| Author |
Message |
    
Fringe
| | Posted on Thursday, January 25, 2001 - 8:56 am: |     |
Concerned Parents At South Orange
Middle School
January 15, 2001
The Board of Education of the School District of
South Orange and Maplewood, Dr. Peter P. Horoschak, Superintendent of Schools,
Mr. Kirk Smith, Principal, South Orange Middle School, Concerned Parents and Taxpayers
525 Academy Street
Maplewood, New Jersey 07042
Dear Honorable Members, Superintendent, Mr. Smith, and Concerned Parents and Taxpayers,
I am writing to you on behalf of a committee of concerned South Orange Middle School [hereinafter: SOMS] parents to request answers and solutions to the mounting number of uestions and concerns regarding the education
that is being delivered to the SOMS students. The Eight Grade Proficiency Assessment and the Terra Nova are supposed quality control measures of the educational product. If this is the case, then, in our view, we need to take
urgent measures to retool.
We direct your attention to the State Summary Report for test date March
1999 where, of the 205 SOMS students who took the test, 34.1 per cent were partially proficient, 39 per cent were found to be proficient, and 26.8 were scored advanced proficient. This is distressing and appalling news. More than a full third of the eighth graders from SOMS were not proficient in
math. 186 Maplewood students took the same exam and their scores were 23.1 per cent partially proficient, 43 per cent proficient, and 33.9 per cent advanced proficient. While these scores do not set a mark of educational
excellence for the district, it leads us to wonder what the differences are in the same district, with the same curriculum, the same policies, and
the same budgetary process between the educational product that is delivered at each site.
Firstly, there are serious staffing issues at SOMS. Plainly, there are not enough teachers. And further, there are not enough veteran teachers.
What was the plan in place that did not address these possible teacher shortages due to retirements and separations for other reasons? But, putting that aside, has the standard now degenerated to the point where the goal
is to put any teacher in any classroom so that the building can be opened to receive students? This technique shows some ingenuity in building management, but the consequences of such short sightedness are revealed in
the GEPA and Terra Nova results. Certified, dedicated, experienced teachers, who are not forced to teach outside of their disciplines in order to address staff shortages, are the hallmark of a school system that is committed to
excellence. This is not the situation that obtains at SOMS currently.
Some of us, who are suffering through a school year where there are not enough permanent math teachers assigned to the seventh grade, will not be surprised when the future GEPA results confirm what we already know: our children are not getting the education they deserve, and we are paying more for less.
When new teachers are hired, where is the staff development support, such as mentoring and other oversight, so that we can be assured that we are not losing inordinate amounts of instructional time as they find their way,
and so that we are not giving tenure to individuals who are not functioning on
the level we require, and who may never do so? Are we attracting seasoned teachers? If we are not, why not, and what is being done about it?
When auditing our children's classes, we are counting more than 30 students in core subjects. This can be directly tied to the lack of
seasoned teachers. Some children even report supersubstitutes, that is a substitute for the substitute teacher. This lack of consistency creates a beleaguered staff, undercuts the morale of staff and students alike, and denies the students the thorough and efficient education to which they are entitled.
In sum, we find a lack of educational leadership, a staff shortage, a lack of staff development and a lack of consistent instruction in the Board approved curriculum. In discussion about how the district has changed,
the focus has been on newcomers from other districts, and unfamiliarity with a new test. We think the answer is much simpler; one aspect is that now there are not enough teachers, and there is a woeful shortage of seasoned teachers
to consistently teach the curriculum.
Another perception is a lack of consistent enforcement of the progressive discipline policy of the district. Fighting, insolence, unexcused
absence, abuse of school property and a pattern of tardiness are not to be tolerated.
These are all obvious highlights of the Board's policy. But it is apparent to us through numerous observations and student anecdotal information that there has not been consistent enforcement of the policy. With the staffing
and overcrowding issues that have been outlined, we think it is obvious that
the lack of enforcement of the district's progressive discipline policy contributes to a loss of instructional time, overwhelms new and
inexperienced teachers, which further curtails instructional time.
(continued) |
Fringe
| | Posted on Thursday, January 25, 2001 - 8:56 am: | |
How many suspensions and expulsions have been initiated by the administration at SOMS? Further, how many of the SOMS graduates who go on to Columbia have been cited for suspension or expulsion? We have great
respect for due process, and each student accused of behavior which violates the
progressive discipline policy should be accorded full due process, however, the standard set for acceptable behavior should be applied to each
situation, and action must be taken. We are not proponents of a "zero tolerance" mentality, and SOMS is not a military school, but every student must be held to the same standard in the same way, so that respect for the standard can be
engendered in every student.
When student behavior requires a suspension, a good talking-to will not suffice. When every one can evade the rules, then there are no rules. If the students are to learn personal responsibility, then there must be
accountability for their actions. By school administration personnel avoiding this responsibility, students who break the rules are being trained that they can, and students who do not break the rules are being trained
that they should. This is not the message we want sent to our children.
Staff, students and parents need to invest in the school for the educational product to be exceptional. However, such investment is
stifled when it appears that SOMS is being stripped to a "bare bones," basic skills building. The other side to the discipline issue is: Where is all that student energy to be focused? Where is the Literature Club, the Chess Club,
the Debate Team, the Academic Bowl, the History Club, the World Cultures Club, the Reading for the Blind, the Volunteer Club, the Computer Club, the French/Spanish Clubs, and any enriching trips to see foreign language
plays, and eat at foreign cuisine restaurants? These were traditional activities at SOMS, which contributed to its reputation as an excellent district. And where, oh where is the Student Government organization which has
traditionally been the vehicle for student input into administrative affairs?
Where are the eighth grade sleep over, the eighth grade trip to Washington, D.C., the dances, the trips to museums, galleries, the opera?
Why are these things not happening at SOMS? Do we not want to create
an environment where the school experience is positive? And where what we learned in class has application? We think the students get the message.
Their input is not wanted; the school is not a place for them unless they are doing classwork. Parents have gotten the message, too. Those who can will go to private school, and those who decide not to place their children in
private school, will get used to paying more for less. You can have input, but nothing will come out of it. We will meet with you until you
graduate to Columbia. But we do not see that as an answer. As the Middle Schools
go, so goes Columbia. What is taken away at SOMS, can be taken away at Columbia as
well.
In summary, we are asking that tenure not be given to any staff member this year unless or until each concern outlined herein has been addressed to the satisfaction of the Board, the parents and other taxpayers of the district. The performance of these staff members cannot be suitably assessed until they are working in an environment where:
1. There are enough teachers to properly staff the middle school;
2. The new teachers have been given appropriate mentoring and staff development support;
3. The district progressive discipline policy is fairly and evenly applied;
4. Those essentials, such as clubs, extra curricular activities, academic competition with surrounding districts have been restored; and
5. Access to teachers has been restored.
This is the district that we made an investment in as homeowners. Every
realtor and local business person will tell you that the value of the housing stock is firmly tied to the quality of the school system. It appears to
us that too much attention has been focused on the image of the district, as opposed to acknowledgment of the problems and then, application of solutions.
There is no better time than the present to address the problems, and then the image will take care of itself.
We are asking the Board to see for itself what is happening and address it. There may be too much reliance on the Administration. The interests of the Administration may well not be the same as that of the parents and the
Board. A look at neighboring districts will demonstrate that administrators are paid comparably in special needs districts and excellent districts alike.
We are asking that all concerned parents, taxpayers and staff members of the South Orange and Maplewood district join us at the January 22, 2001, Board of Education meeting to show support for these improvements that we
need at SOMS and to express their concerns.
Very truly yours,
Concerned Parents At SOMS
By: Denise A. Cobham McNulty, Secretary |
Fringe
| | Posted on Thursday, January 25, 2001 - 9:15 am: | |
Statement by Denise Cobham McNulty at 22 Jan 2001 school board meeting
Who are the concerned parents at SOMS? I can't speak for everyone, but I can tell you who I am.
I am the mother of twin 7th Graders who moved into the district in December 1998. We came from Plainfield, a special needs district. Our children were in private school in Westfield, where there were 12 children in a class and where they excelled.
I have been a lawyer to the Board of Education of a special needs district. Therefore, I feel I can recognize one when I see one. If the trend I see continues, within 5 years the Middle School will be less attractive because of poor scores and more segregated by class and race because of the flight by those who can afford private school.
We came to South Orange because of the public image of the school system. When I closely reviewed the District press releases, which I received from the Board prior to moving here, I now realize the focus was on Columbia and the programs there, and some of the elementary schools.
My children were enrolled in the Test Prep program offered by the community Adult School under the direction of the principals of the middle schools. Our $320 investment in our children was wasted last year because an untenured teacher gave the actual Terra Nova test to the children
in the reinforcement class as a practice exam. As a result of that fiasco, which was reported by the students after taking 3 days of Terra Nova, the parents of the 14 children met with [the assessment coordinator] to find a solution for the now invalid results.
The assessment coordinator for the district, failed to explain the lack of security where the actual Terra Nova could be accessed and used for test prep. [The teacher] was not present to explain how the event occurred. There was supposed to be an investigation, but no parent involved to my knowledge, has ever received the results of that investigation.
No one, neither [the assessment coordinator] who had responsibility for the security and integrity of the test, and the validity of the scores, nor [the teacher], who somehow accessed the secured test and used it prior to its use for district wide testing, took responsibility for this event. Our children were just retested with another form, and we hope that the retesting did not drastically alter the results. We do not know, and have not to date been told.
I met [the assessment coordinator] again at an 8th Grade parents meeting this school year. She was discussing the district's GEPA scores. While South Orange 8th grade scores
ranked at the bottom of the socioeconomic group to which we are assigned, I did not get a sense of personal or professional responsibility for those less than exemplary scores.
[The assessment co-ordinator] emphasized district teachers' unfamiliarity with the test. The State indicates that teaching the approved curriculum will insure acceptable results. Where does the answer to the unacceptable scores lie? What is [the] role as district assessment coordinator? Is it to improve scores in the district, or is it to function as a public relations person who spins the district's abysmal results? Who is responsible for monitoring instruction so that parents can be assured that the state approved curriculum is being consistently taught by certified teachers?
I do not want to be placated, I want to be satisfied. An ample number of excellent, seasoned teachers is the backbone of a district that produces excellence. Promising teachers, who are mentored and supported by seasoned master teachers become excellent teachers.
Promising teachers, isolated in classes with 30 or more students become overwhelmed and disillusioned teachers who just want job security, or just want out.
There is a serious staffing crisis at SOMS. It has not been satisfactorily handled. The staffing situation has been managed so that the doors can open, but building management is not educational leadership.
There has been implied criticism for not going through "process." Are you involved in the Home School Association? Did you meet with Mr. Smith?
But I have to assume that Mr. Smith, Dr. Horoschak and the Board knew or should have known that 7th grade math students would lose 5 weeks of consistent instruction due to a medical leave, and other 7th graders stand to lose 5 months of consistent instruction due to maternity leave.
If there is a plan in place to address these rather ordinary and predictable staffing concerns, then the execution was faulty. I learned of [teacher 2] 's absence from my children, not from any administrator, and of course,
they did not know the plan for addressing her extended absence.
When I hear anecdotal information about teachers being cursed and abused, and the student being returned to class at its next meeting, I expect that these are matters of which administrators are aware. That would be the case if the progressive discipline policy was being enforced. Educational gamesmanship is not educational leadership.
When the 8th grade sleep over was canceled, I understand that there was little or no discussion with parents prior to the decision, and the reasons for it are still not clear to me. This was a district tradition, where staff and students both felt invested in their school and in each other.
And while the 8th grade environmental trip may be interesting, it pales in comparison to a trip to Washington, D.C., the nation's capitol, where teachers and students alike get to experience the application of the classroom learning experience.
I want my children to have these experiences with their class mates and teachers, because it builds a bond between all involved and a commitment by all involved to learning as a meaningful and valuable experience.
Addressing teacher shortages and staff development will take a commitment from the district. A more creative deployment of existing resources, better planning and execution of plans may be useful in obtaining the desired result, a productive learning environment which leads to better test scores.
It would seem to go without saying that even and fair enforcement of the district's progressive discipline policy would be helpful in light of the severe overcrowding and abominable class sizes at SOMS.
The restoration of clubs and other extracurricular activities would enhance the creative learning environment in the building by encouraging academic competition, volunteerism to help the less fortunate, application of learned skills and cementing the bond between the staff, the students and their parents. These are essentials, if the standard of excellence in this district is not being abandoned.
Granting tenure to staff members who have NOT satisfied the parents that they can do the job the way we want it done, would seem ill-advised. Tenure is a career-long commitment to a staff member by the taxpayers of the district. That is a very expensive investment to make when parents/taxpayers
are not satisfied with the results.
A web page has been created so that concerns can be aired, and perhaps solutions found. All are invited, that is parents, taxpayers, teachers, administrators and Board members alike. The site address is:
http://www.concernedparents.eboard.com |
Mom
| | Posted on Thursday, January 25, 2001 - 11:19 am: | |
Fringe,it is unfortunate that you've included the teachers' names in the public statements read. If you stayed for all the statements, you would know that the group was asked not to mention names shortly after the second speaker began.I've since been told that the names have been removed from the tape to protect their privacy. I believe we can do that and still discuss the issues that the letter and the statements raise. In the case of the test prep course, the blame should not be laid at the teacher's door. There was a principal, and there was an assistant principal assigned to oversee the program. Unfortunately,from what we were told at the time, I have to believe the administration did not sit down with staff to plan the course or review course materials. Since the course was presented to us as a Middle School sponsored program this is what parents expected the school to do. Had their been a planning/review session, the problem could have been avoided. Both of these people happen to be good teachers and I would hope that the public would not hold them responsible for for the administration's inadequacies. Karen |
Marie
| | Posted on Thursday, January 25, 2001 - 4:17 pm: | |
Let the revolution begin!!! |
|