The Plainfield Public Schools received the Investigative Report regarding Personnel Practices conducted by the Office of Fiscal Accountability and Compliance. Although the provisions allow for a time period of 30 days to present said report and corresponding Action Plan to the public at a Board Meeting and place on the District website, the report is being made available at this time to the public in its entirety. Pursuant to N.J.A.C. 6A:23A-5.6, the report will be presented and discussed at the next regularly scheduled Board Meeting.
Steps to address the findings in the report have already begun as reflected in newly adopted Board Policy, and newly established administrative procedures governing personnel.
The conclusion of this investigation and this process will enable the District to maintain its focus on meeting the fiscal challenges that lay ahead and providing the best opportunities for our students to learn and succeed.
Click here to read the Office of Fiscal Accountability and Compliance report.
March 24, 2010
PENSION BENEFITS AND LEGISLATIVE UPDATES
In light of the current financial crisis facing the State of New Jersey, there has been much public discussion about the costs of employee benefits and pensions. Governor Christie has also proposed a number of measures to reduce the employee and related costs for public employees.
Proposals that will impact school districts across the State involve the freezing of current salaries, arbitration reforms, and requiring contributions to employee health benefits. The Star Ledger and Courier News have both reported the Governor's request to freeze salaries for the upcoming year. Additionally, the Legislature recently passed bills that seek changes in pensions, health benefits, sick leave and disability, and a Constitutional Amendment requiring a gradual “ramp-up” to fund pension systems.
These measures alone and potentially combined, will have an impact on employment salary, pension, and benefits. In fact, if enacted after August 1, 2010, these may have an impact for the rest of an employee's life.
Public employees would be wise to read more about these proposed changes and their potential impact, as well as consult with their personal retirement planning advisor.
More information about the specific bills can be read at http://www.njea.org/page.aspx?z=1050&pz=6.
Proposals that will impact school districts across the State involve the freezing of current salaries, arbitration reforms, and requiring contributions to employee health benefits. The Star Ledger and Courier News have both reported the Governor's request to freeze salaries for the upcoming year. Additionally, the Legislature recently passed bills that seek changes in pensions, health benefits, sick leave and disability, and a Constitutional Amendment requiring a gradual “ramp-up” to fund pension systems.
These measures alone and potentially combined, will have an impact on employment salary, pension, and benefits. In fact, if enacted after August 1, 2010, these may have an impact for the rest of an employee's life.
Public employees would be wise to read more about these proposed changes and their potential impact, as well as consult with their personal retirement planning advisor.
More information about the specific bills can be read at http://www.njea.org/page.aspx?z=1050&pz=6.
March 17, 2010
PRESSING FORWARD: NJQSAC UPDATE & INTERIM REVIEW PLACEMENT
Plainfield Public Schools realized double-digit gains in each of the 5 areas on the New Jersey Quality Single Accountability Continuum (NJQSAC). The NJQSAC, which is a part of state law governing the evaluation and monitoring of New Jersey school districts, involves a comprehensive review in the areas of Instruction and Program, Governance, Personnel, Operations, and Fiscal Management.
It began in January 2007 and involved interviews of staff, students, BOE Members, community members, school visits, and a community forum. This review involved interviews of over 100 persons over a span of 7 days.
In this review, which concluded August 2007, Plainfield Public Schools failed to meet the required benchmark of eighty percent in the assessed areas. As a result, a required plan was developed and approved in June 2008, one month prior to the arrival of the newly appointed Superintendent of Schools. After a meeting was held to review and discuss modifications to the plan with the County Superintendent, the 2008-2012 District Strategic Plan provided a framework to not only address the areas of NJQSAC, but to also develop and implement best practices and innovative models for the Plainfield Public Schools.
Such efforts have resulted in achievements and accomplishments in the Plainfield Public schools ranging from decreasing audit findings and suspensions, increasing enrollment and courses for gifted, advanced placement, and honors, and quadrupling the amount spent on textbooks, to establishing K-8 Centers, the Plainfield Academy for the Arts & Advanced Studies, a School Allocation Plan and Mandatory School Uniforms, to name a few.
The NJQSAC, however, as an independent, state review of the district, further serves to inform on the progress and improvement of the Plainfield Public Schools in the 5 key areas. Program and Instruction was the area in which the district scored the lowest. Yet, this is the area which must drive everything a school district does as it involves and speaks directly to the learning of students. This area showed the highest point increase of 60 points!
This shows a renewed focus on teaching and learning and the education of students, an area of which a school district and community must never lose sight. The area of Governance marked the area with the second highest point increase. This seemed to be due in large part to the fact that all BOE policies have been updated and improved methods for minutes and record keeping are in place. In fact, over the past 18 months, all BOE Agendas have been available on the district's revised website well in advance of scheduled meetings.
A presentation was made to the Plainfield Board of Education on Tuesday, March 16, 2010, which summarized the 2007 findings and specific steps that have been taken to address them over the past 18 months, as well as the point increases for each area. The point increases were as follows:
· Instruction & Program +60
· Governance +45
· Fiscal Management +42
· Personnel +42
· Operations +18
The presentation entitled Pressing Forward reflects exactly what must continue to be done by committed professionals and responsible adults to improve the learning and lives of students, and standing of our district.
Although the double-digit gains are significant, the present NJQSAC standing of Plainfield Public Schools still indicates that much work remains to be done and the journey toward improvement is still just beginning.
March 4, 2010
On Curriculum
Foundation of Discussion
During its 2006-2007 review, the New Jersey Quality Single Accountability Continuum (NJQSAC) revealed significant areas in which the Plainfield Public Schools needed to improve. Of the 5 areas reviewed, the area of Instruction and Program continues to serve as one of the most significant areas in which the District must improve. Interestingly, this was the area in which the Plainfield Public Schools received the lowest rating and despite progress being made in many areas, remained one of the areas in need of being addressed. At the core of this area and work, lay a critical foundation of a district, school, and classroom. The area of Curriculum and Instruction represents the engine that will advance the educational wheels for student learning.
Focus
The primary task of a school district is to focus on successfully meeting the academic needs and related services required to ensure learning and life-long success for every student. In the midst of the financial challenges, and a focus by some on issues that will not move the needle on student learning, there must remain a focus and an active engagement on teaching, learning, and curriculum.
It is widely known through research and yes, through the common sense of life and experience, that school districts that perform well in educating their students possess a clear and unfettered focus on intellectual matters---matters that center around the core work and ways of helping their students perform academically at higher levels. The time, energy, and resources of such districts, their community, and their stakeholders are invested in educational matters. They are not easily distracted or consumed on matters that move the focus and conversations away from student learning. These districts also focus their efforts and resources on providing their students with a challenging curriculum and high quality instruction. For educational success, there cannot be one without the other.
Recent views of learning have increasingly shown that students do not learn and demonstrate understanding in the same way. Most, however, acquire new knowledge and transfer it to what they already know, and use this process to build new meaning and understandings. Therefore, a school curriculum must consider and/or include the following:
· Human Intelligence
· Multiple Measures of Assessment
· Collaborative Learning
· Creativity
· Innovative and Technology Integration
· Real World Problem Solving
The recent globalization of the financial and employment markets have also served to reshape and reform discussions about curriculum in today's schools. Lastly and most important, a curriculum must always stay focused on identifying what students should know and be able to do at each grade level and/or content area. This reflects the need and importance of a “standards," competency-based curriculum approach.
A Recognized Need
The Plainfield Public Schools recognizes the need and critical importance of having a solid, Board-adopted curriculum in place. Such a curriculum does not reflect commercially purchased products, but a solid, standards-based educational plan of action and accomplishment for all students. There should be no recurring costs to implementing a district-wide curriculum. It should be one that is aligned to state standards (which are not fully complete in some areas) and it involves diverse stakeholders in the development and review process. It should be adopted by the Board of Education and reflect the most important “policy” that a district has---one that ensures and promotes the learning of its students.
In the Plainfield Public Schools, based on the findings of NJQSAC and reviews conducted during the 2008-2009 school year, this work has begun.
The Work
After a review of district-wide curricular issues and needs, such as textbook, technology, and training, a focus on developing a district wide curriculum began. Although the State revealed gaps in several areas, the Plainfield Public Schools proceeded with this work. This work has been based primarily on the well-respected work and axiom of Wiggins and McTighe which requires that we determine “what it is we want students to know and be able to do.” This required that as opposed to “jumping all in” to curriculum writing, that we as a district stop, reflect, and make intelligent choices, and to engage in “backward design” by beginning with the end in mind. In the Plainfield Public Schools, this in essence means looking at our high school graduates and determining what skills, attitudes, and dispositions we want them to possess for success in life when they leave and enter into postsecondary experiences or the world of work.
The practical approach for school districts in addressing curricular issues is to review and address content areas on an annual basis as needed, with a full scale review every 3 to 5 years. For example, a district would spend an entire year reviewing mathematics for all grade levels. This review will focus on ensuring alignment with State standards (that periodically change) and assessments, providing resources to support delivery, and planning professional development and training needs that may emerge. This can be done only if the district has developed, adopted, and is implementing a curriculum for all areas. If this is not the case and such is not in place, a district will have to either address each area with breadth and depth, or develop a framework for all areas and revise and enhance, as needed and required based on State revisions.
To address each content area thoroughly is very tedious and time-consuming work. During the 2008-2009 school year, the Plainfield Public Schools moved forward with a full scale plan and strategy toward curriculum development. This plan does not involve a simplistic, isolated approach; yet, one that is thorough and collaborative.
This summer, a group of teachers collaborated in an effort to begin the curriculum development process. It was determined that teachers as a group must be allowed to actively engage in decisions and acts of creativity on behalf of the students and the work they know best. The involvement of teachers in the curriculum development process is essential and promotes a culture of collaboration and support.
Status
At the 2009 October Business Meeting, a presentation to the Board was provided. This presentation provided an update regarding the work that was completed over the summer and plans moving forward. It outlined the three most critical phases of curriculum development: curriculum, instruction, and assessment.
To date, “backmapping” of all standards K-8 for Science, Social Studies, and Math are complete. The State presently provides standards for all grades K-8 for Language Arts Literacy. This eliminated the need for staff to spend time on this content area during the summer. “Backmapping” entails looking at the standards and Cumulative Progress Indicators (CPIs) that the state already provides for certain grades and filling in the gaps for those grades that the State has not provided CPIs .
Upon reviewing the original plan for the development of curriculum for all subject areas, adjustments in the scope of this work were made. These adjustments were made to establish an end-of-year goal for all teachers to be provided a framework for each grade level (K-8) with a competency for each CPI. This will enable teachers throughout the District to improve their ability to assess and determine whether a student has achieved mastery with each of the CPIs instructed at that grade level. In short, to determine whether or not he/she learned what we taught and how will such learning be demonstrated.
Science and Social Studies have recently adopted State standards. Therefore, the work on these curriculum frameworks is continuing. The English and Math frameworks will be based on the 2004 State standards knowing that once the newly adopted standards are released, revisions and realignments may be needed.
Goal
Despite the absence of a fully developed district wide curriculum for many years, the Plainfield Public Schools is committed to curriculum development in an effort to improve instruction and student learning. The goal of this administration is to have a curriculum developed, and recommended for adoption in the areas of Mathematics, Science, Social Studies, and Literacy/Language Arts by the close of the 2009-2010 school year.
The dismal findings of the 2006-2007 NJQSAC findings in the area of Curriculum, Instruction, and Program spoke loud and clear about what must happen to improve the most important area in our school district.
The need to better meet the educational needs of our students speaks even louder.
During its 2006-2007 review, the New Jersey Quality Single Accountability Continuum (NJQSAC) revealed significant areas in which the Plainfield Public Schools needed to improve. Of the 5 areas reviewed, the area of Instruction and Program continues to serve as one of the most significant areas in which the District must improve. Interestingly, this was the area in which the Plainfield Public Schools received the lowest rating and despite progress being made in many areas, remained one of the areas in need of being addressed. At the core of this area and work, lay a critical foundation of a district, school, and classroom. The area of Curriculum and Instruction represents the engine that will advance the educational wheels for student learning.
Focus
The primary task of a school district is to focus on successfully meeting the academic needs and related services required to ensure learning and life-long success for every student. In the midst of the financial challenges, and a focus by some on issues that will not move the needle on student learning, there must remain a focus and an active engagement on teaching, learning, and curriculum.
It is widely known through research and yes, through the common sense of life and experience, that school districts that perform well in educating their students possess a clear and unfettered focus on intellectual matters---matters that center around the core work and ways of helping their students perform academically at higher levels. The time, energy, and resources of such districts, their community, and their stakeholders are invested in educational matters. They are not easily distracted or consumed on matters that move the focus and conversations away from student learning. These districts also focus their efforts and resources on providing their students with a challenging curriculum and high quality instruction. For educational success, there cannot be one without the other.
Recent views of learning have increasingly shown that students do not learn and demonstrate understanding in the same way. Most, however, acquire new knowledge and transfer it to what they already know, and use this process to build new meaning and understandings. Therefore, a school curriculum must consider and/or include the following:
· Human Intelligence
· Multiple Measures of Assessment
· Collaborative Learning
· Creativity
· Innovative and Technology Integration
· Real World Problem Solving
The recent globalization of the financial and employment markets have also served to reshape and reform discussions about curriculum in today's schools. Lastly and most important, a curriculum must always stay focused on identifying what students should know and be able to do at each grade level and/or content area. This reflects the need and importance of a “standards," competency-based curriculum approach.
A Recognized Need
The Plainfield Public Schools recognizes the need and critical importance of having a solid, Board-adopted curriculum in place. Such a curriculum does not reflect commercially purchased products, but a solid, standards-based educational plan of action and accomplishment for all students. There should be no recurring costs to implementing a district-wide curriculum. It should be one that is aligned to state standards (which are not fully complete in some areas) and it involves diverse stakeholders in the development and review process. It should be adopted by the Board of Education and reflect the most important “policy” that a district has---one that ensures and promotes the learning of its students.
In the Plainfield Public Schools, based on the findings of NJQSAC and reviews conducted during the 2008-2009 school year, this work has begun.
The Work
After a review of district-wide curricular issues and needs, such as textbook, technology, and training, a focus on developing a district wide curriculum began. Although the State revealed gaps in several areas, the Plainfield Public Schools proceeded with this work. This work has been based primarily on the well-respected work and axiom of Wiggins and McTighe which requires that we determine “what it is we want students to know and be able to do.” This required that as opposed to “jumping all in” to curriculum writing, that we as a district stop, reflect, and make intelligent choices, and to engage in “backward design” by beginning with the end in mind. In the Plainfield Public Schools, this in essence means looking at our high school graduates and determining what skills, attitudes, and dispositions we want them to possess for success in life when they leave and enter into postsecondary experiences or the world of work.
The practical approach for school districts in addressing curricular issues is to review and address content areas on an annual basis as needed, with a full scale review every 3 to 5 years. For example, a district would spend an entire year reviewing mathematics for all grade levels. This review will focus on ensuring alignment with State standards (that periodically change) and assessments, providing resources to support delivery, and planning professional development and training needs that may emerge. This can be done only if the district has developed, adopted, and is implementing a curriculum for all areas. If this is not the case and such is not in place, a district will have to either address each area with breadth and depth, or develop a framework for all areas and revise and enhance, as needed and required based on State revisions.
To address each content area thoroughly is very tedious and time-consuming work. During the 2008-2009 school year, the Plainfield Public Schools moved forward with a full scale plan and strategy toward curriculum development. This plan does not involve a simplistic, isolated approach; yet, one that is thorough and collaborative.
This summer, a group of teachers collaborated in an effort to begin the curriculum development process. It was determined that teachers as a group must be allowed to actively engage in decisions and acts of creativity on behalf of the students and the work they know best. The involvement of teachers in the curriculum development process is essential and promotes a culture of collaboration and support.
Status
At the 2009 October Business Meeting, a presentation to the Board was provided. This presentation provided an update regarding the work that was completed over the summer and plans moving forward. It outlined the three most critical phases of curriculum development: curriculum, instruction, and assessment.
To date, “backmapping” of all standards K-8 for Science, Social Studies, and Math are complete. The State presently provides standards for all grades K-8 for Language Arts Literacy. This eliminated the need for staff to spend time on this content area during the summer. “Backmapping” entails looking at the standards and Cumulative Progress Indicators (CPIs) that the state already provides for certain grades and filling in the gaps for those grades that the State has not provided CPIs .
Upon reviewing the original plan for the development of curriculum for all subject areas, adjustments in the scope of this work were made. These adjustments were made to establish an end-of-year goal for all teachers to be provided a framework for each grade level (K-8) with a competency for each CPI. This will enable teachers throughout the District to improve their ability to assess and determine whether a student has achieved mastery with each of the CPIs instructed at that grade level. In short, to determine whether or not he/she learned what we taught and how will such learning be demonstrated.
Science and Social Studies have recently adopted State standards. Therefore, the work on these curriculum frameworks is continuing. The English and Math frameworks will be based on the 2004 State standards knowing that once the newly adopted standards are released, revisions and realignments may be needed.
Goal
Despite the absence of a fully developed district wide curriculum for many years, the Plainfield Public Schools is committed to curriculum development in an effort to improve instruction and student learning. The goal of this administration is to have a curriculum developed, and recommended for adoption in the areas of Mathematics, Science, Social Studies, and Literacy/Language Arts by the close of the 2009-2010 school year.
The dismal findings of the 2006-2007 NJQSAC findings in the area of Curriculum, Instruction, and Program spoke loud and clear about what must happen to improve the most important area in our school district.
The need to better meet the educational needs of our students speaks even louder.
February 23, 2010
Real Challenges Ahead
Despite some of the recent issues facing the Plainfield Public Schools, real economic challenges face the State and school districts across New Jersey in the area of educational funding. These challenges threaten to rock the very core of the educational foundation in many school districts---ultimately, impacting students. Specifically, the State of New Jersey faced a reported $2.3 billion dollar shortfall in this current year.
Governor Christopher Christie, with a simple stroke of a pen, wiped out $476 million in funds set aside by school districts in their school budgets. Many Districts, including Plainfield, depend largely on “rainy day” or surplus funds to close budgets gaps year to year. Last year, over $3 million dollars were used in reserve funds to close the gap in the 2009-2010 school budget.
As a part of the recent action taken by the State, the Plainfield Public Schools has already lost $950,000 from this year’s budget. Another school district lost over $22 million!
Governor Christopher Christie, with a simple stroke of a pen, wiped out $476 million in funds set aside by school districts in their school budgets. Many Districts, including Plainfield, depend largely on “rainy day” or surplus funds to close budgets gaps year to year. Last year, over $3 million dollars were used in reserve funds to close the gap in the 2009-2010 school budget.
As a part of the recent action taken by the State, the Plainfield Public Schools has already lost $950,000 from this year’s budget. Another school district lost over $22 million!
By law, districts must use any surplus funds over 2% to reduce taxes in the second year after the funds have been accumulated. The Governor, by Executive Order, has decided not to pay $476 million in state aid due to districts to support educational programs in the current (2009-10) school year. Instead, the Governor has directed districts to use their reserve, “rainy day” funds to pay for current year expenses, rather than keeping those funds in reserve to build next year's budget. Over 500 districts are affected by the state aid cut and loss of reserve funds.
These districts will not have any reserve funds available next year to cover increased salary, benefits and other costs of necessary educational programs and services. Without these funds, districts will have to address any budget shortfalls through staff and program cuts, by increasing local property taxes, or some combination of both. Although there were many school districts that settled new contracts, several districts, including Plainfield after over a year of negotiations, did not reach an agreement. This becomes even more troubling on the heels of recent news regarding the grim financial picture facing local school districts.
For "high needs" districts such as Plainfield Public Schools and those serving large numbers of poor students and students of color -- the aid cut is especially troubling. Because of their low wealth and high student need, such districts are heavily dependent on state aid to support their educational programs. Also, many such districts were counting on rainy day funds to help maintain teachers, staff and other programs next year. Many such districts might not receive any state aid increase under the state's new funding formula. For middle income and suburban districts, the aid cuts will likely trigger higher property taxes, as districts ask local taxpayers to make up for the loss of the rainy day funds. These districts, however, do not rely heavily on state aid.
Most of the educational funding in Plainfield comes from state aid---not the local property base. Approximately 14% comes from the local taxpayer base in Plainfield. The remaining 86% of funding for Plainfield Public Schools comes from State and federal dollars.
The problems with school budgets next year will be compounded for all districts if the Governor ignores the state's funding formula and does not increase state aid in the FY2111 State budget, or even worse, proposes a cut in state formula aid. The Governor announces his proposed FY11 State budget on March 16.
There have already been recommendations to local school districts to plan for budgeting at 90% of current funding levels. In the Plainfield Public Schools, that could result in budget cuts upwards of $10 million---a reduction never seen in the District. This will be on top of rising health care costs and the need for a new teacher contract that has yet to be settled, despite a year of ongoing negotiations. School districts that were able to settle their contract prior to this economic crisis were able to anticipate and factor in such costs in their decisions to meet the budget challenges.
A school district’s first and foremost obligation is to the education of its students. Although there have been issues that have faced the Plainfield Public Schools in recent months, the fiscal challenges that lay ahead represent real challenges for the school district---and more importantly, to the education of our students.
February 21, 2010
Lessons from a Tiger
On Friday, February 19, 2010, the nation watched as Tiger Woods presented a powerful, public profession and apology about his personal mistakes and acts of poor judgments. It is hoped that many had an opportunity to view it. Tiger Woods used this as his opportunity to both ask for forgiveness for his actions and privacy for his family. He also discussed how his behavior brought shame to his fans and embarrassment to those that have worked with and supported him. If one had an ounce of humanity running through their veins, they could not help but to feel his sincere pain and regret, and empathize with his struggle. They would also be forced to cheer for his successful recovery and prompt return. One, quietly however, agreed with his statement that the matters in question was “between a wife and a husband,” something that the public too often fails to remember, especially when it comes to public figures.
His Children
Tiger also expressed how the media had imposed on his family, specifically his children. How they followed them to school and shared public information about the school in which his daughter attended. He shared this as reminder to all that it was he, not his children or his family, that committed those acts. This reminder brought with it the question as to why should his family and especially his children suffer? What did they do? The placement of children in the middle of any adult issue or conflict will always be wrong on its face and rotten at its core. Children should always be protected and their interests held sacred.
The Person
The press conference was not held on a golf course. It was held indoors and he spoke from a podium. His attire did not reveal the “swoosh” from his major sponsor Nike or the combined TW that reflects his worldwide brand. He did not wear any of his trademark caps. He did not stand as the world’s greatest golfer---the one who still ranks as the #1 golfer in the world and he did not stand as the world’s highest paid athlete whose earning topped $110 million in 2008. He stood as a man, a husband, a son, a father, and a friend.
He stood not as Tiger Woods, but as Eldrick Tont Woods. He stood in the midst of those who accused, wrote about, criticized, and eventually judged his personal behavior. He also recognized that he was held to a higher standard. It was during this speech, at that moment, and with the embrace of his mother that we realized he was simply a man—a normal, feeling, breathing, and yes, crying person. One, even not being a fan of golf, cannot help but to become a fan of one’s humanity---one’s ability to face, fall, go through, and overcome life’s adversity---even in the midst of those cheering for their failure---disingenuously because their success does not serve their personal, political, or financial interests or agenda.
Our Children
In the midst of many of life’s challenges and adult divisions and disagreements, Eldrick Tont Woods reminded the world to respect, protect, and honor its children. This was one of the most powerful lessons that can be learned among members of a school district and community. For between the two, the children must never be forgotten, politicized, or exploited. This must never occur.
The Plainfield Public Schools has had recently had its share of challenges. In the discussions, disagreements, divisions, and hope for resolutions, we must never forget about our children. No matter what.
These are simple lessons from a tiger.
His Children
Tiger also expressed how the media had imposed on his family, specifically his children. How they followed them to school and shared public information about the school in which his daughter attended. He shared this as reminder to all that it was he, not his children or his family, that committed those acts. This reminder brought with it the question as to why should his family and especially his children suffer? What did they do? The placement of children in the middle of any adult issue or conflict will always be wrong on its face and rotten at its core. Children should always be protected and their interests held sacred.
The Person
The press conference was not held on a golf course. It was held indoors and he spoke from a podium. His attire did not reveal the “swoosh” from his major sponsor Nike or the combined TW that reflects his worldwide brand. He did not wear any of his trademark caps. He did not stand as the world’s greatest golfer---the one who still ranks as the #1 golfer in the world and he did not stand as the world’s highest paid athlete whose earning topped $110 million in 2008. He stood as a man, a husband, a son, a father, and a friend.
He stood not as Tiger Woods, but as Eldrick Tont Woods. He stood in the midst of those who accused, wrote about, criticized, and eventually judged his personal behavior. He also recognized that he was held to a higher standard. It was during this speech, at that moment, and with the embrace of his mother that we realized he was simply a man—a normal, feeling, breathing, and yes, crying person. One, even not being a fan of golf, cannot help but to become a fan of one’s humanity---one’s ability to face, fall, go through, and overcome life’s adversity---even in the midst of those cheering for their failure---disingenuously because their success does not serve their personal, political, or financial interests or agenda.
Our Children
In the midst of many of life’s challenges and adult divisions and disagreements, Eldrick Tont Woods reminded the world to respect, protect, and honor its children. This was one of the most powerful lessons that can be learned among members of a school district and community. For between the two, the children must never be forgotten, politicized, or exploited. This must never occur.
The Plainfield Public Schools has had recently had its share of challenges. In the discussions, disagreements, divisions, and hope for resolutions, we must never forget about our children. No matter what.
These are simple lessons from a tiger.
February 19, 2010
The Home School Advantage
The current trends in Special Education best practices have evolved and even come full circle. One hundred years ago, students with disabilities were educated in their local school, by their neighbors with their peers. They were a part of the community from the time they entered into education to the time they exited. As years past, the same students were “pulled out” first into separate classes and then into separate schools, even separate towns. Over the past decade, the pattern of separate schooling became clearly unequal. Students were being educated miles from their homes, outside of their communities with challenging accountability to the local education association.
In March of 2009, Plainfield Schools Superintendent of Schools Dr. Steve Gallon III established a task force of stakeholders to identify a target population(s) of students currently being taught in (or expected to be taught in) Out of District Schools; and design a realistic, comparable program in district to meet their education needs as determined by their education plans. This charge allowed the District to embrace the mantra “all children should be educated at home with their peers receiving a quality education.” To that end, the Plainfield Public Schools has embarked on a model of continued movement towards expanding special education programs to meet the needs of all students.
For the 2009-2010 school year, three programs were expanded. These programs were Autistic, Multiple Disabilities, and Behavior Disabilities. Four schools now have programs and students that were previously served by Out of District Schools. The expanded programs reach not only the immediate students they serve but impact all of the children in the building. A greater understanding of individual learning differences has been fostered at Hubbard Middle School as a newly expanded class of students took the stage during the winter concert. An interaction that had never happened before now occurs every day as Kindergarteners from all classes join their peers with Autism during daily story time together. The “home school advantage” can be seen each time a child that previously traveled an hour each way to school is embraced by their neighborhood peers.
An additional benefit to the home school is the fiscal gain realized by the district. The 2009-2010 school year saw an increase of 35 pupils in the 4 expanded special education programs in The Plainfield Public Schools. This increase represents an estimated $1,750,000 dollars in tuition returned to In-District programs. Transportation costs are also reduced and all students benefit from enhanced school services.
Plainfield Public Schools students are being educated in their home district, money is returning to the district and a continuum of services is growing. These represent three compelling reasons to complete this circle of Special Education. Exemplary services at home for all students is the goal of the Plainfield Public Schools and is one that the District is committed to and a goal that makes the job of educating children worth having.
February 1, 2010
Governor Christie Considers Educational Changes
A 25-page report released by Governor-Elect Christie proposes significant changes for education in
- Development school performance measures that go beyond test scores to include the efforts of individual districts
- Freezing of school employees salaries for 2010-2011 due to state budget’ crisis
- Opening up
- Review of unfunded requirements from the state placed on local school districts
January 21, 2010
Plainfield ELL’s Meet AMAO for Growth in English Language Proficiency
Each year in the spring all ELL’s (English Language Learners) are required to take the ACCESS for ELL’s English language proficiency test. This test reflects the achievement of limited English proficient students in meeting the State’s Title III Annual Measurable Achievement Objectives (AMAO). Students’ scores are compared from the previous year’s performance on the test. Each year the target percent to meet increases by 5% and by the year 2013-14 100% of ELL’s must indicate that they are improving.
The two objectives the district must meet each year are:
· Percent of ELL’s that make progress in learning English
· Percent of ELL’s attaining English proficiency and Exiting language assistance programs within a defined timeframe
The target percent for ELL making progress/exiting language assistance programs this year was 75%
District wide ELL’s attained 79% in making progress.
District wide exiting language assistance programs:
· Percent of ELL’s that make progress in learning English
· Percent of ELL’s attaining English proficiency and Exiting language assistance programs within a defined timeframe
The target percent for ELL making progress/exiting language assistance programs this year was 75%
District wide ELL’s attained 79% in making progress.
District wide exiting language assistance programs:
Grades K-4 96.8%
Grades 5-12 90.7%
Grades 5-12 90.7%
January 16, 2010
Separating Fact from Fiction: The Certification Process
The seeking of truth and gathering of facts are not always easy. Many times the different versions of an event make it difficult for even the most open-minded to determine the difference between fact and fiction. In most instances, it comes down to one’s ability to gather and look at all types of information and draw his/her conclusions. That is where, in the information age, it gets tricky and where the truth about things remain hidden or are difficult to determine.
Take the recent matter involving questions regarding the certification of employees. In order to understand the matter fully, one would have to understand the employment and certification process. The process, which is based on the requirements under 18A:26-2a in which fall under three categories: Instructional, Educational Services, and Administrative. In addition, there are 4 types of certificates: Certificate of Eligibility (CE); Certificate of Eligibility with Advanced Standing (CEAS); Provisional Certificate; and Standard Certificate. All allow an employee to seek and accept employment.
At the local level, such as in Plainfield, the process is as such:
· A person applies for a position within the District. Certification requirements, consistent with State Provisions and Board Policy, usually read that the candidate must “possess or be eligible for” a particular certificate.
· A person accepts a position providing that the District reviews his/her qualifications and determines that he/she either “possesses or is eligible for” the position that they applied
· A list of “Monthly New Hire Report” for certificated staff is submitted to the County Superintendent’s Office for review of certification, qualifications, etc.
· The applicant’s identity is verified based on I-9 regulations.
· The applicant pays for and submits to fingerprinting and a background check conducted not by the local district, but an outside state approved agency
· A district can request an “Emergent Hire Form” if necessary which enables an employee to be quickly employed for up to 90 days
· The applicant’s application for certification is in the hands of the NJDOE for review. Required information or additional documentation is requested through their office.
· The applicant would then receive his/her first of three certificates, the Certificate of Eligibility. This is a legal certificate from the State of New Jersey. The timeframe for which this may be issued by the State may vary and range from within a month, to in some extreme instances, over a year. The Certificate of Eligibility is valid for life.
· The applicant would then receive a second certificate which is the Provisional Certificate. This certificate may require additional experiences ranging from residency to mentoring, and usually gives the applicants up to two years to satisfy any additional requirements.
· The final certificate the applicant, who I forgot is now an employee and may have been one for nearly two years, is the Standard Certificate. This is the final certificate and is also valid for life.
There are also ways in which a person can apply for a New Jersey certificate through reciprocity. Reciprocity is for out-of-state candidates and is permissible under N.J.A.C. 6A:9-8.8. There are 7 different options under the reciprocity option and process ranging from issuing a certificate to a teacher that had only one year of teaching experience and an initial certificate from another state, to a teacher that holds National Board Certification and a certificate from another state.
The Plainfield Public Schools has and implements policies and procedures that are in agreement with laws and codes regarding certification. If, however, there is a delay, perceived delay, or significant delay while the process is in the “hands” of the State, the issuance of a certificate can also be delayed. That does not mean that the applicant or the district has not complied or satisfied the process, it could mean a number of things from a missing or lost document or complete file, to a signature, to a test score. Each applicant’s situation can vary.
Details of this process, as well as a review of Law, Code, and Board Policy were provided to the Public on January 5, 2010. Board President Lenny Cathcart, Policy Chair Christian Estevez, and HR Chair Martin P. Cox coordinated this meeting along with Dr. Steve Gallon III, Superintendent of Schools, to review current policy and procedures, and accurately inform the Public. There are ongoing efforts to review and improve in this, as in many areas.
The status of the applicant’s certification application can be accessed only by the applicant or authorized district personnel. In sum, the certification of staff involves a sometimes long and complex process that involves the district, County, and the State. The Plainfield Public Schools remains committed to effectively implementing the steps required by Law and Code, and ensuring that all required staff are appropriately certified and highly qualified to meet the needs of the District and students.
This information was intended to help separate facts from fiction. Hope that it was helpful. To read and learn more about laws and codes on this topic log on to: http://www.state.nj.us/education/code/current/title6a/chap9.pdf or http://www.state.nj.us/education/educators/license/overview/.
January 14, 2010
Haiti: Horror, Help, & Hope
Tens of thousands feared dead as Haiti was struck by a magnitude 7.0 on January 12, 2010. Many buildings near the capital have collapsed due to poor construction and the capital is largely destroyed. The earthquake is the country’s worst in over 200 years.
Tuesday's earthquake brought down buildings great and small — from shacks in shantytowns to President Rene Preval's gleaming white National Palace, where a dome tilted ominously above the manicured grounds.
Hospitals, schools and the main prison collapsed. The capital's Roman Catholic archbishop was killed when his office and the main cathedral fell. The head of the U.N. peacekeeping mission was missing in the ruins of the organization's multistory headquarters.
The situation in Haiti is “truly heart wrenching” in a nation that is “no stranger to hardship and suffering,” President Obama said at a press conference Wednesday. The disaster is the latest to befall the country of about 9 million people, roughly the size of Maryland.
It is the poorest country in the Western Hemisphere and among the poorest in the world.
Hurricane Gordon killed more than 1,000 people in 1994, while Hurricane Georges killed more than 400 and destroyed the majority of the country's crops in 1998. And in 2004, Hurricane Jeanne killed more than 3,000 people as it passed north of Haiti, with most of the deaths in the northwestern city of Gonaives.
Gonaives was hit heavily again in 2008, when four tropical systems passed through.
In addition, a Haitian school collapsed in November 2008, killing more than 90 people and injuring 150 -- a disaster authorities blamed on poor construction.
Eighty percent of Haiti's population lives under the poverty line, according to the CIA World Factbook.
Despite the badly damaged road of the airport, planes carrying aid from the UN are expected to arrive in Port-au-Prince this morning. American President Obama promised a “swift and aggressive” effort including rescue workers and humanitarian aid as part of a coordinated international response.
Despite the horror, help is coming Haiti. When communities, nations, and members of the human race come together to help those in sufferring and less fortunate, there is hope.
Our thoughts and prayers are with the people and country of Haiti.
For information on how to help:
http://www1.networkforgood.org/help-haiti-quake-relief?source=YAHOO&cmpgn=NEWS
January 8, 2010
Obama Funds New Education Initiative: Race to the Top
It's called "Race to the Top."
It is President Obama's $4.35 billion "carrot" for improving education in the U.S. and is prompting states to adopt a handful of key educational reforms. Education Commissioner Lucille Davy recently announced that New Jersey will apply and compete for additional federal education funds.
Tucked into the $110 billion federal stimulus slated for education, a comparatively tiny grant known as the "Race to the Top" will require states that want the money to commit to closing historic achievement gaps and getting more kids into college. States, however, must deal with the details that President Obama and Education Secretary Arne Duncan believe are important. Such details include:
•Tying teacher and principal pay – and school assignments – to student test scores.
•Adopting internationally benchmarked academic standards.
•Turning around their lowest-performing schools.
•Building long-term student tracking systems.
•Loosening legal caps on the number of charter schools that states allow each year.
Many states over the past few months have been scrambling to rewrite laws governing these systems. Many states moved to raise or get rid of caps on publicly funded but privately run charter schools. California Governor Arnold Swartzeneger even called a special legislative session last August to state lawmakers into repealing a law that prohibited districts from linking teacher pay to student test performance. It reportedly passed and he later signed it into law.
Back to New Jersey. Two weeks before the deadline to apply for up to $400 million in federal "Race to the Top" education reform aid, Commissioner Davy announced details of the New Jersey's proposed plan that would bring state-of-the-art data systems to schools, tie teacher evaluations more closely to student academic growth and include plans for turning around, or closing, poorly-performing schools.
States must have support from stakeholders including superintendents, school boards and teachers unions.
However, the New Jersey Education Association, which represents 200,000 members, declared the state's plan "flawed in numerous areas," and said the teachers union would recommend local unions do not sign.
The specific objection was to the provisions that tie teacher pay and evaluations to student performance, and ones that could lengthen the school day in poorly-performing districts.
School districts have until January 14,2010 to decide if they will enter the "Race to the Top" in New Jersey.
To read further please link on the following: http://www.nj.com/news/index.ssf/2010/01/nj_education_commissioner_unve.html
Tucked into the $110 billion federal stimulus slated for education, a comparatively tiny grant known as the "Race to the Top" will require states that want the money to commit to closing historic achievement gaps and getting more kids into college. States, however, must deal with the details that President Obama and Education Secretary Arne Duncan believe are important. Such details include:
•Tying teacher and principal pay – and school assignments – to student test scores.
•Adopting internationally benchmarked academic standards.
•Turning around their lowest-performing schools.
•Building long-term student tracking systems.
•Loosening legal caps on the number of charter schools that states allow each year.
Many states over the past few months have been scrambling to rewrite laws governing these systems. Many states moved to raise or get rid of caps on publicly funded but privately run charter schools. California Governor Arnold Swartzeneger even called a special legislative session last August to state lawmakers into repealing a law that prohibited districts from linking teacher pay to student test performance. It reportedly passed and he later signed it into law.
Back to New Jersey. Two weeks before the deadline to apply for up to $400 million in federal "Race to the Top" education reform aid, Commissioner Davy announced details of the New Jersey's proposed plan that would bring state-of-the-art data systems to schools, tie teacher evaluations more closely to student academic growth and include plans for turning around, or closing, poorly-performing schools.
States must have support from stakeholders including superintendents, school boards and teachers unions.
However, the New Jersey Education Association, which represents 200,000 members, declared the state's plan "flawed in numerous areas," and said the teachers union would recommend local unions do not sign.
The specific objection was to the provisions that tie teacher pay and evaluations to student performance, and ones that could lengthen the school day in poorly-performing districts.
School districts have until January 14,2010 to decide if they will enter the "Race to the Top" in New Jersey.
To read further please link on the following: http://www.nj.com/news/index.ssf/2010/01/nj_education_commissioner_unve.html
January 7, 2010
PPS Reduces District Audit Findings!
Each year, public, private, and governmental agencies go through an Annual Audit. The Plainfield Public Schools, as many public agencies views this as an opportunity to review and assess its financial picture, as well as make sure that appropriate steps are in place to comply with rules and regulations that deal with the proper management and accountability of the public trust.
Included with the many goals and metrics of the 2008-2012 District Strategic Plan, are strategies that will help ensure that funds in the Plainfield Public Schools are being used properly. Reducing audit findings is one way to make sure that the District is on the right financial track and that proper accountability measures are in place to safeguard district finances. Two years ago, the Plainfield Public Schools had 37 audit findings. This year, as a result of improved management and accountability strategies, the number of audit findings has been reduced to 12. This reduction of audit findings is an indication that the Plainfield Public Schools is moving in the right direction as it relates to the handling of its finances.
In tough economical times, it not only becomes important to find new and innovative ways to fund education, but to improve use and management of the funds that the public has committed toward educating students. Adhering to the rules and regulations of proper accounting and financial procedures will make sure the Plainfield Public Schools continues to exercise sound fiscal responsibility and accountability.
Included with the many goals and metrics of the 2008-2012 District Strategic Plan, are strategies that will help ensure that funds in the Plainfield Public Schools are being used properly. Reducing audit findings is one way to make sure that the District is on the right financial track and that proper accountability measures are in place to safeguard district finances. Two years ago, the Plainfield Public Schools had 37 audit findings. This year, as a result of improved management and accountability strategies, the number of audit findings has been reduced to 12. This reduction of audit findings is an indication that the Plainfield Public Schools is moving in the right direction as it relates to the handling of its finances.
In tough economical times, it not only becomes important to find new and innovative ways to fund education, but to improve use and management of the funds that the public has committed toward educating students. Adhering to the rules and regulations of proper accounting and financial procedures will make sure the Plainfield Public Schools continues to exercise sound fiscal responsibility and accountability.
Subscribe to:
Posts (Atom)
