental

Building Positive School Climates

May/June, 2014 • Volume 44 • 6
ADL’s Making Diversity Count program can help reduce bullying and bias

By ANDREA TOPPER

Today’s youth live in an increasingly diverse country. The U.S. Department of Education reports that in 2013, 49 percent of K-12 public school students were students of color, compared to 39 percent in 2000. By 2021, projections show that number will increase to 53 percent of K-12 public school enrollment.
New Jersey mirrors the national trend. According to New Jersey Department of Education data, in 2000 40 percent of K-12 public school students were students of color. That percentage grew to 50 percent in 2013. However, diversity does not necessarily translate into inclusion and respect for differences. Bias, discrimination and identity-based bullying among youth persist and can escalate into violence.

According to the National Center of Education Statistics, 28 percent of students ages 12-18 have been bullied in school. Findings from the Teen Online and Wireless Safety Survey indicate that 24 percent of respondents report being cyberbullied during their lifetimes. Students’ identity or perceived identity, such as sexual orientation, religion, race, ethnicity and physical appearance, is often reported as a key motivator for bullying. One in 10 students reports that someone at school has used hate-related words against them and over a third have seen hate-related graffiti at school. These experiences are teaching young people that it is acceptable to exclude, demean and behave maliciously toward those considered different.

Forty-seven percent of high school students do not tell anyone if they are the target of bullying behavior. They remain silent for fear of retaliation or of being accused of tattling or snitching. They do not think adults will handle it well, reporting that adults either do nothing or their actions did not improve the situation.

In light of these trends and demonstrating its commitment to anti-bullying, New Jersey passed the Anti-Bullying Bill of Rights Act (P.L.2010, c.122) in January 2011, and amended in March 2012. This comprehensive bill established a strong statutory, regulatory, policy and program framework to support the prevention, remediation and reporting of harassment, intimidation and bullying (HIB) in schools.
The Anti-Defamation League (ADL), founded in 1913, is an organization that remains committed to combating anti-Semitism, bias and bigotry through advocacy and anti-bias education programs. ADL has been a long-time leader in the development of Pre-K-12 curriculum affirming diversity and addressing bias and prejudice in schools. More than a decade ago, ADL was among the first to recognize the threat of bullying and cyberbullying and to develop effective bullying prevention and intervention programs for educators, students, parents and the community.

One of the programs ADL offers to schools and school districts across the country is a comprehensive online anti-bias training course called Making Diversity Count. This easy-to-navigate, self-paced online course provides teachers, administrators, counselors and school staff with useful tools and information to improve school climate and build culturally responsive and inclusive classrooms that promote respect, fairness and equity.

The course offers educators practical skills for helping students develop effective response strategies when they or others are targets of bullying. Through video vignettes of classroom situations, participants witness various acts of bias in the classroom. They then practice ways to respond to the bias by choosing different solutions and seeing the resulting outcomes. They can click on expert advice tabs and listen to authorities in the field offer suggestions in how to handle difficult and often unexpected situations. They can complete interactive activities, participate in a moderated discussion board, write reflections in a journal, adapt lesson plans for use in their own classrooms, and customize an action plan to integrate multicultural practices into their teaching. Upon completion, participants receive a certificate for 15 professional development hours.

Topics covered in the course include: working through the challenges of diversity in the classroom, exploring personal and student identity, defining exclusive and insensitive language, creating culturally responsive classrooms, understanding value-laden conflicts and confronting bias, bullying and name calling.
Educators say that this course is unique because it provides clear and practical ways to handle uncomfortable conversations and challenging circumstances. One educator said, “The course is designed to engage teachers by presenting real and interesting scenarios that truly tested the way I think about and approach diversity in my classroom. Diversity should count and for me, this course helped me examine my own teaching and provide tangible ways to make it count.”

In recent course evaluations of Making Diversity Count, 84 percent of participants reported that the course gave them specific tools to help make their classrooms more inclusive and bias free, 86 percent stated that it showed them ways to be more proactive managing cross cultural communication and 87 percent said they would recommend Making Diversity Count to a colleague.

The comprehensive course includes nine modules and typically takes 12-15 hours to complete. ADL suggests that participants complete the course in 12-16 weeks, which amounts to a commitment of about one hour per week.

ADL offers the course to a school or district for their teachers for a nominal license fee. For more information, contact Andrea Topper 212-885-7837.

Andrea Topper is project director of ADL Making Diversity Count.

Source: New Jersey School Board Association Newsletter

Mount Laurel students use ocean exploration to learn about STEM

May/June, 2014 • Volume 44 • 6
Under the Sea
Mount Laurel students use ocean exploration to learn about STEM
By JEANETTE RUNDQUIST

When the Mount Laurel School District wanted to start a new middle-school program a few years ago in STEM – science, technology, engineering and math – teacher Maureen Barrett was intrigued.  Barrett, who was an eighth-grade life sciences teacher, as well as an avid scuba diver, had seen a program on underwater robots during a marine educators conference, and “kept it on the back burner of something I’d like to do.”
The teacher submitted a proposal for an elective course on ocean exploration, and her idea was selected.  Almost three years after the STEM program began at Harrington Middle School in 2011, the class, which teaches scientific and engineering concepts by having seventh-graders build and use underwater robots, has become extremely popular with students and parents.

The ocean exploration course, which began as an elective, is now part of the regular schedule for all seventh-graders. An after-school club, the Sea Perch Team Club, competes in underwater robotics competitions, taking students to Rowan University, the University of Southern Mississippi and elsewhere. An Ocean Exploration Night for families is in the planning stages at the middle school.
The program was also recognized by the New Jersey School Boards Association in its 2013 School Leader Awards.

“What’s really great is the students are using a lot of tools. They’re building the control box from scratch, stripping wires and crimping and completing the circuit, putting in toggle switches. They’re learning to work with each other and collaborate, and they’re learning basic engineering principals,” Barrett said. “It’s not just, build a robot and play in the pool.”

The class gives kids a taste of what it really feels like to be an engineer or scientist. Students collaborate in teams of four to brainstorm and design ROVs – Remotely Operated Vehicles – using the engineering design process. They construct their robots from PVC pipe, wiring and assorted hardware. Using the robots in an 8-by-12-foot portable pool, they then perform underwater tasks like capping a miniature well, simulating the oil spill in the Gulf of Mexico.

“I wasn’t sure it would actually work in the water,” said one student in the end-of-class assessment. “It seems like only engineers do this type of stuff, not middle-school students.”

The students utilize other underwater robots called “Sea Perch” to do jobs such as collecting “crabs” made of PVC pipe and pipe cleaners. Students document their work throughout, in writing and a video journal, and do oral presentations. 

Learning opportunities go beyond the classroom. Students hear from guest speakers from the Philadelphia Naval Yard and industry; take field trips; and discuss current events in which underwater technology is used, such as the search for the missing Malaysian jetliner earlier this year. An autonomous underwater vehicle was employed in that search effort.

“They had to do research on not just that, but where else are (underwater vehicles) used?” Barrett said. “We’re building this cool little thing in class, but this is real life. This is how we’re exploring our oceans.”

Teamwork plays a big part in the course. Often that draws the most pride from kids.

“I’m most proud of our group,” wrote one student. “I’m proud of our group because we worked together and listened to what each other had to say.”

Mount Laurel Schools Superintendent Dr. Antoinette Rath said the program was so well-received “it was apparent we had to do more.” The district expanded STEM offerings to fifth through eighth grades, on topics such as LEGO robotics and the environment. 

A STEAM course – science, technology, engineering, arts and math, which brings arts in as well – was also added in middle school.

Corporate donations from partners such as Lockheed Martin and The Sallie Mae Fund, and grants from NJAET – the New Jersey Association for Educational Technology – and the Mount Laurel Public Education Fund, have provided support.

“These courses continue to be highly sought after,” Dr. Rath said, “and have opened new doors for many of our students.”

NJSBA’s School Leader Awards judge programs based on innovation, how well they meet student needs, the relationship of the program to the state’s curriculum standards, and program results.
Jeanette Rundquist is NJSBA communications officer.

Source:  New Jersey School Board Association Newsletter....

Your Child Is Going To School In September. Are You Ready?

Your child is beginning school in 

September: Are YOU READY?

What questions are you asking? 

• What should I do before my child starts school?

• What will my child’s kindergarten teacher expect of my child? 

• What can I do at home to help my child succeed in school?

• How can I tell how well my child is doing in school?

• How can I get the most out of parent-teacher conferences?

• How can I encourage my child to read?

• How much homework should my child have?

• How should I help my child with homework?

• How I can be more actively involved with my child’s school?

• What can I do to help make sure that my child’s school is safe and drug-free?

VISIT THIS SITE FOR SOME SUGGESTIONS
http://www2.ed.gov/parents/academic/help/questions/questions.pdf

Pride and Prejudice?

After the School Board Meeting on June 26, 2014, I noticed a young parent waiting around with her family. She spoke to her son saying, that is Mrs. Walker. I thought, oh no.

She approached me with her son and introduced the 2 of us. Another Community member was holding her youngest child. The young man stepped forward and told me this:

"I am an Academy student, but I will graduate from Dwight Morrow High School." He spoke with the pride and certainty that has been missing from the graduates of A@E since the first class earned diplomas from our Alma Mater.

Looking at them, I knew that at least one Englewood family understands what our group is trying to do. I hugged both of them and thanked them for the encouragement. That one exchange gave me enough fuel to carry on for a long time.

Join us. Help us dodge the bullets. Join the fight to save our traditions. We value our history. Some of our children are being taught to value their history also.   https://www.facebook.com/CelebrateDMHS

        Adios and Vaya Con Dios

How are the children?

The Englewood Public School District Joins the War on the Impoverished!

Earlier this year, Harley Ungar, an EPSD Board Member made a recommendation that any child in need of urgent intervention, as determined by the STAR RENAISSANCE DIAGNOSTIC TOOL, will be mandated to attend summer school. The district decided without a formal resolution and on the recommendation of a Board Member that these children will  be retained if they do not attend this urgent intervention.

There are problems with this:

1. Recommendations come from the Superintendent, not a school Board Member. 

2. We have not had a Superintendent since July 1 of 2011. This was confirmed in a letter dated April 24, 2014 from the Executive County Superintendent. Even without that obvious problem, there are other issues that must be addressed. 

3. Transportation has not been arranged for the children mandated to attend summer school.

5. Parents who do not have cars and depend on the school bus to transport their children during the school year are being punished for their economic status, yet again.

4. STAR RENAISSANCE is not a STATE MANDATED TEST. 

5. The children must be taught basic skills by the classroom teacher and supported by parents at home. The TEST does not teach.

6. Is the child failing the test or is the school failing the child?

We have 7 school buses that sit in the parking lot of Liberty School. Why are these buses NOT being used to transport the children to school?

The Board is set to spend a million dollars on a maintenance shed (which they claim will not be used for maintenance). It is said that this shed/office building/maintenance garage will house the buses, yet these buses will not be used to transport children to a program mandated by the school district. What exactly will these buses be used to do? We have been asking this same question for over 2 years.

There is something inherently wrong in this type of logic. How does the construction of this shed which has 3 bathrooms (2 with outside access), an office, a break room and a bay for maintenance of vehicles improve student achievement? We have a problem with priorities here. At the same time that students at Quarles are slated to be moved into $200,000 trailers, and the Alternative School Students are in a substandard building that costs over $26,000 per month for 12 months out of the year, we are building a million dollar building to house buses. 

Where are the priorities in EPSD?

How are the children?

WE DEMAND THAT NEW JERSEY INVESTS IN ITS PEOPLE

The War Against Poverty Coalition
Day of Action in Trenton

Thursday, June 26, 2014, 12:00 noon–1:00 p.m.
The State House
125 W State St., Trenton, NJ 08608

WE DID NOT CAUSE THE “BUDGET CRISIS”; WHY SHOULD WE PAY FOR IT?

WE DEMAND AN END TO CORPORATE WELFARE, WE DEMAND SHARED SACRIFICE, WE DEMAND THE REINSTATEMENT OF THE MILLIONAIRES TAX

WE DEMAND THAT NEW JERSEY INVESTS IN ITS PEOPLE:

• Invest in Social Programs that help all who are struggling in today’s economy!
• Invest in Public Education!
• Invest in our Workforce!

Sponsored By:

• War Against Poverty Coalition
• People’s Organization for Progress (POP)
• New Jersey Working Families
• Industrial Union Council
• NAACP, Newark Chapter
• Newark Education Workers (NEW) Caucus
• NOW-NJ
• Central Jersey Coalition Against Endless War
• CWA Local 1081

In Solidarity,

Newark Education Workers Caucus

(NEW Caucus)

We already have one Pond!

To our Business Administrator in training and our highly overpaid Operations Manager:

Our children should not have to walk through a pond as they go from one building to another. There are enough problems with the sharing of facilities as it is. Get the storm drains cleared so they will not be forced to walk through a pond every time it rains. It was too much of a detour to get into the North building from the visitor's parking lot.

Listen to the Children: It is time to Stand Strong, not back away!

May 20, 2014

NEWARK STUDENT UNION OCCUPIES MEETING, STILL SITTING-IN! ‏ 

As of 11:55 tonight, there are 10 members of the Newark Student Union spending the night at 2 Cedar Street in the room where the Advisory Board holds its business meetings.  

After our small but successful rally this afternoon, the students went upstairs, issued their demands and sat down in the floor in the front of the room.  The demands were:

1)  The immediate resignation of Cami Anderson

2)  An immediate halt to One-Newark

3)  Implementation of Newark Promise (the community driven report created over months and presented Saturday)

4)  A meeting with Anderson and NJ Commissioner of Education David Hespe.  

When they were offered the meeting with Anderson and Hespe, but had the other demands refused, they remained seated and refused to leave.  The meeting was ended, the adults all left, and the students controlled the room.  And they still control the room right now.

This is an INSPIRING example of what human beings can do when they show solidarity with each other and work together to fight injustice imposed by the wealthy and powerful!  A small group of students are literally putting their bodies on the gears of power, and stopping those gears from functioning!  

For we adults - often too afraid to take action even when our own profession, reputations, livelihoods and callings are under attack - this action should show us that it is not acceptable to bury our heads in the sand as public education is destroyed!  We hope this will be a call to action for the many adults who have thus far refused to stand up for themselves, their schools, and their students!  

BUT, the students have not eaten much since 6 or 7 pm, and are hungry now.  And, they will be truly hungry in the morning.  AND, they need moral support.  So, if you are at all able and have time in the morning, please help and support these students in any way possible, either materially (food and beverages) or morally (going to 2 Cedar St to show support, or telling friends about their action).  

Please tell friends, family, and colleagues about their fight and their current situation.  They need all the support they can get.  

NEW Caucus stands in solidarity with the Newark Students Union!

How are the children?

Our Schools are In Crisis and They Are Going to Disney World!

A storm of anger was unleashed on March 27, 2014 when David Matthews led Academy Parents (mostly out of district - School Choice) on a destructive rampage of hate and propaganda. They do not want their children to pass yours and mine in the hallway.

Some people were so enraged that all concerned ignored actions that needed to be taken based on the high school Principal's presentation.

• Final Exam Dates, Schedule, Details were ignored and not recommended by the Superintendent          or approved by the Board.
• Senior Experience was ignored and no action was taken
• Graduation Date was ignored, no decision was made, no action was taken
• Keynote Speaker of Graduation was lost because action was not taken in time to secure the chosen speaker. Our Board and District Leader had taken no action on how the loss of instruction time, because of inclement weather, would be made up. (Did we need a "Think Tank" to take action on this also?

Residency Re-Registration - 

Attention was diverted to the task of re-registering students at Quarles and Grieco to weed out persons who are stealing Education from the Englewood Public School District. 3 families supposedly confessed that they do not live in Englewood and nothing happened. They are being allowed to finish out the year. 

Last year, we watched the Board bring a teacher employed by the Englewood Public School District to tears.  She does not live in Englewood, but had a diabetic son registered at and attending Quarles. They had the woman crying in public.  They gave this teacher and several others a tuition bill. Why are they allowing persons who confess to "stealing education" to finish out the year without paying anything? The 

Re-registration activity itself cost the District money.

The Budget - 
Why is there no reference to the amount paid by Englewood Cliffs? State Aid does not cover them since we are their high schools. In years past, there are amounts paid to the district for Englewood Cliffs students. 

Curriculum Development - 

Some things do not require a degree in education to see the problem. Compare the way
the curriculum as developed in the first 2 Englewood models to the ones following.

I suspect that the person who typed the Curriculum formation did not have a mastery of the software. The people who created the Curriculum need training in Curriculum Development. This was created by folks with Doctorate Degrees who do not teach. That is for sure. What are Essential Questions in the Common Core State Standards?
If a job is offered to a person of integrity and he/she is not able to do that job because of the skill set required, a person of integrity declines the position.
That person who typed these 2 Curriculum Guides should be required to perform a do over. Too much time is required on the part of the teacher, parent or state official to decipher that mish-mosh.

It is extremely difficult to even read the content. This should not be
posted so others may make the same comparison that this Educator has made. It is a bad
reflection on the district and demonstrates the shoddy work that our district accepts.

Acceptance of shoddy work is the basis of why we have a focus school.

Phase I Curriculum Alignment - 2013-2014 Created by EPSD Six figure Employees

http://www.epsd.org/www/epsd/site/hosting/BOARD%20MEETINGS%20-%202013-2014/TAB%2004%201st%20Grade%20Reading%20and%20Writing%20Curriculum.pdf

Grade 2 Reading and Writing Curriculum and Pacing Guide (Created by EPSD six figure employees)
http://www.epsd.org/www/epsd/site/hosting/BOARD%20MEETINGS%20-%202013-2014/TAB%2004%202nd%20Grade%20Literacy%20Curriculum%202012-2013%20CCSS.pdf

English Language Arts Curriculum: Grade Kindergarten
http://www.epsd.org/www/epsd/site/hosting/BOARD%20MEETINGS%20-%202013-2014/TAB%2004%20ELA%20Grade%20K.pdf

Mathematics Curriculum: Kindergarten
http://www.epsd.org/www/epsd/site/hosting/BOARD%20MEETINGS%20-%202013-2014/TAB%2004%20Math%20Curriculum%20-%20Kindergarten%20(1).pdf

EPSD six figure employees have just presented us perfect examples of curriculum that will never be used.

• The set up. What is up with those cells? Baffle and Befuddle before even reading content? Hire someone who is capable of using the software. There is enough confusion already.
• This model requires the teacher to;
•  Memorize each standard's number
• Consult the Common Core to identify the content of each individual standard constantly. CCSS Standards/Anchor Standards: RF 1.1, 1.3, 1.3b, 1.4,1.4a, 1.4b, 1.4c ,SL 1.1,1.1a, 1.1b, 1.1c, 1.2, 1.3, 1.4, 1.5, 1.6 
• Or ignore it all and chance that no one else has learned or has come up with a way to minimize  referencing time.
• Our six figure employees have created a document in a way that was easy for them, but will be near impossible for a teacher to use effectively. (Turnaround Principle #7 = Effective Use of Time: Redesigning time to better meet student needs and increase teacher collaboration focused on improving teaching and learning; and)

When did we sell ourselves to Just Right Books? The names of vendors have no business within the

body and objectives of the Curriculum Guide.

Essential Question: How can readers read Just Right Books and use print strategies to
support conventional reading?

That is NOT an essential question. Click here for examples of Essential Questions. Essential Questions. What if this organization goes out of business? This implies that deals have been made even before the curriculum was written. Skills and Mastery shall take precedence over vendors. Just Right books should be listed with other resources that may be consulted by the Teacher. Are they under contract already?

What are running records? What percentage of the students' grade and the teachers'

evaluation depend on the results of Star Renaissance diagnostics?

The Field Trips - Purpose: The goal of HOSA is to experience the field of medicine in action.

You have got to be kidding. Is that the only rationale required for taking 9 children on a trip that costs the tax payers $4,100.00? How many of these 9 students are Englewood Residents? Chaperones should pay for themselves. Are you using the Title I status of our District to reduce the cost of sending non-Title I Students on a Field Trip to Disney World?

Are you trying to destroy what little positive climate and culture that remains intact at the high school? We all know that the majority of these children are School Choice. This is an example of why we/taxpayers have a problem with this Educational Model. At a Parent Partnership Association (PPA) meeting on March 27, one parent was adamant that Englewood taxpayers should NOT be allowed to speak, because it was a PPA Meeting and not a taxpayer meeting. 

On April 10, the Board President and Superintendent dismissed the "idea" presented by the HS Principal and did not look back to see that they were responsible to take action on other very important items listed on the same power point presentation as what they referred to as a "hair brained idea". After prefacing Privilege of the floor with the mandate that only one person per organization would be allowed to speak, our Board President engineered a situation where all members of the organization of PPA got to speak while only allowing 1 person to speak from the ETA. 

What exactly are the children expected to learn? HOW DO YOU EXPERIENCE THE FIELD OF MEDICINE AT A CONVENTION? Some of us have attended this type of convention.
Not one of you should vote for this. Shall we all chant "conflict of interest" 10 times, since 5 of you have
children in the Academy. This is not acceptable. A better rationale describing Learner Outcomes should be demanded for trips such as these if for no other reason but to keep the peace. You are fanning the flames now.

Were over 100 jobs sacrificed so you could cater to the few. The needs of the many far outweigh
the needs of the few.
http://www.epsd.org/www/epsd/site/hosting/BOARD%20MEETINGS%20-%202013-2014/TAB%2005%20-%20Field%20Trips.pdf

Graduation - 
The High School Graduation is at high noon. The hottest time of the day for an outside graduation.
Many Districts intentionally schedule graduation at 5:30 after the sun has gone down and it is cooler. Plus this allows parents to attend work most of the day.

Why are you subjecting everyone to the possibility of heat stroke? Old people, small children, individuals with health concerns. I am diabetic. Sitting outside in the heat of the sun at "high noon" would be enough to put me in the hospital.

The Tone of the Present Agenda -
Oh really, you are going there? Seems someone may be a tad upset, because due process was followed for the first time in a very long time. The more you ignore the obvious, the more the climate and culture of the entire district deteriorates.



                                         How are the Englewood Children?

Will We Survive!?

June 14, 2014 is a very special day. We are continuing the conversation that was started last year at the People's Town Hall on Education Issues and Solutions.

Did you know that your 3rd grade child will be expected to accomplish a 
task that most adults cannot accomplish without sufficient preparation?

3rd graders will be required to type with speed and accuracy in order to perform well in the completion of online standardized tests. 

Third grade. 
How many words per minute do you type (key in) without errors?

Are you able to type without looking at the keys?
Do you use the hunt and peck method?
Do you simply text on the keyboard?
Do you type with all 10 of your fingers?
How many words do you type in 1 minute without errors?

Hunt and peck is almost sufficient for multiple choice.
How will they fare when writing?

More time on task is needed. 
Find an online program and require your child to begin to practice now
even if you are planning to OptOut.
I once harbored ill feelings towards my high school guidance counselor 
She kept telling me that I would make the best secretary
I wanted to be a doctor.
Today, I am thankful that my strong feelings towards her forced me to 
learn to type without looking at the keys.
The computer is a tool. 
The keyboard must become an extension of one's fingers.
Dealing with the machine must NOT be allowed 
to come between your child and success.

Practice...Practice...Practice....

These tests will determine the way your child is treated in school for the rest of his or her life.

Typing Through Time: Keyboard Historyhttp://www.daskeyboard.com/blog/typing-through-time-the-history-of-the-keyboard/

http://plumwalk2-justsaywhen.blogspot.com/2013/02/it-is-time-to-stop-madness-and-revive.html

                      

Why Reorganize?: The Academies@Englewood is a Focus School

Have you wondered why there were no lawn signs, persuasive mailings, robo calls, door knob hangers and individuals at your doors urging you to get out and vote? Did you notice that you did not vote in the month of April?

There is no simple answer to that most important and burning question, because the School District gets the largest share of taxes collected in this town. While you were sleeping, 5 people made a monumental decision for you, without your consent.

School Board Elections have been moved to November 4, 2014. Click for details.
The residents of Englewood voted to move from an appointed School Board to an elected School Board so we would be able to vote on the School Budget. 

Earlier this year, 5 School Board Members deprived "We the People" of the right to vote on the budget by moving the School Board Elections to November. 

CITIZENS in 61 Bergen County towns need not concern themselves with voting for or against local school budgets this Wednesday. Their right to vote on school budgets, which consume two-thirds of property taxes, has been stripped from them by their boards of education or municipal governing bodies, with little public notice.  - See more at: http://www.northjersey.com/opinion/opinion-a-lesson-on-disenfranchisement-1.999324#sthash.6xMClBoW.dpuf

The residents of Englewood will not be able to vote on the budget again, unless we elect School Board Members who will vote to change back to an April School Board Election. 

Why? Because at least 5 Members of the School Board and the Special Interest Groups that they represent have other plans. We would like to see their plans. At least one of their plans, that has been in operation since 2002, has earned us the Focus School Designation.

April 10, 2014 Dr. Donald Carlisle and Howard Haughton suggested that we had a more serious problem than a "focus school" designation. They tried to turn our attention to an allegation that we have hundreds of people attending Englewood Schools in Quarles and Grieco who do not live in Englewood. They think that is a more important issue than dealing with the attempt to change our focus high school into a reward high school. 

That is a ridiculous smoke screen. We know about the "keep away from Quarles" and we will "keep away from the high school" agreement. Isn't that the real reason that it was so important to get rid Richard Segall? Read the documents in this post. You be the judge. If we are teaching children to multitask, then surely our elected officials must model that same behavior. That each may continue to learn while alive.

FACT: The Academy only exists, because of Dwight Morrow

High School? If Dwight Morrow High School did not exist, there would be no reason for the Academy Program. It was created to integrate Dwight Morrow High School. The A@E existence depends on the survival of Dwight Morrow High School.

FACT: Dwight Morrow High School/Academies@Englewood is a Focus School

FACT: When Dwight Morrow High School/Academies @ Englewood was designated a Focus School, by the Federal and State Governments, it was assigned a RAC. 

FACT: The former RAC for Dwight Morrow High School/Academies@Englewood is now Interim Executive County Superintendent for Bergen County.

1. What is a RAC? What does a RAC do?
2. RAC Job Titles
3. Meet the Ron Karsen, RAC for Bergen, Morris, Passaic, Sussex and Warren Counties
4. What are the 8 Turnaround Principles that high school leaders must follow?
5. The RAC Mission, Guiding Principles and why you should care.
6. Regional Achievement Centers
7. RAC - What are Regional Achievement Centers?
8. RAC Mission Statement
9. The RAC Approach
10. Priority And Focus Schools
11. SIP School Improvement Plan Videos
12. Questions & Answers about the RAC Regional Achievement Centers
13. Other Schools in our area have also been designated as Focus or Priority Schools.
14. Reward Schools may be thought of as Focus Schools that improved the most.
15. RAC and PARCC: What is PARCC and how will it affect my child's education?
16. What is expected of my child and yours?

RAC Interventions... EXCERPT from njdoe Ouestions and Answers about Regional Achievement Centers

What is the Quality School Review (QSR)?

• The QSR is a baseline evaluation of Priority and Focus Schools with quality indicators aligned to the eight turnaround principles. The QSR replaces the CAPA Review.
• QSRs will be conducted this spring in Priority Schools. QSRs in Focus Schools will start this Fall. School Improvement Plans will incorporate the results of the QSRs.

What is the School Improvement Plan (SIP)?

• Based on the findings from the QSR, RAC teams will work in conjunction with school and district l eaders, educators, and families to develop comprehensive and individualized SIPs based on the 8 Turnaround Principles and the unique needs of each school. School and district leaders will commit to and be held accountable for the high quality implementation of the intervention strategies identified in the SIP with the support of the RAC team. Example intervention strategies include:

•  Implementation of NJDOE model curriculum and unit assessments aligned to the Common Core State Standards;
• Redesign of instructional time to better meet student needs and increase teacher collaboration focused on improving teaching and learning;
• Use of current data to design and implement specific classroom strategies to improve teaching and learning;
• Required professional development focused on the 8 Turnaround Principles for school leaders and educators; 
•  Changes to the climate and culture of the school to ensure a quality learning environment with a culture of high expectations for every student;
• Development of new family and community engagement strategies that are specifically focused on academic achievement; and
• Hiring or reassigning full-time professionals specialists (e.g. culture and climate leader, data leader, literacy leader, mathematics leader) to be embedded in schools.  

School Improvement Plans will be reviewed and modified if necessary, at regular intervals of about 7 weeks. This activity will be based on the progress of interventions and student achievement.

Will the RAC Team work with the Priority and Focus School leadership in developing the School Improvement Plan? 

• Yes. Development of School Improvement Plan is is a collaborative process, which includes school and district leadership, teachers, and other key stakeholders. http://www.state.nj.us/education/modelcurriculum/

The EPSD did not acknowledge the Focus School Designation in August 2013 when they met at a

retreat  in order to create goals and objectives by which to evaluate the Superintendent. There were no goals articulated relating to the desire for Dwight Morrow High School to become a Reward School. Our Board and Dr. Carlisle did not discuss the 8 Turnaround Principles or the Rubric that must be utilized to turnaround the school.

David Matthews and others claim that they were not consulted about a plan that would reorganize the high school with no changes to A@E except the moving of physical classrooms. Do they mean that they were not asked?

Well, now you know how we feel. In June of 2002, DMHS students went home eager for summer fun. When they returned to DMHS in September of 2002, high school life had changed forever.  There is no way to measure all that they lost in just one summer. We were not consulted, asked or informed of these changes. We were not advised that our children would be chased out of the building by a man with a bullhorn at 3 pm.

For 12 years, you have taken care of your own children, now you must take care of all of them.

Has our Board of Education abandoned the children of Englewood Residents?

                                                      How are the children?