This morning, a reader wrote:
Test scores are the only thing that matter. They tell us what has been learned and retained by a student. All this nonsense ridiculing test scores is from the same folks who ridicule drills as "drill and kill." Laurie, you have bought into the liberal mindset of the educrats who we have hired to administrate our district. How unfortunate for our students that you abhor critical thinking.
My response:
Au contraire, mon frere!
(Sorry, I could not resist)
It is precisely because I do not abhor critical thinking that I can argue against your narrow belief that “test scores are the only thing that matter.” (I do, however, abhor the word abhor, and other such hyperbole, on my blog.)
First, let’s address the specific issue in question – whether test scores are the best (or “only”) way to judge a textbook’s value. My point was that the textbook alone is not the only variable influencing scores. Do you completely discount the influence of teachers? Do you not believe there are good teachers and bad teachers? Does it make no difference if students spend 20 minutes per day vs. 90 minutes per day on math? What about other materials, aka supplementation? What about tutoring? What about the students themselves? Don’t they play into this equation at all? The members of Ridgewood’s Math Planning Team listed student achievement (in other districts) as one of the criteria to consider when evaluating the textbooks, but they decided as a group that it would not be the #1 criterion. I think that makes sense, and this whole paragraph is an example of me using “critical thinking” on the topic.
As for the value of testing in general...well, I’ve sort of addressed it above, haven’t I? Standardized tests don’t measure much besides test-taking ability. They do not show how students are learning, what they are learning, what kinds of help they might need or the quality of teaching they are receiving. They don’t measure the ability to think or create or use the critical thinking of which you are so enamored.
The standardized tests that our children are subject to in 2009 are based on behaviorist psychological theories of the 19th century. In the past 100+ years, cognitive and developmental psychologists have come to understand that people learn by connecting what they already know with what they are trying to learn – not by recalling isolated facts and narrow skills.
Relying on standardized test scores is the easy way out, the lazy way, and the political way, via misguided efforts like No Child Left Behind. Standardized tests are also the dangerous way, dangerous to education in general. As schools feel more and more pressure to focus on test scores, we are pressured to narrow curriculum to match the tests. And if you're looking for a way to ensure accountability, the tests our kids take really make our schools accountable to one thing only: the test companies.
Want to hear something interesting? Singapore’s education officials have been studying U.S. schools, with a special interest in reducing their emphasis on standardized tests and increasing their use of authentic assessment. (More to come on this topic.)
Finally, I’m not going to take your bait on the “liberal mindset” criticism...politics should have no place in education. Why do you folks always fall back on that?
Wednesday, May 27, 2009
Tuesday, May 26, 2009
Kids and texting
Interesting article in today's New York Times about texting among young people. According to a study, American teenagers sent and received an average of 2,272 text messages per month in the fourth quarter of 2008 — almost 80 messages a day, more than double the average of a year earlier. This phenomenon -- which is pretty understandable when you combine adolescents' biological need to exert their independence with the unlimited texting plans that come with many phones -- may have consequences for some kids' health, social development and learning. You can read the entire article by clicking here.
Monday, May 25, 2009
Teaching and learning and the information glut
Two interesting things I read today, and I'm pretty sure they're related:
First, a letter to the editor in today's NY Times, said: "Students have enormous access to information on every subject under the sun. Teaching, when I first began 40 years ago, was mostly about giving students information they needed to understand what I was teaching. Today, they have gluts of information. What they don’t have is a capacity to understand it all, analyze it, evaluate it and make it operative in their lives.
The challenge for all of us in education is to accept the fact that we do not control access to information, but we do control the central task of turning information into real learning. That challenge is made more urgent by the fact that long before these students go to college, they have already gained access to and acquired more information than any previous generation. And the future is likely to see that information stream go deeper earlier.
Learning how to learn is as urgent a task as what we learn."
I agree with the writer...and I wonder how much our current and future teachers are adjusting their perspective and approach. Surely, the old "tried and true" can't simply apply to today's reality of increased access to information. Certainly, how we define "learning" has got to be different in a world where our students can access the Encyclopedia Britannica from their cell phones while they contemplate a new flower alongside a trail or pass a historical marker going 50 miles per hour. Critical thinking, learning how to think and learn, and learning where to find the appropriate information or tool (or mathematical formula) must be priorities.
The second thing that struck me today, as I was browsing audiobooks online -- you can actually get Cliff's Notes as audiobooks! I was shocked! Now the shortcut has a shortcut! What's the difference between working through the difficult prose of The Scarlet Letter and listening to the Cliff's Notes version? I'm not sure, but they are not interhangeable! Clearly we have to work out new methods of learning and using information. If I just need to refresh my memory on a plot point, Google or Cliff's Notes can satisfy in a flash.
Listening to the Cliff's Notes is tempting...sort of like the exercise machines on TV -- the Ab Blaster or whatever. They LOOK like real exercises, where the machine does all the work, making "results" easier and faster. But we know how effective those machines are, don't we?
We definitely have our work cut out for us, as the education paradigm shifts. Of course, the first step is recognizing the shift.
First, a letter to the editor in today's NY Times, said: "Students have enormous access to information on every subject under the sun. Teaching, when I first began 40 years ago, was mostly about giving students information they needed to understand what I was teaching. Today, they have gluts of information. What they don’t have is a capacity to understand it all, analyze it, evaluate it and make it operative in their lives.
The challenge for all of us in education is to accept the fact that we do not control access to information, but we do control the central task of turning information into real learning. That challenge is made more urgent by the fact that long before these students go to college, they have already gained access to and acquired more information than any previous generation. And the future is likely to see that information stream go deeper earlier.
Learning how to learn is as urgent a task as what we learn."
I agree with the writer...and I wonder how much our current and future teachers are adjusting their perspective and approach. Surely, the old "tried and true" can't simply apply to today's reality of increased access to information. Certainly, how we define "learning" has got to be different in a world where our students can access the Encyclopedia Britannica from their cell phones while they contemplate a new flower alongside a trail or pass a historical marker going 50 miles per hour. Critical thinking, learning how to think and learn, and learning where to find the appropriate information or tool (or mathematical formula) must be priorities.
The second thing that struck me today, as I was browsing audiobooks online -- you can actually get Cliff's Notes as audiobooks! I was shocked! Now the shortcut has a shortcut! What's the difference between working through the difficult prose of The Scarlet Letter and listening to the Cliff's Notes version? I'm not sure, but they are not interhangeable! Clearly we have to work out new methods of learning and using information. If I just need to refresh my memory on a plot point, Google or Cliff's Notes can satisfy in a flash.
Listening to the Cliff's Notes is tempting...sort of like the exercise machines on TV -- the Ab Blaster or whatever. They LOOK like real exercises, where the machine does all the work, making "results" easier and faster. But we know how effective those machines are, don't we?
We definitely have our work cut out for us, as the education paradigm shifts. Of course, the first step is recognizing the shift.
Friday, May 22, 2009
SAT tutors offer scant help, study finds
From today's Record...as the parent of someone whose SAT scores went DOWN after doing a weekly Kaplan test prep course, this does not surprise me!
BY KATHLEEN CARROLL
NorthJersey.com
Recession-minded families wondering if they should ditch that $100-an-hour SAT tutor got a murky answer this week from the National Association of College Admissions Counselors.
Coaching and prep classes for college-admissions exams are helpful, but don’t usually change students’ scores all that much. But any increase could be significant because some colleges use very small score differences to choose between similar candidates for admission, an NACAC report said.
Some test-prep providers promise score gains of up to 100 points on the SAT, but students usually gain about 30 points, according to the report. On the math section of the exam, average gains are between 10 and 20 points; on the reading section, students gain an average of 5-10 points after being coached, the report said.
Short-term preparation classes result in "very, very small gains," said Laurence Bunin, general manager of the SAT and senior vice president for operations at the College Board, which developed and administers the test.
"The test is testing what you learned in school, so unless students are learning more material, they are not going to do a lot better," he said. "There’s no trick. Tricks don’t work."
Recession-minded families wondering if they should ditch that $100-an-hour SAT tutor got a murky answer this week from the National Association of College Admissions Counselors.
Coaching and prep classes for college-admissions exams are helpful, but don’t usually change students’ scores all that much. But any increase could be significant because some colleges use very small score differences to choose between similar candidates for admission, an NACAC report said.
Some test-prep providers promise score gains of up to 100 points on the SAT, but students usually gain about 30 points, according to the report. On the math section of the exam, average gains are between 10 and 20 points; on the reading section, students gain an average of 5-10 points after being coached, the report said.
Short-term preparation classes result in "very, very small gains," said Laurence Bunin, general manager of the SAT and senior vice president for operations at the College Board, which developed and administers the test.
"The test is testing what you learned in school, so unless students are learning more material, they are not going to do a lot better," he said. "There’s no trick. Tricks don’t work."
BY KATHLEEN CARROLL
NorthJersey.com
Recession-minded families wondering if they should ditch that $100-an-hour SAT tutor got a murky answer this week from the National Association of College Admissions Counselors.
Coaching and prep classes for college-admissions exams are helpful, but don’t usually change students’ scores all that much. But any increase could be significant because some colleges use very small score differences to choose between similar candidates for admission, an NACAC report said.
Some test-prep providers promise score gains of up to 100 points on the SAT, but students usually gain about 30 points, according to the report. On the math section of the exam, average gains are between 10 and 20 points; on the reading section, students gain an average of 5-10 points after being coached, the report said.
Short-term preparation classes result in "very, very small gains," said Laurence Bunin, general manager of the SAT and senior vice president for operations at the College Board, which developed and administers the test.
"The test is testing what you learned in school, so unless students are learning more material, they are not going to do a lot better," he said. "There’s no trick. Tricks don’t work."
Recession-minded families wondering if they should ditch that $100-an-hour SAT tutor got a murky answer this week from the National Association of College Admissions Counselors.
Coaching and prep classes for college-admissions exams are helpful, but don’t usually change students’ scores all that much. But any increase could be significant because some colleges use very small score differences to choose between similar candidates for admission, an NACAC report said.
Some test-prep providers promise score gains of up to 100 points on the SAT, but students usually gain about 30 points, according to the report. On the math section of the exam, average gains are between 10 and 20 points; on the reading section, students gain an average of 5-10 points after being coached, the report said.
Short-term preparation classes result in "very, very small gains," said Laurence Bunin, general manager of the SAT and senior vice president for operations at the College Board, which developed and administers the test.
"The test is testing what you learned in school, so unless students are learning more material, they are not going to do a lot better," he said. "There’s no trick. Tricks don’t work."
Thursday, May 21, 2009
Celebration of the Arts tonight at RHS
Tonight is the opening reception and performance for the Celebration of the Arts at Ridgewood High School. If you want to be blown-away by the talent, creativity and hard work of RHS visual and performing artists, you should stop by. The reception begins at 7:00 p.m. and the concert starts at 8:00 p.m in the Campus Center.
The performances and art displays will continue for students from 8:00 a.m. to 3:00 p.m. tomorrow (Friday).
The performances and art displays will continue for students from 8:00 a.m. to 3:00 p.m. tomorrow (Friday).
RHS students make a difference
This morning was the "You Make a Difference" breakfast at the high school and I had the pleasure of hearing about several students who have made positive differences in others' lives, through small or large efforts. Today's honorees included:
-- Two boys who walked a staff member's dog while she was incapacitated
-- A group of theater students who donated their time to coach special needs children in a production of Charlie & the Chocolate Factory
-- A boy with a perpetually positive attitude
-- A group of students who raised awareness (and over $6,000) for autism awareness
-- A boy who went out of his way to make sure his teacher knew about another student's efforts
-- A New Players student who in one year not only learned to tap dance at a high level but inspired others to dance and founded a new group of RHS dancers called the Wood Hoofers
Nice job, everyone!
-- Two boys who walked a staff member's dog while she was incapacitated
-- A group of theater students who donated their time to coach special needs children in a production of Charlie & the Chocolate Factory
-- A boy with a perpetually positive attitude
-- A group of students who raised awareness (and over $6,000) for autism awareness
-- A boy who went out of his way to make sure his teacher knew about another student's efforts
-- A New Players student who in one year not only learned to tap dance at a high level but inspired others to dance and founded a new group of RHS dancers called the Wood Hoofers
Nice job, everyone!
Wednesday, May 20, 2009
Quiet today...
Not going to be blogging today...too much work to do (darn this job gets in the way of my life!). Also, my daughter gets home from college tonight! Back soon...
Committee Assignments
So we worked out our committee assignments for the 09-10 school year. My assignments (pretty much the same as this past year) are:
• Communications
• Facilities
• Fields (Joint Village/Board Commmittee)
• Ridgewood Community School Advisory Council
• Rep to the RHS HSA
I want to confirm some of the others, but when I do I'll post the complete list of committee assignments here.
• Communications
• Facilities
• Fields (Joint Village/Board Commmittee)
• Ridgewood Community School Advisory Council
• Rep to the RHS HSA
I want to confirm some of the others, but when I do I'll post the complete list of committee assignments here.
Tuesday, May 19, 2009
Math Presentation
Just wanted to let you know that the complete presentation from the Math Planning Team is now available on the homepage of the District website. Click here. This includes the PowerPoint plus all the links to the data, scores, parent and teacher ratings, etc., that were used to make the selection of enVision Math as the K-5 textbook. There's a lot of info available -- much more than was presented at the meeting. There's also all the historical documents, including the vision statement created by the committee, the criteria by which the textbooks were judged, and more. The webcast of the meeting is also available, click here.
There's new and then there's new.
Last night there was a comment about the newness of the enVision math program. The speaker asked (I’m paraphrasing), “If you had a newborn infant, would you buy the brand new, untested car seat?” First of all, they don’t sell “untested” car seats. Consumers demand some sort of quality/safety testing, the results of which are usually posted on the car seat’s packing or label. But to continue with the analogy, if the car seat was produced by a longtime maker of car seats, a company that has been designing car seats for years, and the latest offering is their newest model, based on previous models but improved through research and testing and redesign, then YES. That’s the car seat I’d buy. I would not buy the first-ever car seat from the brand new “John Doe Car Seat Co.” And I would not buy the car seat marketed as “the old-fashioned car seat, just like the one you rode in as a child in the 60s or 70s.” (Remember, this isn’t my analogy, I’m just taking it a little further to make a different point.)
I, too, questioned the newness of enVision. (Sheila beat me to the question last night!) But then I looked at how it’s really an evolution of traditional math programs from Scott Foresman-Addison Wesley, with “improvements” based on what educators have learned about teaching and learning.
I thought a lot this week about the concept of newness and our different reactions to it. Sometimes we’re excited by the new. We’re drawn to it. It’s human nature and it’s also part of our American culture. But other times we’re just as skeptical of the new. We don’t trust it. It’s unfamiliar. We want the comfort of the things we know. The good old days. I’m not sure what it is that triggers one response over the other. I can honestly say when I first read about enVision, I said, “well, scratch that one, it’s too new.” But then I looked into it and my opinion changed. I became more comfortable. Turning the pages of the textbooks and speaking to teachers who use it (in other districts), I moved from the skeptical to the excited. And maybe that’s part of the recipe for our response to new things: Education. Information. Research. The more we know about something, the more we are able to feel comfortable about it, regardless of it being new or old.
Have a good evening.
I, too, questioned the newness of enVision. (Sheila beat me to the question last night!) But then I looked at how it’s really an evolution of traditional math programs from Scott Foresman-Addison Wesley, with “improvements” based on what educators have learned about teaching and learning.
I thought a lot this week about the concept of newness and our different reactions to it. Sometimes we’re excited by the new. We’re drawn to it. It’s human nature and it’s also part of our American culture. But other times we’re just as skeptical of the new. We don’t trust it. It’s unfamiliar. We want the comfort of the things we know. The good old days. I’m not sure what it is that triggers one response over the other. I can honestly say when I first read about enVision, I said, “well, scratch that one, it’s too new.” But then I looked into it and my opinion changed. I became more comfortable. Turning the pages of the textbooks and speaking to teachers who use it (in other districts), I moved from the skeptical to the excited. And maybe that’s part of the recipe for our response to new things: Education. Information. Research. The more we know about something, the more we are able to feel comfortable about it, regardless of it being new or old.
Have a good evening.
Monday, May 18, 2009
A hawk comes to the BF concert
Look at this cool pic (a little fuzzy) of the hawk that flew into the BF Auditorium last week. He(she) was chasing dinner (a small bird).
On the agenda for the May 18 Board of Ed meeting.
(Updated 10:40 AM)
The big day is here: MATH is on the agenda. It's a big day because it will hopefully be the beginning of the end of two-plus years of Ridgewood's "math war." Dr. Fishbein will present the Math Planning Team's recommended math textbook for grades K-2 (following to grades 3-5 in 2010-11). As noted in the meeting agenda, which was posted on the district website on Friday, the recommended text is enVision Math.
The Board and the public will hear a presentation on the rationale for the recommendation, how enVision meets our criteria for a math program, and how it fits with our vision statement. The Board will be asked to vote to approve the purchase of the textbooks. The Board will listen, ask questions, consider the Math Planning Team's background and the research that we've been doing individually since the four finalists were announced.
For those who may have heard that the Board is somehow "breaking the law" in the process to be followed in approving the textbook...don't believe it. Here's the thing: Those who are claiming "foul" are mistakenly using the wrong section of Board policy. Policy 6141 states that the superintendent shall "establish procedures for curriculum development which ensure the effective participation of... parents/guardians and the community...” etc etc. This policy pertains to curriculum, NOT textbooks. We've had this discussion before, as you may recall: curriculum is what the students will learn... textbooks are how it will be taught. We're not voting on a new curriculum -- the curriculum is elementary math and we already teach elementary math. The curriculum that we follow is not changing. Just the textbook is changing. (An example of a new curriculum would be the RAHP program...or the new SAIL (special ed) program at the high school.)
We do have a policy for textbook adoption and approval. It's #6161.1 and it says any recommendation for new textbooks requires:
A. Review and recommendation for selection by teaching staff members, particularly those who will be using the materials. (This was done by the Math Planning Team and teacher-input meetings.)
B. A written summary of the review process and the reasons for the selection, including the titles and publishers of other texts selected. (This would be the Math Plan, the criteria, the vision statement, and the four finalists, all of which have been publicly announced.)
C. Opportunity for Board members to examine recommended texts and other instructional materials prior to approval pursuant to NJSA 18A:34-1. (Board members have had access to the finalists for quite some time, and each of us has reviewed the books and materials, in addition to other research, which could include readings, interviews, etc.)
It does not say anything about a waiting period between the recommendation and the vote.
(Note to self: as we are updating and revising our policies this year and next, let's clear up these sections so there's no confusion.)
What else is on the agenda?
• We're going to talk about establishing a committee (as per our policy) to consider awarding naming rights for various facilities (such as the stadium or other athletic facilities). This is a topic that's coming up more and more across the country, as cash-strapped districts look for new ways to create revenue. Click here for an article from the Bergen Record last year. Before anybody reacts with shock or excitement at the prospect of a named football field or whatever, keep in mind this is just a committee being established, to start talking. We already have a policy for this, so if it's something that might be on the radar, let's follow the policy and start by forming a committee.
I don't have my agenda in front of me and I can't remember anything else at the moment. I'll update more tomorrow if I think of anything else notable.
The big day is here: MATH is on the agenda. It's a big day because it will hopefully be the beginning of the end of two-plus years of Ridgewood's "math war." Dr. Fishbein will present the Math Planning Team's recommended math textbook for grades K-2 (following to grades 3-5 in 2010-11). As noted in the meeting agenda, which was posted on the district website on Friday, the recommended text is enVision Math.
The Board and the public will hear a presentation on the rationale for the recommendation, how enVision meets our criteria for a math program, and how it fits with our vision statement. The Board will be asked to vote to approve the purchase of the textbooks. The Board will listen, ask questions, consider the Math Planning Team's background and the research that we've been doing individually since the four finalists were announced.
For those who may have heard that the Board is somehow "breaking the law" in the process to be followed in approving the textbook...don't believe it. Here's the thing: Those who are claiming "foul" are mistakenly using the wrong section of Board policy. Policy 6141 states that the superintendent shall "establish procedures for curriculum development which ensure the effective participation of... parents/guardians and the community...” etc etc. This policy pertains to curriculum, NOT textbooks. We've had this discussion before, as you may recall: curriculum is what the students will learn... textbooks are how it will be taught. We're not voting on a new curriculum -- the curriculum is elementary math and we already teach elementary math. The curriculum that we follow is not changing. Just the textbook is changing. (An example of a new curriculum would be the RAHP program...or the new SAIL (special ed) program at the high school.)
We do have a policy for textbook adoption and approval. It's #6161.1 and it says any recommendation for new textbooks requires:
A. Review and recommendation for selection by teaching staff members, particularly those who will be using the materials. (This was done by the Math Planning Team and teacher-input meetings.)
B. A written summary of the review process and the reasons for the selection, including the titles and publishers of other texts selected. (This would be the Math Plan, the criteria, the vision statement, and the four finalists, all of which have been publicly announced.)
C. Opportunity for Board members to examine recommended texts and other instructional materials prior to approval pursuant to NJSA 18A:34-1. (Board members have had access to the finalists for quite some time, and each of us has reviewed the books and materials, in addition to other research, which could include readings, interviews, etc.)
It does not say anything about a waiting period between the recommendation and the vote.
(Note to self: as we are updating and revising our policies this year and next, let's clear up these sections so there's no confusion.)
What else is on the agenda?
• We're going to talk about establishing a committee (as per our policy) to consider awarding naming rights for various facilities (such as the stadium or other athletic facilities). This is a topic that's coming up more and more across the country, as cash-strapped districts look for new ways to create revenue. Click here for an article from the Bergen Record last year. Before anybody reacts with shock or excitement at the prospect of a named football field or whatever, keep in mind this is just a committee being established, to start talking. We already have a policy for this, so if it's something that might be on the radar, let's follow the policy and start by forming a committee.
I don't have my agenda in front of me and I can't remember anything else at the moment. I'll update more tomorrow if I think of anything else notable.
Sunday, May 17, 2009
Fair Weather for the fun Travell May Fair
Spent some time yesterday at Travell's May Fair -- thank you to all the hardworking parents who put together a great day for families. May Fair is like a good old-fashioned town picnic, with games for kids, art projects, PONY RIDES!, food, music, dunk tank and more. Kids were running around shouting and laughing, parents were chatting and doling out tickets for the various activities. Everyone was having a great time and, thankfully, the weather held off so they didn't have to make the call to move indoors.
Great job to all the volunteers!
Great job to all the volunteers!
Friday, May 15, 2009
State to be late with our $$
Yesterday we learned that due to updated information on poor income tax revenue collections and to the State’s need to present a balance budget by June 30 of this year, the State of New Jersey will DELAY districts' next-to-last state aid payments. (They say it won't be cut, just delayed.) Statewide, this delay totals $380 million.
According to this, then, both our last and next-to-last state aid payments will be reimbursed in early July at the same time.
I'm not sure I understand what the delay actually does for the state -- it's not like they're suddenly going to receive more income tax payments, are they? And if they push these payments into the next fiscal year, doesn't that screw up next year's budget?
In the meantime, districts like Ridgewood will have to adjust our cash flow accordingly. There's no word yet on what this will mean for us specifically, but it can't be good.
According to this, then, both our last and next-to-last state aid payments will be reimbursed in early July at the same time.
I'm not sure I understand what the delay actually does for the state -- it's not like they're suddenly going to receive more income tax payments, are they? And if they push these payments into the next fiscal year, doesn't that screw up next year's budget?
In the meantime, districts like Ridgewood will have to adjust our cash flow accordingly. There's no word yet on what this will mean for us specifically, but it can't be good.
Thursday, May 14, 2009
Quiet few days...
Sorry for the lack of posts in the past few days. My daughter has been pretty sick at college and I went up to try and get some answers from the doctor and help her feel better (not necessarily in that order). You just never know how sharp those Health Services folks are going to be. They seem pretty good, but still. Two doctor visits, multiple tests and one visit to the ER, and the best they can so is, "gee, we can't find anything else, so it must be a virus." Anyway, she's doing a little better (just in time for finals!) and will be home next week. To those who emailed, thanks for the good wishes.
Tuesday, May 12, 2009
My mistake on public comments
I just discovered that I was not up-to-date when I wrote about public comments and Board of Education meetings. As of April 21, 2008, school boards ARE required by law to allow some form of public comment at board meetings. (A-690 signed 4/21/08) Previously public comments were not mandatory. When I wrote my post, I had been relying on notes I took at my first school board members' training session (I go back to that binder fairly regularly), and perhaps that presenter was not up on the latest regulations. Because right there in the handout it says "public comment is recommended, but not required."
Anyway, just wanted to make that correction. Have a great day.
Sunday, May 10, 2009
School Board Member's Responsibilities
Throughout my recently-completed first year of service on the Board of Education, I have often consulted the Board Member's Code of Ethics to remind myself of the responsibilities (and boundaries) of my job. This is more than simply a list of goals to aspire to, but rather is written into state law.
I think it might be enlightening for you to read what we, as Board members, are expected and legally required to do. Some of the folks who get angry or question why the Board does this or that, might find this especially interesting. I'm not posting this as an excuse for anything...just trying to explain. I've highlighted a few passages for emphasis.
(NJ Statute 18A:12-24.1)
a. I will uphold and enforce all laws, rules and regulations of the State Board of Education, and court orders pertaining to schools. Desired changes shall be brought about only through legal and ethical procedures.
b. I will make decisions in terms of the educational welfare of children and will seek to develop and maintain public schools that meet the individual needs of all children regardless of their ability, race, creed, sex, or social standing.
c. I will confine my board action to policy making, planning, and appraisal, and I will help to frame policies and plans only after the board has consulted those who will be affected by them.
d. I will carry out my responsibility, not to administer the schools, but, together with my fellow board members, to see that they are well run.
e. I will recognize that authority rests with the board of education and will make no personal promises nor take any private action that may compromise the board.
f. I will refuse to surrender my independent judgment to special interest or partisan political groups or to use the schools for personal gain or for the gain of friends.
g. I will hold confidential all matters pertaining to the schools which, if disclosed, would needlessly injure individuals or the schools. In all other matters, I will provide accurate information and, in concert with my fellow board members, interpret to the staff the aspirations of the community for its school.
h. I will vote to appoint the best qualified personnel available after consideration of the recommendation of the chief administrative officer.
i. I will support and protect school personnel in proper performance of their duties.
j. I will refer all complaints to the chief administrative officer and will act on the complaints at public meetings only after failure of an administrative solution.
Some of the key points for me:
-- Board members serve one "customer" -- the students. At the risk of controversy, I'd like to point out it doesn't say anything about taxpayers or parents or anyone else. We always must do what we think is best for the students. In fact, in my state-mandated Board member training, I was told that when we focus on the students, we should expect that sometimes we'll be at odds with taxpayers, the public, and even parents. (This does not mean we should disregard parents & the public...but it could conflict with that "we voted for you so now you must do what we say" mentality.)
-- The sections I refer to most are #c and #d, the directive that school boards do not run the schools, but must confine our activity to "policy-making, planning and appraisal." This is probably the hardest one for me...When I see a need, my tendency is to want to roll up my sleeves and "fix it." Or tell someone how they should fix it. But according to the law, I'm supposed to deal in much broader terms with our policies and trust that those policies will give the administrators the direction they need to actually make the decisions and run the schools day to day. The other thing I have a hard time with is limiting myself to "appraisal." By definition, this is a passive activity, waiting for something to happen and then reacting and giving feedback.
Section #i refers to our responsibility to support our staff, and applies to my posts last week about limiting public comments that are critical of staff members.
Finally, section #j deals with the chain of command and explains why the Board may not accept and act on complaints from parents. Complaints must go to the superintendent, before they come to us.
I wonder if any of the points in our Code of Ethics are surprising to members of the public?
I think it might be enlightening for you to read what we, as Board members, are expected and legally required to do. Some of the folks who get angry or question why the Board does this or that, might find this especially interesting. I'm not posting this as an excuse for anything...just trying to explain. I've highlighted a few passages for emphasis.
(NJ Statute 18A:12-24.1)
a. I will uphold and enforce all laws, rules and regulations of the State Board of Education, and court orders pertaining to schools. Desired changes shall be brought about only through legal and ethical procedures.
b. I will make decisions in terms of the educational welfare of children and will seek to develop and maintain public schools that meet the individual needs of all children regardless of their ability, race, creed, sex, or social standing.
c. I will confine my board action to policy making, planning, and appraisal, and I will help to frame policies and plans only after the board has consulted those who will be affected by them.
d. I will carry out my responsibility, not to administer the schools, but, together with my fellow board members, to see that they are well run.
e. I will recognize that authority rests with the board of education and will make no personal promises nor take any private action that may compromise the board.
f. I will refuse to surrender my independent judgment to special interest or partisan political groups or to use the schools for personal gain or for the gain of friends.
g. I will hold confidential all matters pertaining to the schools which, if disclosed, would needlessly injure individuals or the schools. In all other matters, I will provide accurate information and, in concert with my fellow board members, interpret to the staff the aspirations of the community for its school.
h. I will vote to appoint the best qualified personnel available after consideration of the recommendation of the chief administrative officer.
i. I will support and protect school personnel in proper performance of their duties.
j. I will refer all complaints to the chief administrative officer and will act on the complaints at public meetings only after failure of an administrative solution.
Some of the key points for me:
-- Board members serve one "customer" -- the students. At the risk of controversy, I'd like to point out it doesn't say anything about taxpayers or parents or anyone else. We always must do what we think is best for the students. In fact, in my state-mandated Board member training, I was told that when we focus on the students, we should expect that sometimes we'll be at odds with taxpayers, the public, and even parents. (This does not mean we should disregard parents & the public...but it could conflict with that "we voted for you so now you must do what we say" mentality.)
-- The sections I refer to most are #c and #d, the directive that school boards do not run the schools, but must confine our activity to "policy-making, planning and appraisal." This is probably the hardest one for me...When I see a need, my tendency is to want to roll up my sleeves and "fix it." Or tell someone how they should fix it. But according to the law, I'm supposed to deal in much broader terms with our policies and trust that those policies will give the administrators the direction they need to actually make the decisions and run the schools day to day. The other thing I have a hard time with is limiting myself to "appraisal." By definition, this is a passive activity, waiting for something to happen and then reacting and giving feedback.
Section #i refers to our responsibility to support our staff, and applies to my posts last week about limiting public comments that are critical of staff members.
Finally, section #j deals with the chain of command and explains why the Board may not accept and act on complaints from parents. Complaints must go to the superintendent, before they come to us.
I wonder if any of the points in our Code of Ethics are surprising to members of the public?
Thursday, May 7, 2009
Parents warned about dangerous "chain" text messages
Anyone who knows me knows that I embrace new technologies and enjoy sharing the benefits of these advances. I'm not one of those moms who "doesn't get" text messaging or calls those social networking sites "Space Book" or "My Face." I've incorporated cell phones, texting, IMing, email, blogging, Twitter, Facebook, and more into my daily life. HOWEVER, the benefits of 21st century technology come with a new set of challenges and even dangers, making it harder than ever to keep our kids safe.
Following is an email which was sent to parents this week by Tony Orsini, principal of Ben Franklin Middle School:
It seems that there are some disturbing text messages circulating among some of our 6th grade students. One in particular is a lengthy text that seems to have originated outside of the Ridgewood area, but is essentially a chain letter, threatening students to forward the message to 10 friends or bad things will happen to them.
The content of this text was not simply disturbing, it put young adolescents in a position to deal with a chain letter threat when they may not have the means to intellectualize the contents of the email and the threat accompanying the chain text.
Please communicate with your son or daughter in regard to any text they receive. Teach them not to accept a text from anyone who they do not know, and give them a safe person to talk to in order to report anything disturbing.
In addition, regularly check your child's text messaging and facebook use, just as you would check if they did their homework or brushed their teeth before bed. If something feels wrong, please don't hesitate reporting it to the authorities, or if it involves the school, report it to the school.
Finally, considering the things that have occurred recently in Glen Rock, and the fact that sexting exists throughout every community, please consider advocating for cell phones with no camera capability, or at the very least parental controls that do not allow any pictures onto a phone. Although texting may be something that has become universal, the potential negatives of pictures traveling by phone are astronomical (parents may consider the word astronomical as hyperbole, but the numerous severe abuses and inappropriateness of pictures forwarded through cell phones really is astronomical).
Thanks for being vigilant and helping to guide your children through the new world in which we live.
Sincerely,
Tony Orsini
Principal
Benjamin Franklin Middle School
Tenure talk
So, what’s all this talk about the Board of Education awarding tenure or not awarding tenure? If I may, I’d like to explain a little bit how the process works. This is not a comprehensive guide...just a little of what I’ve learned and what I’d like to share in light of some of the recent conversations and public comments.
Tenure is a state law. The timing of tenure – when staff receive it – is part of the law. The schedule is set – it is not negotiable, it cannot be delayed nor can it be speeded up or awarded early.
When a staff member is employed for three years, if they are renewed for the fourth year, then they automatically receive tenure. There is no decision to award or not award tenure – there is only the decision to renew the employee for the fourth year. If they are renewed: tenure.
If a teacher achieves tenure, and then later is promoted to an administrative position, then the timing for the awarding of tenure for the new position is after two years in that position.
The decision to renew a staff member is made by the Superintendent, following a process of annual reviews and observations made by the Superintendent, the principal and other staff (for example department supervisor). The Superintendent recommends which staff to renew, and the Board of Ed votes on the recommendation. There is never a vote to approve or award tenure per se (although obviously that renewal vote at the three-year mark is a de facto tenure approval).
Where does public or parent input come in to the process?
The hope and assumption is that parents will give input to the principal or Superintendent at any and all times, throughout a teacher or administrator’s service. If you’re happy with a teacher’s performance, please call or write, so the information can be noted and referred to as the staff person is evaluated. If you’re not happy with a teacher’s or administrator’s performance, please speak up to the Superintendent or principal. Why wait? Your input and opinions are welcome, and following the chain of command is the way to get results. If you do not receive satisfaction after following the chain, then the issue may come before the Board. The Board must not discuss the issue prior, in order to remain neutral should the issue come before us.
What does not happen, by law, is any sort of public hearing where parents can specifically weigh-in on whether a staff person should be re-hired or renewed.
Another important fact: the Board legally can't discuss staff members' performance in any way that would identify the employee, for example by name or as for example "the Spanish teacher at __ School," unless the employee has been notified in advance, has been given the option to have the meeting in public, and has agreed.
Anyway, just wanted to clarify some of the tenure talk. At last Monday's meeting, there was a list of staff which the Board approved for renewal for 09-10. I believe that list is included as part of the agenda.
Tenure is a state law. The timing of tenure – when staff receive it – is part of the law. The schedule is set – it is not negotiable, it cannot be delayed nor can it be speeded up or awarded early.
When a staff member is employed for three years, if they are renewed for the fourth year, then they automatically receive tenure. There is no decision to award or not award tenure – there is only the decision to renew the employee for the fourth year. If they are renewed: tenure.
If a teacher achieves tenure, and then later is promoted to an administrative position, then the timing for the awarding of tenure for the new position is after two years in that position.
The decision to renew a staff member is made by the Superintendent, following a process of annual reviews and observations made by the Superintendent, the principal and other staff (for example department supervisor). The Superintendent recommends which staff to renew, and the Board of Ed votes on the recommendation. There is never a vote to approve or award tenure per se (although obviously that renewal vote at the three-year mark is a de facto tenure approval).
Where does public or parent input come in to the process?
The hope and assumption is that parents will give input to the principal or Superintendent at any and all times, throughout a teacher or administrator’s service. If you’re happy with a teacher’s performance, please call or write, so the information can be noted and referred to as the staff person is evaluated. If you’re not happy with a teacher’s or administrator’s performance, please speak up to the Superintendent or principal. Why wait? Your input and opinions are welcome, and following the chain of command is the way to get results. If you do not receive satisfaction after following the chain, then the issue may come before the Board. The Board must not discuss the issue prior, in order to remain neutral should the issue come before us.
What does not happen, by law, is any sort of public hearing where parents can specifically weigh-in on whether a staff person should be re-hired or renewed.
Another important fact: the Board legally can't discuss staff members' performance in any way that would identify the employee, for example by name or as for example "the Spanish teacher at __ School," unless the employee has been notified in advance, has been given the option to have the meeting in public, and has agreed.
Anyway, just wanted to clarify some of the tenure talk. At last Monday's meeting, there was a list of staff which the Board approved for renewal for 09-10. I believe that list is included as part of the agenda.
Wednesday, May 6, 2009
BOE Webcast for 5/4
A few people have asked me when the webcast of last Monday's meeting will be posted on the District website. I am assuming there is a delay because the district's servers were down for the past two days. The meeting should be posted soon and I'll post the link when I can.
Have a great day!
Have a great day!
Teacher Recognition
Last night I had the pleasure of attending the annual Teacher Recognition Reception at the Ed Center. It is SUCH a great and positive event. The 10 awarded teachers were lined up in front of the room, which was packed with other teachers, administrators, family members, parents and students. Dr. Fishbein read some good words about each teacher, describing a little bit about why he or she was selected. It was great.
Also great was the musical presentation that preceded the awards. Last night, we were so very lucky to see and hear a presentation by the Ridgewood High School Percussion Ensemble. They literally blew us away with their skill and rhythm and enthusiasm and precision. Wow! I hope the performance will be posted on the distict website soon -- when it is, I'll include a link here.
The 2009 Teacher Recognition Award Winners are:
Hawes -- Andrew Raupp
Orchard -- Megan Price
Ridge -- Deirdre Brewer
Somerville -- Sally Lewis
Travell -- Elizabeth Henky
Willard -- Donald Friel
BF -- Donna Skettini
GW -- Leah Dodd
RHS -- Lucy Fern
Special Programs -- Amy Caughlan
Congratulations and thank you!
Also great was the musical presentation that preceded the awards. Last night, we were so very lucky to see and hear a presentation by the Ridgewood High School Percussion Ensemble. They literally blew us away with their skill and rhythm and enthusiasm and precision. Wow! I hope the performance will be posted on the distict website soon -- when it is, I'll include a link here.
The 2009 Teacher Recognition Award Winners are:
Hawes -- Andrew Raupp
Orchard -- Megan Price
Ridge -- Deirdre Brewer
Somerville -- Sally Lewis
Travell -- Elizabeth Henky
Willard -- Donald Friel
BF -- Donna Skettini
GW -- Leah Dodd
RHS -- Lucy Fern
Special Programs -- Amy Caughlan
Congratulations and thank you!
Free speech, part 2
Thought I would reprint parts of an email conversation I've been having, in response to my previous comments about public comments:
[the first writer had said that the BOE's public comment policy was designed to suppress free speech]
I hear what you are saying, but consider: what if the policy is not to suppress free speech but rather to establish a structure for meetings of the board while simultaneously fulfilling our legal obligation to support district staff? Would we be failing (legally) in the latter if we allowed a meeting attendee to publicly criticize (or actually defame) a teacher for something that allegedly happened in a classroom last week? I think so.
What about this analogy: when a visitor is in my home, if they want to start insulting my kid or my husband, don’t I have the right to tell them I don’t allow that? Don’t I have the right – even with our country’s freedom of speech – to try and stop them? (And, yes, I know the Ed Center is technically the public's "home" because the public pays the taxes that pay for it...is freedom of speech determined by the ownership of the locale? Or the "ownership" of the meeting...Haven't thought about it...indulge me this analogy to try and make my point!)
Did you know that there is no legal obligation to allow public comments at Board of Ed meetings? The Open Public Meetings Act says that we must meet in public, period. It is the tradition that boards invite public comment, but it is not a legal mandate.
[4/5/11 NOTE: THE ABOVE FACT WAS GIVEN TO ME BY NJ SCHOOL BOARDS ASSOCIATION IN 2009. I HAVE SINCE CONFIRMED WITH OUR LEGAL COUNSEL THAT SOME FORM OF PUBLIC COMMENT IS REQUIRED, ALTHOUGH THE FORMAT, TIME ALLOWED, ETC., IS UP TO THE BOARD.]
I agree with you that the policy in question can make people think that the Board doesn’t want to deal with confrontation or dissent. But why must the only other choice be to whisper in the market? Is there nothing in between? If you think a teacher sucks, you are welcome and encouraged to “confront” the principal (the teacher’s supervisor) and tell him/her how you feel. Or tell the superintendent how you feel. That chain of command will surely get you real action, as opposed to telling the Board at a public meeting. The Board is prohibited from getting involved in personnel issues, until they have run through the chain. A parade of 500 citizens can stand at the mic and say the teacher sucks or, worse, that he did something egregious. We aren't allowed to do anything about it until it has been brought to the superintendent without being resolved.
So you're right, it can look bad, regardless of the law. And the pre-comment statement is written with a slightly condescending/paternalistic tone (in my opinion). Dealing with that perception is a challenge. Personally, I wish we could have more of a give-and-take or conversation at our meetings. But based on policy and the laws, I don’t think that conversation is ever going to happen at Board meetings. That’s one of the reasons I’ve advocated for other “town hall” type meetings, set-up specifically for people to talk to us. We did a couple last month for the budget and they were quite successful. Do you think if we held school-based town halls, or issue-based town halls, that anyone would come?
[the first writer had said that the BOE's public comment policy was designed to suppress free speech]
I hear what you are saying, but consider: what if the policy is not to suppress free speech but rather to establish a structure for meetings of the board while simultaneously fulfilling our legal obligation to support district staff? Would we be failing (legally) in the latter if we allowed a meeting attendee to publicly criticize (or actually defame) a teacher for something that allegedly happened in a classroom last week? I think so.
What about this analogy: when a visitor is in my home, if they want to start insulting my kid or my husband, don’t I have the right to tell them I don’t allow that? Don’t I have the right – even with our country’s freedom of speech – to try and stop them? (And, yes, I know the Ed Center is technically the public's "home" because the public pays the taxes that pay for it...is freedom of speech determined by the ownership of the locale? Or the "ownership" of the meeting...Haven't thought about it...indulge me this analogy to try and make my point!)
Did you know that there is no legal obligation to allow public comments at Board of Ed meetings? The Open Public Meetings Act says that we must meet in public, period. It is the tradition that boards invite public comment, but it is not a legal mandate.
[4/5/11 NOTE: THE ABOVE FACT WAS GIVEN TO ME BY NJ SCHOOL BOARDS ASSOCIATION IN 2009. I HAVE SINCE CONFIRMED WITH OUR LEGAL COUNSEL THAT SOME FORM OF PUBLIC COMMENT IS REQUIRED, ALTHOUGH THE FORMAT, TIME ALLOWED, ETC., IS UP TO THE BOARD.]
I agree with you that the policy in question can make people think that the Board doesn’t want to deal with confrontation or dissent. But why must the only other choice be to whisper in the market? Is there nothing in between? If you think a teacher sucks, you are welcome and encouraged to “confront” the principal (the teacher’s supervisor) and tell him/her how you feel. Or tell the superintendent how you feel. That chain of command will surely get you real action, as opposed to telling the Board at a public meeting. The Board is prohibited from getting involved in personnel issues, until they have run through the chain. A parade of 500 citizens can stand at the mic and say the teacher sucks or, worse, that he did something egregious. We aren't allowed to do anything about it until it has been brought to the superintendent without being resolved.
So you're right, it can look bad, regardless of the law. And the pre-comment statement is written with a slightly condescending/paternalistic tone (in my opinion). Dealing with that perception is a challenge. Personally, I wish we could have more of a give-and-take or conversation at our meetings. But based on policy and the laws, I don’t think that conversation is ever going to happen at Board meetings. That’s one of the reasons I’ve advocated for other “town hall” type meetings, set-up specifically for people to talk to us. We did a couple last month for the budget and they were quite successful. Do you think if we held school-based town halls, or issue-based town halls, that anyone would come?
Tuesday, May 5, 2009
Before/After care to remain Y program
Last night the Board voted to approve an agreement with the YWCA that will allow them to continue providing before- and after-school care at Village schools -- with facilities fees paid to the district and creating a new revenue stream.
The Board had explored the possibility of running the before/aftercare ourselves, as a way to generate income. This new solution, worked out between the Y and the finance committee, will give us some income but will be easier to administer, especially in light of the changes in the business office next year (reorganized staff and a new business administrator to replace Angelo Desimone who has resigned to work with the state).
The good news for parents is the before/aftercare program will remain essentially the same, with earlier morning hours and plans to add services at schools which currently don't offer aftercare, if appropriate demand can be established.
I love win-win solutions!
The Board had explored the possibility of running the before/aftercare ourselves, as a way to generate income. This new solution, worked out between the Y and the finance committee, will give us some income but will be easier to administer, especially in light of the changes in the business office next year (reorganized staff and a new business administrator to replace Angelo Desimone who has resigned to work with the state).
The good news for parents is the before/aftercare program will remain essentially the same, with earlier morning hours and plans to add services at schools which currently don't offer aftercare, if appropriate demand can be established.
I love win-win solutions!
Free speech at Board of Ed meetings.
At tonight's Board of Ed meeting, there were a lot of people in the audience (yay!), but because we had been informed that there would be lots of public comment, Mr. Vallerini, (who, by the way, was re-elected as President of the Board for the 09-10 school year), read a statement prior to the public comment portion of the meeting. During those public comments, all of which (I think) addressed the "awarding" of tenure to a particular teacher, one person took the mic to criticize Mr. Vallerini's statement, as he felt the Board was trying to limit free speech.
[I don't have the text of the statement...maybe I'll try to watch the meeting webcast and transcribe it.]
Anyway, first, let me say I'm a big free speech proponent. The statement Mr. Vallerini read was recommended by our lawyer and is primarily to serve three purposes: 1) To explain why Board members don't respond to comments about staff, because it is illegal for us to do so; 2) To inform speakers that they speak at their own risk and open themselves up to defamation issues; 3) To inform that Board policy #1120 says: "Board meetings are not the appropriate forum for the public criticism of individual staff members and such comments will not be entertained."
Now, that policy may be wrong. It may be overly controlling. It may go against the spirit of free speech laws. But the fact that it's in the district policy manual means we are required by law to follow it. If we wanted to revise it, that's another issue.
I can certainly see the Board's (whichever Board first wrote the policy) desire to support its staff and protect them from public attacks (in fact, legislation requires Board members to swear to "support and protect school personnel in proper performance of their duties")...I can see the district's desire to not provide a forum (and share any potential liability) for defamatory speech...but I too am put-off by the overly-protective tone. I'm curious as to why it exists. While I think there are more productive forums for criticism of staff, the American tradition of free and public discourse is important.
(School board trivia: did you know that public comments at Board of Ed meetings are not mandatory according to law? It's my understanding that there is no legal requirement that we allow public comment. I'm guessing -- and obviously I'm no lawyer -- that the Board's ability to regulate public comments is related to this fact.)
Update 3/25/11: I was told by a representative of the New Jersey School Boards Association, back in 2009 when this post first appeared, that public comment was not required by law at BOE meetings. I have since (yesterday) been informed by the Board's attorney that some form of public comment is required, although the amount of time given and the format are up to the Board.
[I don't have the text of the statement...maybe I'll try to watch the meeting webcast and transcribe it.]
Anyway, first, let me say I'm a big free speech proponent. The statement Mr. Vallerini read was recommended by our lawyer and is primarily to serve three purposes: 1) To explain why Board members don't respond to comments about staff, because it is illegal for us to do so; 2) To inform speakers that they speak at their own risk and open themselves up to defamation issues; 3) To inform that Board policy #1120 says: "Board meetings are not the appropriate forum for the public criticism of individual staff members and such comments will not be entertained."
Now, that policy may be wrong. It may be overly controlling. It may go against the spirit of free speech laws. But the fact that it's in the district policy manual means we are required by law to follow it. If we wanted to revise it, that's another issue.
I can certainly see the Board's (whichever Board first wrote the policy) desire to support its staff and protect them from public attacks (in fact, legislation requires Board members to swear to "support and protect school personnel in proper performance of their duties")...I can see the district's desire to not provide a forum (and share any potential liability) for defamatory speech...but I too am put-off by the overly-protective tone. I'm curious as to why it exists. While I think there are more productive forums for criticism of staff, the American tradition of free and public discourse is important.
(School board trivia: did you know that public comments at Board of Ed meetings are not mandatory according to law? It's my understanding that there is no legal requirement that we allow public comment. I'm guessing -- and obviously I'm no lawyer -- that the Board's ability to regulate public comments is related to this fact.)
Update 3/25/11: I was told by a representative of the New Jersey School Boards Association, back in 2009 when this post first appeared, that public comment was not required by law at BOE meetings. I have since (yesterday) been informed by the Board's attorney that some form of public comment is required, although the amount of time given and the format are up to the Board.
Monday, May 4, 2009
Back in the swing of things.
Hope all you families with students enjoyed the school break last week. We've been back just a short time and already the trip to California is a memory (but a good one!).
Tonight's Board of Ed meeting will be packed with activity. First, it's our Reorganization meeting, where we do a lot of required re-appointing -- lawyers, accountants, architects and many other vendors, approving the meeting schedule for next year, etc. We will also elect a Board President and Vice President for the year.
Then we immediately have our first "regular" meeting. A few of the highlights from that agenda:
-- Presentation on the Cambodia trip that Dr.. Kashmanian and several students and staff made, to participate in the opening of the school we helped build.
-- Reappointments of personnel for 2009-2010
-- Approval of bid for landscaping, grounds maintenance and snow plowing
-- Approval of contract with the YWCA, where they will continue to provide before/after care but they propose to pay a facilities use fee.
And other fun stuff, I'm sure. You can read the entire agenda by clicking here. You can watch online by clicking here. Or you can come on down to the Ed Center, 3rd floor at 7:30 -- we'd love to have you!
Tonight's Board of Ed meeting will be packed with activity. First, it's our Reorganization meeting, where we do a lot of required re-appointing -- lawyers, accountants, architects and many other vendors, approving the meeting schedule for next year, etc. We will also elect a Board President and Vice President for the year.
Then we immediately have our first "regular" meeting. A few of the highlights from that agenda:
-- Presentation on the Cambodia trip that Dr.. Kashmanian and several students and staff made, to participate in the opening of the school we helped build.
-- Reappointments of personnel for 2009-2010
-- Approval of bid for landscaping, grounds maintenance and snow plowing
-- Approval of contract with the YWCA, where they will continue to provide before/after care but they propose to pay a facilities use fee.
And other fun stuff, I'm sure. You can read the entire agenda by clicking here. You can watch online by clicking here. Or you can come on down to the Ed Center, 3rd floor at 7:30 -- we'd love to have you!
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