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

Open Letter to the Englewood Board of Education

Dear Englewood Board of Education,

I fought for 3 years to gain access to Genesis so I could monitor the Academic Success of the children in my home. I was given access to the opening page of the website and was told, there you go, commence monitoring the children's progress. It took half a school year to get the Administration to understand that the only tab on the page that worked for me was the one labeled "Logout". So in effect, I was given access to the opening page and nothing else. Near the end of the 2019-20 school year, the then Superintendent finally gave me access.

The School year 2020-21 may have been horrible for other parents, but it was better for this one. The older child exceeded expectations, because I could monitor her. The younger child was still suffering from the shock of being thrown into a Virtual World with one Teacher and waking up, the next school year, in a Virtual World with 7 Teachers. He was placed in Honors Classes. We never requested this. After 3 weeks of struggling, he commented that having 7 teachers who all gave an assignment everyday was driving him crazy. I could see that it was. It was impossible to help him. He would not accept, nor participate in a discussion of what the problem was. He refused help from me, Guidance and his teachers. His work only improved a tiny bit after he was finally placed in mainstream classes. Part of him remained in the Honors Classes as he continued to communicate with his former classmates privately via Teams Chat.

Added to this problem was the fact that Teams, which was created for businesses has a Social Media Platform as part of it. The Social Media Platform is called "Private Chat". Teachers do not control Private Chat. After much searching, many emails and telephone calls, it was determined that no one in District seemed to understand that this Private Chat Feature could be turned off completely. It could also be left up to the Teacher whether of not to keep it on. Mind you, children could communicate 24 hours a day through this feature. Teachers cannot see the conversations in this Private Chat Room. This means that students may carry on Private Conversations without Supervision of any adult. Not enough energy was spent on trying to solve this problem. I was NEVER satisfied with any of the answers from EPSD regarding this problem. It should also be noted here that Teams offers students the option of being able to contact persons outside of their grade and their schools. I have witnessed this myself. In my ventures inside Teams, I have noticed that this young one was invited to contact students in the high school.

I was told on various occasions that I should go into Teams and check out what was going on. I did this, and quite frankly, I wish I never had. I found conversations that I wish I could unsee. My excursion into his Private Chat world caused problems that he called "an invasion of his privacy". We had verbal battles concerning this invasion of his privacy. Private Chat is still on. Students are sitting in class behind barriers unable to see classmates as they look from right to left, unless they lean back and peer around the barriers. Why? It seems the Administration allowed a Custodian to choose the barriers that sit on the students' desks. These barriers are white and are not transparent to the right and to the left. This leaves the student inside a box able to see straight ahead and into the screen of their laptops. The Teacher is competing with a device that is supposed to be helping them. This is cruel and unusual punishment for both student and teacher. Students should be able to see each other and see the Teacher as she/he moves about the room as demonstrated in this short video where a Superintendent tests the shield in a classroom.

Students are sitting at desks, behind partitions, wearing masks, unable to see their classmates, looking into the screen of a laptop. Please rate this learning environment.

So now there are students who are watching videos, television, surfing the net and conversing in Private Chat while the teacher is trying to teach a class. Some of you might think that the teacher can control this. Think again. Imagine yourself in the same situation. How would you control it?

So, those of  you out there talking about how students are falling behind, please.

Meanwhile, you, School Board members are still conducting Board Meetings on Zoom. You say that more parents may attend, and are attending. You cannot prove that by me. I do see that you are less tolerant of each other than when you were seated at that long table in person. There a hundreds of School Boards around the state and the country who are meeting in person and still streaming to tax payers at home. Figure it out, you have an entire department of capable Tech people who know how to do this. Use them for their strengths. Learn something from the Techies.

Why not this one, with a mask? For my taxes, they could also lose the laptop in class or minimize the use of this tool. Did no one consider that all of the distractions available on the laptop may be transporting students away from the realm of teaching and learning?

Students should be able to see each other. For many years, we have been teaching them to think outside the box. Now we have put them inside one. Why are we expecting them to produce their best work?

...And how are the children?