Is the Englewood Democratic Committee Dying?

 Where is the LINE?

Will the Committee survive without the line?

In the November Election, a Candidate who had previously benefitted from the LINE controlled by the Democratic big wigs at the County complained about something that folks like me have been complaining about for years.

Now it seems that LINE has disappeared.

Where is the LINE?

Is it gone, because an unknown is seeking our support for 4th Ward Council?

I know Peter Jansen, Lisa Wisotsky and Kevin Wilson

BUT

Who is Maryelena Vargas?

Wearing The Mask?

 Mask Mandates and Food Service Workers

No More Mask Mandate for the students.

Question: Should there be a mask Mandate for the School Cafeteria Worker? Should the lunch lady wear a mask and a hairnet?

I was having a bad day. I craved comfort food. For me that is a munchkin. A Dunkin' Donut Hole treat with Jelly inside. The Server was not wearing a mask. I asked him why, and he said that he did not need one because he was vaccinated. I told him that I was also vaccinated, but that I was following the advice of the sign on the entrance door where customers are required to wear a mask. I walked out without ordering. 2 months later, I tried to buy my munchkins again. This time, only 1 worker behind the counter was wearing a mask. I left again without ordering.

My granddaughter likes the lunches I make her. At least once a week, she gets a Black Bear Honey Glazed ham sandwich with Jarlsberg cheese and lettuce on Pepperidge Farm 15 grain whole wheat bread. She loves it. Twice now, I have gone to the Deli at our only Shoprite and the Deli Workers were not wearing masks. I walked out without my cold cuts. It is my right, and I will continue to do the same. A friend told me I was being silly because there is no way for me to know what is going on behind the scenes. Thing is, yeah, maybe, but I do have something to say about what I see with my own eyes. Food Service Workers should mask up. 

The Lunch Lady needs to wear her mask.

Food Service Workers need to wear masks.

"I Want Dwight Morrow High School to Gleam Academically"

 

Friends, Raiders, and Englewoodians, please lend me your ears!

As many of you know by now, the Englewood elected BOE has selected Joseph Armental as principal of our flagship, my Alma Mater, Dwight Morrow High School. This measure did not pass on the first vote, but it has passed. 

Now we, as the beloved community who want our schools to live up to our real legacy of academic greatness, must be team players, with all oars rowing in the same direction.

The BOE has spoken. Joseph Armental and all of the administrators in our District need our support. It is unfair to expect that the normalization of mediocrity and failure that has pervaded, persisted, and plagued us for years is going to dissipate in an instant—and we need to be forthright in our admission we have developed a culture of mediocrity and failure. Instead, we need a change of ethos that is the result of a shared desire for revolutionary change in our District.

For this, we must create strategic, mission-centered, data-driven plans, with benchmarks and dates, because we have very serious issues before us. We urgently need strong academic leadership on all levels.

We must find a way to infuse Mathematics and Language Arts throughout our curricula with all deliberate speed. In this effort, we should note the immense connectivity between the Fine and Performing Arts and Mathematics, as well as all other disciplines.

The data that are before us beg our attention and concerted efforts. We need to question very seriously the veracity of labeling a program as “Gifted” when 90% and more of the students are in need of remediation. Instead of fancy labels and slick talk, we need to emphasize the basics. Sports is a great metaphor for this. No team wins without a firm mastery of the fundamentals.


The same is true with any subject matter. Acquisition of the foundational behaviors is critical to sustained success. Continuing with the metaphor, teams succeed when the members practice and perfect their crafts to the utmost of their abilities and work together for a common goal (pun intended).


In order for us as a school district to reroute from this unwelcome path, we need everyone to take ownership of tasks before us. We must admit readily that no one person has all the answers or abilities, and we must never be hesitant to seek the expertise of those who are knowledgeable and have proven track records.


Additionally, we must cease our uncritical acceptance of premises that are current falsehoods. The data show that some of our notions about the promise of the extant choice programs to elevate academic performance at the high school are, at best, inconclusive. This is not to suggest the elimination of choice programs, but to suggest a continuous review of their viability and purposes for our District and to develop data-driven benchmarks for them.


More than I can express here, I want THE Dwight Morrow High School to gleam academically. Together, we can make this happen. “Once A Raider, Always A Raider!”


Submitted With Much LOVE—Lynette Adrian Bickham

Start Strong?

By now, many either have attended virtually, or have heard and seen the data from the 11/18/2021 Englewood, NJ BOE meeting. There is much to unpack and there are data not mentioned that need to be brought forward. As we view student performance, we must ask for connecting data, because it never is prudent to view student performance data in isolation. So, I have a few questions, if I may:

(1) What are the attendance data for each school?

(2) And for the high school, what are the period-by-period attendance data?

(3) What are the teacher observation data for each school--is there any correlation between the high marks that teachers earn and student performance? Are teachers receiving stellar marks while there are glaring student performance deficits?

(4) What are the demographic data for the teachers along the areas of student performance?

(5)  What are the data that measure the effectiveness of In-Service / Professional Development--how has student achievement improved or stagnated as a result?

(6)  What are the data for the frequency of principals visiting classroom--not for formal observations, but to get a sense of what actually is going on in the schools?

(7) What are the data for the time allocated for collaboration among teachers of the same subject to share in best practices? (

(8) What are the data for the methodology of choosing principals for our schools to ensure that they are academic leaders and that they have the opportunity to share best practices with one another? 

 (9) What is the ecumenical outreach? What are the data regarding partnerships with our local houses of worship fostering their assistance in community outreach? 

(10) What are the data regarding the delivery of support to our students who still are displaced from Hurricane Ida?  

 (11) Do the curricula guides exist and what fidelity is there to implementation? How is this measured?

 (12) What is the per capita student spending and what is the itemized list of deliverables? 

(13) With these troubling levels of performance, are individualized strategies indicated for each student, teacher, and administer? 

 (14) What are the strategies between the feeder and the receiver schools to ensure readiness as students transition from one campus to another? 

(15) What are the data on teacher-student ratios? Are smaller class sizes indicated?

As an alumna, and as a former Dwight Morrow High School teacher, I can attest that these are only a small fragment of the important introspective questions that educators ask with great regularity, and have been asking over the years. Because student performance does not occur in a vacuum, it is one of a myriad of components that need to be examined and addressed. The onus of responsibility for student performance does not reside solely with the students. This is a matter for all of us—parents, teachers, administrators, the Englewood community, as well as the students. We should ask pertinent questions. If no one has learned, then no one has taught. We cannot accept that everyone on the campuses, except the students, has stellar performance indicators. If the students have not acquired the knowledge in a manner that they own it and can synthesize it, then we have not taught them. This is a hard truth, but if we are finally going to be transparent and listen to the personnel on the frontlines, then we need to own up to this.

 I submit this in all humility and with Much Love And Concern. L.A.B.

Lynette Adrian Peters-Bickham

Link to the full Report on the EPSD Website