Published in the Courier News, Saturday, May 16, 2009, page A-8
Guard who searched student suspended
By MARK SPIVEY
STAFF WRITER
PLAINFIELD -- A female security guard at the city high school has been suspended after she strip-searched a 15-year-old female student who was falsely accused of stealing a cell phone, school and police officials said.
Police launched an investigation into the incident shortly after it happened on May 8, according to Public Safety Director Martin Hellwig, who said authorities determined no touching or sexual gratification was involved and, therefore, no criminal charges are pending. But Hellwig said he supported the school district's decision to suspend the guard, callin the situation "an overstepping of her bounds."
"Although it's not criminal, it's certainly an intolerable action," Hellwig said.
Schools Superintendent Steve Gallon III said the guard said the guard was suspended with pay immediately after the incident being reported, and added that a final decision on further action will be takend after school officials have an opportunity to review reports from police and the state division of Youth and Family Services, which conducted its own review.
Gallon said that based on preliminary assessments of the matter, he is recommending that the guard, whom he declined to be identified, be terminated.
"This allegation is something we take very seriously," Gallon said. "These alleged actions were taken outside any current appropriate procedures employ in regard to student safety."
Gallon said school officials have offered the student their support.
This item appeared in the print edition ONLY on Friday, May 16. Archived here.
(Note: Online stories may be taken down by their publisher after a period of time or made available for a fee. Links posted here is from the original online publication of this piece.)
(In accordance with Title 17 U.S.C. Section 107, this material is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. Plainfield Today, Plainfield Stuff and Clippings have no affiliation whatsoever with the originator of these articles nor are Plainfield Today, Plainfield Stuff or CLIPS endorsed or sponsored by the originator.)
Showing posts with label Schools. Show all posts
Showing posts with label Schools. Show all posts
Sunday, May 17, 2009
Wednesday, November 26, 2008
Abbott Schools - Ledger - MacInnes: Court's Delusion
Published in the Star-Ledger, Tuesday, November 25, 2008
[OpEd]
The Supreme Court's Abbott delusion
BY GORDON MacINNES
The New Jersey Supreme Court dealt a crushing blow to Gov. Jon Corzine and the Legislature with its decision to re tain its own formula for funding poor school districts, at least for this year. The court's decision effectively kills the plan to improve educational opportunities for poor children who happen not to live in the 31 Abbott districts recognized by the court.
That the court invited the Abbott districts to seek more funding on top of the new school aid for mula -- despite a looming $5 billion deficit -- only accelerates New Jersey's collision with bankruptcy.
Perhaps most disturbing is the court's lack of any doubt about the so-called "remedies" that it ordered 10 years ago in an effort to close the achievement gap between poor and affluent children. It proceeds as if the 1998 court decision had finally solved a problem that has nagged the nation for four decades. The justices appear to think that if only the Abbott districts continue implementating [sic] these remedies and the administration and Legislature provide more funding, the goal of a "constitutional" education will be achieved.
One would hope that, after 35 years of litigation and the expenditure of billions of additional dollars, the court would show more curiosity about why poor kids in the Abbott districts do not perform better and why the gap persists. All branches of New Jersey's government should face some inescapable realities.
Abbott is supposed to be about inequities that constrict the educational opportunities of poor children residing in poor districts. Un happily, 50 percent of New Jersey's poor children reside outside the Abbott districts. Moreover, Abbott districts like Hoboken, Burlington City, Phillipsburg, Neptune Township, Pemberton and Garfield are much less disadvantaged than many non-Abbott districts.
The court expects New Jersey's poorest districts to accomplish something that has not been achieved anyplace, despite 40 years of programs, remedies, reforms and other panaceas. No district or state has succeeded in closing the educational gap between poor, predominantly minority students and affluent, predominantly white stu dents.
The primary reason these efforts have not succeeded is the failure of courts, advocates, bureaucrats and governors to define accurately and concretely the problem to be solved.
Children from poor families ar rive at kindergarten with too little general knowledge and vocabulary and too few ideas to start reading and writing in first grade. This is the gap that most districts never close. The court, to its credit, recognized this problem and ordered high-quality preschool for all 3- and 4-year-olds in Abbott districts. "High quality" is what matters, and it takes time, focus, talent and persistence to bring it about in every preschool classroom. Despite the new formula tripling the number of districts that must provide preschool, the Corzine administration has reduced the staff that provides this crucial training.
The court-ordered remedies of 1998 reflected the latest in educational fashion. In particular, the justices ordered that every elementary school adopt a model of "whole school reform" based on the testimony and research of the designer and chief salesman of one such model. The problem was that none of the models was aligned to New Jersey's then-new curricular requirements, so that, even if those were perfectly implemented, Abbott students would continue to fail (and did).
Worse, the court cut out the district central office at just the time its leadership was essential to give coherence to the implementation of hundreds of new curricular standards. So everyone was focused on the wrong thing.
Abbott funding has helped districts like Elizabeth, Union City, Orange and Perth Amboy achieve dramatic improvements in student performance, while others have spent more money to no effect. The districts that have concentrated on early literacy and student achievement tend to spend less money than those that have faithfully implemented the court's "remedies."
Camden increased per student spending from $8,300 to $15,400 without any improvement in performance. Distinctions should be made between districts that are focused on improved achievement and those that are not. Instead, all districts have been encouraged by the court to seek more funding.
Courts can determine if funding for schools with concentrations of poor children is equitable, and they should. What courts cannot do is to require classroom instruction. The Abbott decisions overlook entirely that poor Latinos are the fastest- growing population in the Abbott and many other districts. How can jurists decide among several pedagogical approaches to educating students who speak no English and whose parents read no Spanish?
This is a pretty tough nut to crack, but the court felt no compunction about ordering solutions to all sorts of other pedagogical puzzles (to no consistently efficacious result). The court's latest decision was a chance to back out gracefully from such bravado by agreeing that, with all their shortcomings, local districts are better positioned to deal with the stu dents in their charge and should be given the responsibility to do so.
The overriding reality is that New Jersey and the nation are tapped out. No one is sure how deep or long this Great Recession will be. Other states have acted quickly to reduce spending. New Jersey's time will come, presumably. When it does, additional costs of hundreds of millions of dollars from a few school districts will not be welcome.
Gordon MacInnes was the assistant commissioner for Abbott districts at the state Education Department from 2002 to 2007. He is a lecturer at the Woodrow Wilson School and a fellow at the Century Foundation, which will publish his book on Abbott next month.
Online story here.
(Note: Online stories may be taken down by their publisher after a period of time or made available for a fee. Links posted here is from the original online publication of this piece.)
(In accordance with Title 17 U.S.C. Section 107, this material is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. Plainfield Today, Plainfield Stuff and Clippings have no affiliation whatsoever with the originator of these articles nor are Plainfield Today, Plainfield Stuff or Clippings endorsed or sponsored by the originator.)
[OpEd]
The Supreme Court's Abbott delusion
BY GORDON MacINNES
The New Jersey Supreme Court dealt a crushing blow to Gov. Jon Corzine and the Legislature with its decision to re tain its own formula for funding poor school districts, at least for this year. The court's decision effectively kills the plan to improve educational opportunities for poor children who happen not to live in the 31 Abbott districts recognized by the court.
That the court invited the Abbott districts to seek more funding on top of the new school aid for mula -- despite a looming $5 billion deficit -- only accelerates New Jersey's collision with bankruptcy.
Perhaps most disturbing is the court's lack of any doubt about the so-called "remedies" that it ordered 10 years ago in an effort to close the achievement gap between poor and affluent children. It proceeds as if the 1998 court decision had finally solved a problem that has nagged the nation for four decades. The justices appear to think that if only the Abbott districts continue implementating [sic] these remedies and the administration and Legislature provide more funding, the goal of a "constitutional" education will be achieved.
One would hope that, after 35 years of litigation and the expenditure of billions of additional dollars, the court would show more curiosity about why poor kids in the Abbott districts do not perform better and why the gap persists. All branches of New Jersey's government should face some inescapable realities.
Abbott is supposed to be about inequities that constrict the educational opportunities of poor children residing in poor districts. Un happily, 50 percent of New Jersey's poor children reside outside the Abbott districts. Moreover, Abbott districts like Hoboken, Burlington City, Phillipsburg, Neptune Township, Pemberton and Garfield are much less disadvantaged than many non-Abbott districts.
The court expects New Jersey's poorest districts to accomplish something that has not been achieved anyplace, despite 40 years of programs, remedies, reforms and other panaceas. No district or state has succeeded in closing the educational gap between poor, predominantly minority students and affluent, predominantly white stu dents.
The primary reason these efforts have not succeeded is the failure of courts, advocates, bureaucrats and governors to define accurately and concretely the problem to be solved.
Children from poor families ar rive at kindergarten with too little general knowledge and vocabulary and too few ideas to start reading and writing in first grade. This is the gap that most districts never close. The court, to its credit, recognized this problem and ordered high-quality preschool for all 3- and 4-year-olds in Abbott districts. "High quality" is what matters, and it takes time, focus, talent and persistence to bring it about in every preschool classroom. Despite the new formula tripling the number of districts that must provide preschool, the Corzine administration has reduced the staff that provides this crucial training.
The court-ordered remedies of 1998 reflected the latest in educational fashion. In particular, the justices ordered that every elementary school adopt a model of "whole school reform" based on the testimony and research of the designer and chief salesman of one such model. The problem was that none of the models was aligned to New Jersey's then-new curricular requirements, so that, even if those were perfectly implemented, Abbott students would continue to fail (and did).
Worse, the court cut out the district central office at just the time its leadership was essential to give coherence to the implementation of hundreds of new curricular standards. So everyone was focused on the wrong thing.
Abbott funding has helped districts like Elizabeth, Union City, Orange and Perth Amboy achieve dramatic improvements in student performance, while others have spent more money to no effect. The districts that have concentrated on early literacy and student achievement tend to spend less money than those that have faithfully implemented the court's "remedies."
Camden increased per student spending from $8,300 to $15,400 without any improvement in performance. Distinctions should be made between districts that are focused on improved achievement and those that are not. Instead, all districts have been encouraged by the court to seek more funding.
Courts can determine if funding for schools with concentrations of poor children is equitable, and they should. What courts cannot do is to require classroom instruction. The Abbott decisions overlook entirely that poor Latinos are the fastest- growing population in the Abbott and many other districts. How can jurists decide among several pedagogical approaches to educating students who speak no English and whose parents read no Spanish?
This is a pretty tough nut to crack, but the court felt no compunction about ordering solutions to all sorts of other pedagogical puzzles (to no consistently efficacious result). The court's latest decision was a chance to back out gracefully from such bravado by agreeing that, with all their shortcomings, local districts are better positioned to deal with the stu dents in their charge and should be given the responsibility to do so.
The overriding reality is that New Jersey and the nation are tapped out. No one is sure how deep or long this Great Recession will be. Other states have acted quickly to reduce spending. New Jersey's time will come, presumably. When it does, additional costs of hundreds of millions of dollars from a few school districts will not be welcome.
Gordon MacInnes was the assistant commissioner for Abbott districts at the state Education Department from 2002 to 2007. He is a lecturer at the Woodrow Wilson School and a fellow at the Century Foundation, which will publish his book on Abbott next month.
Online story here.
(Note: Online stories may be taken down by their publisher after a period of time or made available for a fee. Links posted here is from the original online publication of this piece.)
(In accordance with Title 17 U.S.C. Section 107, this material is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. Plainfield Today, Plainfield Stuff and Clippings have no affiliation whatsoever with the originator of these articles nor are Plainfield Today, Plainfield Stuff or Clippings endorsed or sponsored by the originator.)
Sunday, June 15, 2008
Schools - Ledger - Plainfield Super among highest paid
COURIER NEWS
Sunday, June 15, 2008
[Plainfield cited]
New Jersey's top school officials rake in huge salaries
By JIM McCONVILLE and MATTHEW McGRATH
GANNETT NEW JERSEY
New Jersey has an expanded "200 Club" — superintendents and school administrators with salaries of $200,000 or more.
The number of superintendents and administrators in that exclusive club has grown 28 percent since the 2005/06 school year, rising from 13 to 48 this year, according to a Gannett New Jersey review of new public school salary data.
Once the sole domain of superintendents, those being paid more than $200,000 a year now include assistant superintendents, business administrators and even one elementary school vice principal. Most of the highly paid educators are in northern New Jersey and urban school districts.
State Department of Education Commissioner Lucille E. Davey said large-sized percent salary increases may eventually become a thing of the past, once her proposed new guidelines for county superintendents and local school boards are put into play.
"The guidelines would really show what will and won't be acceptable as we do our review of these school district contracts going forward," Davey said. "We want people to be clear as what kinds of things are unacceptable."
Davey said the guidelines will also suggest how pay should be set, based on the size and location of a school district. She said the guidelines will be introduced within the next two weeks.
"We're going to say that the salary should be similar to districts of comparable size in the region," Davey said. "Recognizing that the cost of living in the northern part of the state may be higher than the southern part."
As a percentage, those making more than $200,000 a year is a fraction of the 142,000 public school employees and the annual $9.2 billion payroll.
But, it shows a trend of how top school salaries have exceeded the rate of inflation and have surpassed the $175,000 set for the governor's salary.
At the top of the 200 Club is Newark Schools Superintendent Marion Bolden with an annual salary of $250,700. Her pay has remained static since 2005.
Teachers are well below the $200,000 threshold. The median teacher salary is $56,500, and the median for administrators is $108,900.
While there are few members of the new $200,000 club in Central Jersey, a number of superintendents had salaries in 2007 hovering close to that threshold:
Plainfield school board president Bridget Rivers said at the time that concerns about Gallon's contract had to do with a need to clarify language. Gallon's contract was being amended to make it more palatable to Centuolo.
"There was no indication that any of the recommended changes were viewed as unreasonable, unconscionable or in any way in direct violation of the law,'' Rivers had said in a statement after Gallon's contract was rejected.
In Middlesex County, most chief school administrators are paid between $150,000 and $190,000. Some are paid less. No personnel below administrator come close, according to the new public school salary data just released.
In Middlesex, only New Brunswick's superintendent, Richard Kaplan, makes more than $200,000, according to the data. He earns $204,725 and has 35 years of experience and a master's degree.
Monroe Township's Ralph Ferrie, who has 31 years of experience and a doctorate, makes $195,734 as the district superintendent, according to the data. He is one of a few in Middlesex County who earn more than $190,000.
Also in the $190,000 group are Mark J. Finkelstein, chief school administrator for the Middlesex Regional Educational Services Commission, and Perth Amboy's John Rodecker, who with 36 years experience and a master's degree, earns $196,245 as superintendent, according to the data.
Elsewhere, there are two superintendents each in Ocean and Monmouth counties paid more than $200,000 a year.
Long Branch Superintendent Joseph M. Ferraina, 58, is paid a base of $222,436 this school year, while Freehold Regional High School District Superintendent H. James Wasser, 58, salary is set at $204,500.
In Ocean County, Toms River Regional Schools Superintendent Michael J. Ritacco, 60, is paid $225,000 and Barnegat Township School Superintendent Thomas C. McMahon, 46, has a $227,108 salary, that includes payment to be the district's business administrator. As a superintendent alone, McMahon is paid $183,908.
Ferraina, who has 36 years of public school experience, acknowledges that school salaries are rising, but said that school officials' pay should also be evaluated on the value and savings they provide for a school district.
Ferraina, who said he agreed to take a roughly 2.3 percent cost of living increase rather than a fixed percent salary raise for the past two school years, said the superintendent post is a high-stress job where an individual's pay should be based upon the results they produce.
Ferraina said he saved the Long Branch School District nearly $1 million a year with a new transportation contract.
"I save millions of dollars for the (school) district every year - come up with plans," Ferraina said. "It like you get a (NY Yankees baseball player) Alex Rodriguez, he's get paid more money that somebody else, but at the same time he's supposed deliver runs and do certain things."
However, Ferraina conceded that the salary well, at a certain point, can run dry.
"Anything that involves an incredible amount of stress and an incredible amount of demand, requires a certain salary," Ferraina said. "On the other hand, people may say, "when is it enough?"'
Experience, the number of responsibilities and the size of the school district should all be taken into account when comparing one school superintendent's salary to another, said Betty Vasil, president of the Toms River school board.
Vasil said her district is the fourth largest in the state yet it has the sixth lowest cost for administration.
"We have more than $200 million budget and nearly 18,000 students," Vasil said. "(Ritacco) is paid about $12 per student," or $225,000 this year.
Ritacco, who was attending the Toms River middle schools graduations ceremonies Friday, was not available for comment.
McMahon is paid $227,108, which includes payments to be the district's business administrator, but his annual salary will be reduced to $189,000 in September when a new business administrator is hired, he said.
"Now that we are a K through 12 district no way I can do both (jobs)," McMahon said.
Annual pay raises for teachers and administrators will probably not break the bank for state or local taxpayers, McMahon said.
McMahon said the state's plans for regionalization and increasing shared services are the best way save taxpayers money.
State Assemblyman Joseph Malone, R-Burlington, said the first priority in slowing the state's growing salary bubble is to stop school systems from signing off on what he called "these egregious salary packages."
"I can't tell you somebody should be making a $160,000 or, $180,000 or $200,000," said Malone, a former educator. "Do we need to slow the growth of school salaries down? We do."
Malone said that "given that taxpayers can no longer afford it, they (superintendents and administrators) ought to be given raises no more than the teachers and support staff are getting."
Malone noted that there may be some people going into education for the wrong reason.
"People are losing sight of what they're there for," Malone said. "If it's just for a salary, then we're going to continue to have problems."
However Education Commissioner Davey said ultimately, the onus of managing educators' salaries falls on the local school districts' shoulders.
"At the end of the day, this is a local (school) board that is doing the negotiating," Davey said. "The folks in charge in the district need to be responsible for that negotiating, because we're certainly sitting there at the negotiations table with them."
Click here to search salaries at DataUniverse! [http://www.mycentraljersey.com/apps/pbcs.dll/section?category=datauniverse08]
Jim McConville: (732) 888-2632; jmcconville@app.com
http://www.mycentraljersey.com/apps/pbcs.dll/article?AID=2008806140387
Sunday, June 15, 2008
[Plainfield cited]
New Jersey's top school officials rake in huge salaries
By JIM McCONVILLE and MATTHEW McGRATH
GANNETT NEW JERSEY
New Jersey has an expanded "200 Club" — superintendents and school administrators with salaries of $200,000 or more.
The number of superintendents and administrators in that exclusive club has grown 28 percent since the 2005/06 school year, rising from 13 to 48 this year, according to a Gannett New Jersey review of new public school salary data.
Once the sole domain of superintendents, those being paid more than $200,000 a year now include assistant superintendents, business administrators and even one elementary school vice principal. Most of the highly paid educators are in northern New Jersey and urban school districts.
State Department of Education Commissioner Lucille E. Davey said large-sized percent salary increases may eventually become a thing of the past, once her proposed new guidelines for county superintendents and local school boards are put into play.
"The guidelines would really show what will and won't be acceptable as we do our review of these school district contracts going forward," Davey said. "We want people to be clear as what kinds of things are unacceptable."
Davey said the guidelines will also suggest how pay should be set, based on the size and location of a school district. She said the guidelines will be introduced within the next two weeks.
"We're going to say that the salary should be similar to districts of comparable size in the region," Davey said. "Recognizing that the cost of living in the northern part of the state may be higher than the southern part."
As a percentage, those making more than $200,000 a year is a fraction of the 142,000 public school employees and the annual $9.2 billion payroll.
But, it shows a trend of how top school salaries have exceeded the rate of inflation and have surpassed the $175,000 set for the governor's salary.
At the top of the 200 Club is Newark Schools Superintendent Marion Bolden with an annual salary of $250,700. Her pay has remained static since 2005.
Teachers are well below the $200,000 threshold. The median teacher salary is $56,500, and the median for administrators is $108,900.
While there are few members of the new $200,000 club in Central Jersey, a number of superintendents had salaries in 2007 hovering close to that threshold:
- Franklin (Somerset) Superintendent Edward Q. Seto's salary was $195,000;Plainfield's incoming Superintendent Steve Gallon III, expected to start with the district on July 1, was to be paid about $198,000 before Union County Superintendent Carmen M. Centuolo rejected his contract amid ""questionable provisions'' related to payment for travel, meals and lodging, relocation expenses, life insurance and sick leave, officials said last month. The rejection came amid a state review of superintendent contracts in the 31 Abbott districts, which have received higher amounts of state funding.
- Somerville Superintendent Carolyn F. Leary's salary was $190,948;
- North Plainfield Superintendent Marilyn E. Birnbaum's salary was $190,478;
- North Hunterdon Superintendent Charles Shaddow's 2007 salary was $190,351;
- Piscataway Superintendent Robert L. Copeland's salary in 2007 was $189,639;
- Bernards schools Superintendent Valerie A. Goger's salary was $188,100;
- Somerset Hills Regional Superintendent Peter J. Miller's salary was $187,488.
Plainfield school board president Bridget Rivers said at the time that concerns about Gallon's contract had to do with a need to clarify language. Gallon's contract was being amended to make it more palatable to Centuolo.
"There was no indication that any of the recommended changes were viewed as unreasonable, unconscionable or in any way in direct violation of the law,'' Rivers had said in a statement after Gallon's contract was rejected.
In Middlesex County, most chief school administrators are paid between $150,000 and $190,000. Some are paid less. No personnel below administrator come close, according to the new public school salary data just released.
In Middlesex, only New Brunswick's superintendent, Richard Kaplan, makes more than $200,000, according to the data. He earns $204,725 and has 35 years of experience and a master's degree.
Monroe Township's Ralph Ferrie, who has 31 years of experience and a doctorate, makes $195,734 as the district superintendent, according to the data. He is one of a few in Middlesex County who earn more than $190,000.
Also in the $190,000 group are Mark J. Finkelstein, chief school administrator for the Middlesex Regional Educational Services Commission, and Perth Amboy's John Rodecker, who with 36 years experience and a master's degree, earns $196,245 as superintendent, according to the data.
Elsewhere, there are two superintendents each in Ocean and Monmouth counties paid more than $200,000 a year.
Long Branch Superintendent Joseph M. Ferraina, 58, is paid a base of $222,436 this school year, while Freehold Regional High School District Superintendent H. James Wasser, 58, salary is set at $204,500.
In Ocean County, Toms River Regional Schools Superintendent Michael J. Ritacco, 60, is paid $225,000 and Barnegat Township School Superintendent Thomas C. McMahon, 46, has a $227,108 salary, that includes payment to be the district's business administrator. As a superintendent alone, McMahon is paid $183,908.
Ferraina, who has 36 years of public school experience, acknowledges that school salaries are rising, but said that school officials' pay should also be evaluated on the value and savings they provide for a school district.
Ferraina, who said he agreed to take a roughly 2.3 percent cost of living increase rather than a fixed percent salary raise for the past two school years, said the superintendent post is a high-stress job where an individual's pay should be based upon the results they produce.
Ferraina said he saved the Long Branch School District nearly $1 million a year with a new transportation contract.
"I save millions of dollars for the (school) district every year - come up with plans," Ferraina said. "It like you get a (NY Yankees baseball player) Alex Rodriguez, he's get paid more money that somebody else, but at the same time he's supposed deliver runs and do certain things."
However, Ferraina conceded that the salary well, at a certain point, can run dry.
"Anything that involves an incredible amount of stress and an incredible amount of demand, requires a certain salary," Ferraina said. "On the other hand, people may say, "when is it enough?"'
Experience, the number of responsibilities and the size of the school district should all be taken into account when comparing one school superintendent's salary to another, said Betty Vasil, president of the Toms River school board.
Vasil said her district is the fourth largest in the state yet it has the sixth lowest cost for administration.
"We have more than $200 million budget and nearly 18,000 students," Vasil said. "(Ritacco) is paid about $12 per student," or $225,000 this year.
Ritacco, who was attending the Toms River middle schools graduations ceremonies Friday, was not available for comment.
McMahon is paid $227,108, which includes payments to be the district's business administrator, but his annual salary will be reduced to $189,000 in September when a new business administrator is hired, he said.
"Now that we are a K through 12 district no way I can do both (jobs)," McMahon said.
Annual pay raises for teachers and administrators will probably not break the bank for state or local taxpayers, McMahon said.
McMahon said the state's plans for regionalization and increasing shared services are the best way save taxpayers money.
State Assemblyman Joseph Malone, R-Burlington, said the first priority in slowing the state's growing salary bubble is to stop school systems from signing off on what he called "these egregious salary packages."
"I can't tell you somebody should be making a $160,000 or, $180,000 or $200,000," said Malone, a former educator. "Do we need to slow the growth of school salaries down? We do."
Malone said that "given that taxpayers can no longer afford it, they (superintendents and administrators) ought to be given raises no more than the teachers and support staff are getting."
Malone noted that there may be some people going into education for the wrong reason.
"People are losing sight of what they're there for," Malone said. "If it's just for a salary, then we're going to continue to have problems."
However Education Commissioner Davey said ultimately, the onus of managing educators' salaries falls on the local school districts' shoulders.
"At the end of the day, this is a local (school) board that is doing the negotiating," Davey said. "The folks in charge in the district need to be responsible for that negotiating, because we're certainly sitting there at the negotiations table with them."
Click here to search salaries at DataUniverse! [http://www.mycentraljersey.com/apps/pbcs.dll/section?category=datauniverse08]
Jim McConville: (732) 888-2632; jmcconville@app.com
http://www.mycentraljersey.com/apps/pbcs.dll/article?AID=2008806140387
Thursday, December 20, 2007
Schools - Courier - Davy: Funding plan will fix Abbot flaws
Published in the Courier News, Monday, December 17, 2007
Corzine's education chief:
School-funding plan will fix Abbott flaws
By JARED KALTWASSER
STAFF WRITER
A week after Gov. Jon S. Corzine unveiled his long-awaited school funding formula, the push is on to win legislative and court approval, and to convince the public that the plan is the right way to secure equity in the state's education spending.
Education Commissioner Lucille Davy met with the Courier News editorial board Friday to discuss the plan. She said the new formula will replace the Abbott district system and base its funding on the current demographics of each individual district.
"There were some Band-Aid patches that we had done to address these issues, but this is the first time I think a formula looks at this (demographic changes)," she said.
The program wouldn't negatively impact any district's state aid right away. A "hold harmless" provision would ensure that no district would lose money during the first three years of the plan, and every district would see at least a 2 percent rise in state aid next year.
But over time, the plan would correct what many say is an inequity in the current funding structure. That structure was established by the state Supreme Court in its 1997 Abbott v. Burke decision.
In that case, the court ordered the state to assure that per-pupil expenditures in the state's poorest school districts were equivalent to the average per-pupil expenditures in the state's wealthiest districts.
Those poorer districts, dubbed Abbott districts, now number 31, including Plainfield in Central Jersey.
Too far in one direction
But while the ruling was designed to instill equity, Davy said it has pushed the system of state aid too far in favor of Abbott districts.
"Under the current system," Davy said. "Abbott districts come in and tell us what they want."
She said increases to the state's education budget often are absorbed mostly or solely by the Abbott districts, leaving non-Abbotts to pay higher and higher taxes.
"A lot of communities have had to bear a larger and larger share of the burden through property taxes," Davy said.
Further, Davy said, changing demographics have meant that Abbott districts aren't always the most in need anymore.
Today, Davies said, "half of the free and reduced lunch students live outside of the Abbott boundaries."
Children from families with incomes at or below 130 percent of the federal poverty level are eligible for free school lunches. Children from families making up to 185 percent of the federal poverty level are eligible for reduced-price lunches.
The new funding formula would be calculated each year, allowing the state to account for demographic shifts. The plan is based on "adequacy budgets," a term that aims to quantify how much money it takes to educate a pupil to meet state standards. The base amount for an elementary student is $9,649. Middle-school students require about $400 more, and the base amount for a high-school student is $11,289.
Those per-pupil numbers are adjusted for each at-risk (students eligible for free and reduced lunch), special education or non-English proficient student.
The formula also includes adjustments based on income and poverty values within the district, plus incentives for districts that have full-day kindergarten and more funding for special-education students whose education costs exceed certain limits.
In addition to its "hold harmless" provision, the department also would cap the rate at which the districts that would benefit from the new formula will receive their increases. For districts currently spending below their adequacy budgets, the annual increase in state aid is 20 percent. For districts currently spending above the adequacy cap, the increase is capped at 10 percent annually.
All told, the plan would add about $530 million to the state's 2009 budget, not counting benefits payments the state pays on behalf of the districts.
Getting it passed
Corzine and Davy hope the new formula is in place by the next school year, but in order for that to happen, the Legislature must pass it quickly, and the state Supreme Court will have to agree that it complies with the goals of the Abbott v. Burke decision.
Davy said she's optimistic.
"Not only is the governor fully behind it and fully supportive, but the Legislature, a majority of the Legislature, also understands this is a good formula," she said.
Davy said the general public has been generally warm to the proposal.
"I would say it's been relatively positive," she said. "There are always going to be people who say no matter what you do it's not enough. But the state's resources aren't limited."
In recognition of that fact, Davy said, the funding formula includes an emphasis on accountability.
Davy points to the Legislature's recent strengthening of the county superintendent role, and to the Department of Education's new performance evaluation guidelines, known as the New Jersey Quality Single Accountability Continuum.
NJQSAC, as its known, grants the commissioner more authority to intervene when a district is under-performing and to set the district on a plan for improvement.
The Legislature could also play a role in deciding how districts that benefit from the new formula will deal with the excess money. Davy said that ideally, the extra cash would mean tax breaks for residents, as opposed to unnecessary excess programs. But she said that either way, the money will be back in taxpayers' hands.
"But if the taxpayers are willing to pay for all the extras, then that's a different issue," she said.
Jared Kaltwasser can be reached at (908) 707-3137 or jkaltwasse@gannett.com.
Online story here. Archived here.
(Note: Online stories may be taken down by their publisher after a period of time or made available for a fee. Links posted here is from the original online publication of this piece.)
(In accordance with Title 17 U.S.C. Section 107, this material is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. Plainfield Today, Plainfield Stuff and Clippings have no affiliation whatsoever with the originator of these articles nor are Plainfield Today, Plainfield Stuff or Clippings endorsed or sponsored by the originator.)
Corzine's education chief:
School-funding plan will fix Abbott flaws
By JARED KALTWASSER
STAFF WRITER
A week after Gov. Jon S. Corzine unveiled his long-awaited school funding formula, the push is on to win legislative and court approval, and to convince the public that the plan is the right way to secure equity in the state's education spending.
Education Commissioner Lucille Davy met with the Courier News editorial board Friday to discuss the plan. She said the new formula will replace the Abbott district system and base its funding on the current demographics of each individual district.
"There were some Band-Aid patches that we had done to address these issues, but this is the first time I think a formula looks at this (demographic changes)," she said.
The program wouldn't negatively impact any district's state aid right away. A "hold harmless" provision would ensure that no district would lose money during the first three years of the plan, and every district would see at least a 2 percent rise in state aid next year.
But over time, the plan would correct what many say is an inequity in the current funding structure. That structure was established by the state Supreme Court in its 1997 Abbott v. Burke decision.
In that case, the court ordered the state to assure that per-pupil expenditures in the state's poorest school districts were equivalent to the average per-pupil expenditures in the state's wealthiest districts.
Those poorer districts, dubbed Abbott districts, now number 31, including Plainfield in Central Jersey.
Too far in one direction
But while the ruling was designed to instill equity, Davy said it has pushed the system of state aid too far in favor of Abbott districts.
"Under the current system," Davy said. "Abbott districts come in and tell us what they want."
She said increases to the state's education budget often are absorbed mostly or solely by the Abbott districts, leaving non-Abbotts to pay higher and higher taxes.
"A lot of communities have had to bear a larger and larger share of the burden through property taxes," Davy said.
Further, Davy said, changing demographics have meant that Abbott districts aren't always the most in need anymore.
Today, Davies said, "half of the free and reduced lunch students live outside of the Abbott boundaries."
Children from families with incomes at or below 130 percent of the federal poverty level are eligible for free school lunches. Children from families making up to 185 percent of the federal poverty level are eligible for reduced-price lunches.
The new funding formula would be calculated each year, allowing the state to account for demographic shifts. The plan is based on "adequacy budgets," a term that aims to quantify how much money it takes to educate a pupil to meet state standards. The base amount for an elementary student is $9,649. Middle-school students require about $400 more, and the base amount for a high-school student is $11,289.
Those per-pupil numbers are adjusted for each at-risk (students eligible for free and reduced lunch), special education or non-English proficient student.
The formula also includes adjustments based on income and poverty values within the district, plus incentives for districts that have full-day kindergarten and more funding for special-education students whose education costs exceed certain limits.
In addition to its "hold harmless" provision, the department also would cap the rate at which the districts that would benefit from the new formula will receive their increases. For districts currently spending below their adequacy budgets, the annual increase in state aid is 20 percent. For districts currently spending above the adequacy cap, the increase is capped at 10 percent annually.
All told, the plan would add about $530 million to the state's 2009 budget, not counting benefits payments the state pays on behalf of the districts.
Getting it passed
Corzine and Davy hope the new formula is in place by the next school year, but in order for that to happen, the Legislature must pass it quickly, and the state Supreme Court will have to agree that it complies with the goals of the Abbott v. Burke decision.
Davy said she's optimistic.
"Not only is the governor fully behind it and fully supportive, but the Legislature, a majority of the Legislature, also understands this is a good formula," she said.
Davy said the general public has been generally warm to the proposal.
"I would say it's been relatively positive," she said. "There are always going to be people who say no matter what you do it's not enough. But the state's resources aren't limited."
In recognition of that fact, Davy said, the funding formula includes an emphasis on accountability.
Davy points to the Legislature's recent strengthening of the county superintendent role, and to the Department of Education's new performance evaluation guidelines, known as the New Jersey Quality Single Accountability Continuum.
NJQSAC, as its known, grants the commissioner more authority to intervene when a district is under-performing and to set the district on a plan for improvement.
The Legislature could also play a role in deciding how districts that benefit from the new formula will deal with the excess money. Davy said that ideally, the extra cash would mean tax breaks for residents, as opposed to unnecessary excess programs. But she said that either way, the money will be back in taxpayers' hands.
"But if the taxpayers are willing to pay for all the extras, then that's a different issue," she said.
Jared Kaltwasser can be reached at (908) 707-3137 or jkaltwasse@gannett.com.
Online story here. Archived here.
(Note: Online stories may be taken down by their publisher after a period of time or made available for a fee. Links posted here is from the original online publication of this piece.)
(In accordance with Title 17 U.S.C. Section 107, this material is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. Plainfield Today, Plainfield Stuff and Clippings have no affiliation whatsoever with the originator of these articles nor are Plainfield Today, Plainfield Stuff or Clippings endorsed or sponsored by the originator.)
Schools - APP - Funding plan puts aid cuts off 3 years
Published in the Asbury Park Press, Monday, December 17, 2007
School aid cuts put off 3 years
Formula caps extra aid, too
By JONATHAN TAMARI
GANNETT STATE BUREAU
If Gov. Corzine's new funding formula were applied today, Jersey City schools would be out $111 million in state aid.
Under the new criteria, other big cuts would be in store for city schools in places such as Newark ($88 million), Camden ($48 million) and Vineland ($42 million).
These districts are among the 31 historically poor, urban Abbott districts that in recent years have received more than half of state education aid, helping them keep their own property taxes down.
The new formula, if strictly applied, would take some of that money away as it requires all communities to pay their local "fair share."
But a "hold harmless" provision in Corzine's plan says no schools will lose money for at least the first three years of the new program, even if the formula says they are already spending more than necessary. In fact, every district will get at least a 2 percent increase this year, regardless of what the formula says.
The hold-harmless provision would cost $860 million next year and help roughly 40 percent of the state's school districts. That's more than the $532 million in aid increases being touted as help for the largely middle-class schools that have received limited increases in state support over the past six years.
And, among the districts now due for massive aid hikes, increases will be capped at 20 percent. For many of those communities, that means a continued reliance on local property taxes to pay for most school costs.
While Corzine hopes his plan will move beyond the two-tier system that has dominated education funding for a decade, the caps and hold-harmless provision represent nods to political, financial and legal realities. They also limit the help and harm the formula could bring in its first year.
If Corzine imposed large aid cuts, the new formula could force urban schools to slash spending and put more pressure on property taxpayers in those communities. A plan with such cuts also would have almost no chance of winning legislative approval and might face a tougher challenge in court, because many of the potential losers are among the districts covered by the Abbott v. Burke state Supreme Court rulings, which mandated enhanced aid for needy schools.
"We are in no way backing away from our commitment to adequacy funding for all of our children, including those in the Abbott districts," Corzine said. "We are trying to draw a different approach to that, and we understand there's going to have to be a transition period."
Administration officials say the aid caps will prevent runaway spending that might result from floods of money heading to some districts. The caps also help control the price tag on the new formula, cutting its immediate cost by $1 billion. Education Commissioner Lucille Davy said the approach ensures an orderly transition into a new, more fair system.
"We didn't get here in one year," Davy said. "I don't think it's really practical to expect us to change the entire thing overnight."
Overall, many districts would do well under the new formula. Roughly half of the state's 616 school district would see aid increases of 10 percent or larger, far more than they have received in recent years.
But Sen. Robert Martin, R-Morris, said that doesn't make up for years of stagnant aid.
"Twenty percent after almost six years of flat funding doesn't begin, at least for some of us, to provide the kind of relief a middle-class community like Washington Township would deserve," Martin said.
Edison is one of the middle-class districts that would receive the maximum 20 percent boost, but the Central Jersey suburb would still have to rely on property taxes to pay at least 80 percent of its school costs. With the added aid, property taxes won't rise as much as in the past, but the township might have actually cut taxes if it received the full complement of aid from the new formula, Mayor Jun Choi said. With limits on annual increases, Edison will have to depend on the state continuing to ramp up funding.
"We're expecting a few years of gains, assuming the state has the money for it," Choi said.
Corzine said he hoped all schools could receive the amounts they are entitled to within four to five years.
Despite the limits, Choi said the caps are generally a good idea.
"You don't want to expand programs too quickly without quality controls on it," Choi said.
With the hold-harmless provision in place, Abbott districts will still receive 56 percent of all state support.
But David Sciarra, an attorney for the Education Law Center, said the hold-harmless funding conceals the impact of a formula that could hurt schools in poor areas. He said that aid was "larded on top" to win lawmaker support and hide what would otherwise be an overall cut in state education support.
Davy said districts would only lose money after the first three years if they have decreasing enrollment or large demographic changes — fewer special-needs students, for example. They also may be required to chip in more money from local property taxes if they have significant wealth gains. The formula generally calls on more affluent communities to pay more of their own costs and sends more state support to poorer ones.
"There's an expectation that communities provide their local fair share, and that's going to be applied to the state as a whole," Davy said.
Asked if some districts will be spared the full ramifications of that requirement by having their state funding sustained at old levels, Davy responded, "I think you could say that."
Online story here. Archived here.
(Note: Online stories may be taken down by their publisher after a period of time or made available for a fee. Links posted here is from the original online publication of this piece.)
(In accordance with Title 17 U.S.C. Section 107, this material is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. Plainfield Today, Plainfield Stuff and Clippings have no affiliation whatsoever with the originator of these articles nor are Plainfield Today, Plainfield Stuff or Clippings endorsed or sponsored by the originator.)
School aid cuts put off 3 years
Formula caps extra aid, too
By JONATHAN TAMARI
GANNETT STATE BUREAU
If Gov. Corzine's new funding formula were applied today, Jersey City schools would be out $111 million in state aid.
Under the new criteria, other big cuts would be in store for city schools in places such as Newark ($88 million), Camden ($48 million) and Vineland ($42 million).
These districts are among the 31 historically poor, urban Abbott districts that in recent years have received more than half of state education aid, helping them keep their own property taxes down.
The new formula, if strictly applied, would take some of that money away as it requires all communities to pay their local "fair share."
But a "hold harmless" provision in Corzine's plan says no schools will lose money for at least the first three years of the new program, even if the formula says they are already spending more than necessary. In fact, every district will get at least a 2 percent increase this year, regardless of what the formula says.
The hold-harmless provision would cost $860 million next year and help roughly 40 percent of the state's school districts. That's more than the $532 million in aid increases being touted as help for the largely middle-class schools that have received limited increases in state support over the past six years.
And, among the districts now due for massive aid hikes, increases will be capped at 20 percent. For many of those communities, that means a continued reliance on local property taxes to pay for most school costs.
While Corzine hopes his plan will move beyond the two-tier system that has dominated education funding for a decade, the caps and hold-harmless provision represent nods to political, financial and legal realities. They also limit the help and harm the formula could bring in its first year.
If Corzine imposed large aid cuts, the new formula could force urban schools to slash spending and put more pressure on property taxpayers in those communities. A plan with such cuts also would have almost no chance of winning legislative approval and might face a tougher challenge in court, because many of the potential losers are among the districts covered by the Abbott v. Burke state Supreme Court rulings, which mandated enhanced aid for needy schools.
"We are in no way backing away from our commitment to adequacy funding for all of our children, including those in the Abbott districts," Corzine said. "We are trying to draw a different approach to that, and we understand there's going to have to be a transition period."
Administration officials say the aid caps will prevent runaway spending that might result from floods of money heading to some districts. The caps also help control the price tag on the new formula, cutting its immediate cost by $1 billion. Education Commissioner Lucille Davy said the approach ensures an orderly transition into a new, more fair system.
"We didn't get here in one year," Davy said. "I don't think it's really practical to expect us to change the entire thing overnight."
Overall, many districts would do well under the new formula. Roughly half of the state's 616 school district would see aid increases of 10 percent or larger, far more than they have received in recent years.
But Sen. Robert Martin, R-Morris, said that doesn't make up for years of stagnant aid.
"Twenty percent after almost six years of flat funding doesn't begin, at least for some of us, to provide the kind of relief a middle-class community like Washington Township would deserve," Martin said.
Edison is one of the middle-class districts that would receive the maximum 20 percent boost, but the Central Jersey suburb would still have to rely on property taxes to pay at least 80 percent of its school costs. With the added aid, property taxes won't rise as much as in the past, but the township might have actually cut taxes if it received the full complement of aid from the new formula, Mayor Jun Choi said. With limits on annual increases, Edison will have to depend on the state continuing to ramp up funding.
"We're expecting a few years of gains, assuming the state has the money for it," Choi said.
Corzine said he hoped all schools could receive the amounts they are entitled to within four to five years.
Despite the limits, Choi said the caps are generally a good idea.
"You don't want to expand programs too quickly without quality controls on it," Choi said.
With the hold-harmless provision in place, Abbott districts will still receive 56 percent of all state support.
But David Sciarra, an attorney for the Education Law Center, said the hold-harmless funding conceals the impact of a formula that could hurt schools in poor areas. He said that aid was "larded on top" to win lawmaker support and hide what would otherwise be an overall cut in state education support.
Davy said districts would only lose money after the first three years if they have decreasing enrollment or large demographic changes — fewer special-needs students, for example. They also may be required to chip in more money from local property taxes if they have significant wealth gains. The formula generally calls on more affluent communities to pay more of their own costs and sends more state support to poorer ones.
"There's an expectation that communities provide their local fair share, and that's going to be applied to the state as a whole," Davy said.
Asked if some districts will be spared the full ramifications of that requirement by having their state funding sustained at old levels, Davy responded, "I think you could say that."
Online story here. Archived here.
(Note: Online stories may be taken down by their publisher after a period of time or made available for a fee. Links posted here is from the original online publication of this piece.)
(In accordance with Title 17 U.S.C. Section 107, this material is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. Plainfield Today, Plainfield Stuff and Clippings have no affiliation whatsoever with the originator of these articles nor are Plainfield Today, Plainfield Stuff or Clippings endorsed or sponsored by the originator.)
Friday, November 09, 2007
Schools - Courier - Interim Super offers resignation
Published in the Courier News, Friday, November 9, 2007
Three Plainfield school officials submit resignations
Interim superintendent, business administrator and assistant superintendent
site [sic] compensation in letter to school board.
By BRANDON LAUSCH
STAFF WRITER
PLAINFIELD -- Five months after the city's top school administrators suddenly resigned from the district, three replacements have told Board of Education members they are prepared to leave their posts over a private contractual dispute.
In a joint letter sent Wednesday to school board members, Interim Superintendent Peter E. Carter, Interim Business Administrator Michael Donow and Interim Assistant Superintendent Walter Rusak -- who also serves as high-school principal -- said "it appears that we have been unable to come to an agreement on the time required to adequately perform the duties inherent in these positions."
In the letter, obtained Thursday night by the Courier News, the district heads say they "agonized many hours and many days" following an Oct. 16 business meeting that "ended in an abrupt adjournment without the courtesy of at least recognition of our request for compensation for some of our plus forty work week hours."
"The message sent to us by the Board was clear," the letter states. "We are perplexed as to what may have caused such disrespect."
To ensure a smooth transition for the more than 6,000 children who attend Plainfield's 13 public schools, Carter, Donow and Rusak said the resignations will take effect Dec. 31 instead of within the next 10 days, as their contract allows. The search for a permanent superintendent is expected to end in February.
When Carter and Donow were appointed, officials said Carter would receive $850 a day for his service, while Donow would earn $700 a day. Carter, Donow and Rusak could not be reached for comment. City schools were closed Thursday and will remain that way today because of the New Jersey Education Association convention in Atlantic City.
Board President Patricia Barksdale, who early Thursday night was returning home from a trip, said, "I don't have anything that supports any resignations." She did not return a subsequent phone call. Other board members and a district spokesman did not return messages.
Former Superintendent Paula Howard resigned June 6. Just days later, the Board of Education hired Carter as interim superintendent, and he took the post June 11. The district has an interim school business administrator/board secretary because Victor Demming left the district in June, and has other interim posts because several of Howard's cabinet members were found to be uncertified for their jobs.
In the five months since Carter took control of the district, he repeatedly has underscored a "post-6/11" mindset he said he has instilled in city educators. In a recent community forum designed to address low scores Plainfield's schools received this year in a stinging state monitoring report, Carter assured residents that administrators have quickly responded to deficiencies identified by the state, improved teacher morale and worked to incorporate parents into the educational process.
The state report, released in August and known as the NJ Quality Single Accountability Continuum, revealed the district scored below 50 percent in four of five key areas. The analysis was one in a series of state evaluations that have placed schools in Plainfield, an Abbott district, below federal Adequate Yearly Progress standards.
Though Carter, Donow and Rusak said they "have been forced to sever our ties" with the school board, Carter said he will be making several suggestions at upcoming board meetings to ensure "important initiatives" aimed at meeting education guidelines continue after his departure.
Those suggestions will come during Tuesday's work and study session, followed by "recommendations for action" at the board's Nov. 20 meeting, according to the letter.
"It has been, and continues to be, our pleasure to be a catalyst in the vast improvement of the Plainfield Public Schools," the letter concludes.
Brandon Lausch can be reached at (908) 707-3175 or blausch@c-n.com.
Online story here.
(Note: Online stories may be taken down by their publisher after a period of time or made available for a fee. Links posted here is from the original online publication of this piece.)
(In accordance with Title 17 U.S.C. Section 107, this material is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. Plainfield Today, Plainfield Stuff and Clippings have no affiliation whatsoever with the originator of these articles nor are Plainfield Today, Plainfield Stuff or Clippings endorsed or sponsored by the originator.)
Three Plainfield school officials submit resignations
Interim superintendent, business administrator and assistant superintendent
site [sic] compensation in letter to school board.
By BRANDON LAUSCH
STAFF WRITER
PLAINFIELD -- Five months after the city's top school administrators suddenly resigned from the district, three replacements have told Board of Education members they are prepared to leave their posts over a private contractual dispute.
In a joint letter sent Wednesday to school board members, Interim Superintendent Peter E. Carter, Interim Business Administrator Michael Donow and Interim Assistant Superintendent Walter Rusak -- who also serves as high-school principal -- said "it appears that we have been unable to come to an agreement on the time required to adequately perform the duties inherent in these positions."
In the letter, obtained Thursday night by the Courier News, the district heads say they "agonized many hours and many days" following an Oct. 16 business meeting that "ended in an abrupt adjournment without the courtesy of at least recognition of our request for compensation for some of our plus forty work week hours."
"The message sent to us by the Board was clear," the letter states. "We are perplexed as to what may have caused such disrespect."
To ensure a smooth transition for the more than 6,000 children who attend Plainfield's 13 public schools, Carter, Donow and Rusak said the resignations will take effect Dec. 31 instead of within the next 10 days, as their contract allows. The search for a permanent superintendent is expected to end in February.
When Carter and Donow were appointed, officials said Carter would receive $850 a day for his service, while Donow would earn $700 a day. Carter, Donow and Rusak could not be reached for comment. City schools were closed Thursday and will remain that way today because of the New Jersey Education Association convention in Atlantic City.
Board President Patricia Barksdale, who early Thursday night was returning home from a trip, said, "I don't have anything that supports any resignations." She did not return a subsequent phone call. Other board members and a district spokesman did not return messages.
Former Superintendent Paula Howard resigned June 6. Just days later, the Board of Education hired Carter as interim superintendent, and he took the post June 11. The district has an interim school business administrator/board secretary because Victor Demming left the district in June, and has other interim posts because several of Howard's cabinet members were found to be uncertified for their jobs.
In the five months since Carter took control of the district, he repeatedly has underscored a "post-6/11" mindset he said he has instilled in city educators. In a recent community forum designed to address low scores Plainfield's schools received this year in a stinging state monitoring report, Carter assured residents that administrators have quickly responded to deficiencies identified by the state, improved teacher morale and worked to incorporate parents into the educational process.
The state report, released in August and known as the NJ Quality Single Accountability Continuum, revealed the district scored below 50 percent in four of five key areas. The analysis was one in a series of state evaluations that have placed schools in Plainfield, an Abbott district, below federal Adequate Yearly Progress standards.
Though Carter, Donow and Rusak said they "have been forced to sever our ties" with the school board, Carter said he will be making several suggestions at upcoming board meetings to ensure "important initiatives" aimed at meeting education guidelines continue after his departure.
Those suggestions will come during Tuesday's work and study session, followed by "recommendations for action" at the board's Nov. 20 meeting, according to the letter.
"It has been, and continues to be, our pleasure to be a catalyst in the vast improvement of the Plainfield Public Schools," the letter concludes.
Brandon Lausch can be reached at (908) 707-3175 or blausch@c-n.com.
Online story here.
(Note: Online stories may be taken down by their publisher after a period of time or made available for a fee. Links posted here is from the original online publication of this piece.)
(In accordance with Title 17 U.S.C. Section 107, this material is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. Plainfield Today, Plainfield Stuff and Clippings have no affiliation whatsoever with the originator of these articles nor are Plainfield Today, Plainfield Stuff or Clippings endorsed or sponsored by the originator.)
Monday, October 01, 2007
PHS students reflect on 9/11 in poetry
Tuesday, September 11th is also known as Patriot Day (9/11).
Mrs. Tiffany Corbett was teaching U.S. History 1 at the time the
The directions for this 10-minute DO NOW assignment was to write a Cinquain (Diamond) poem about their experience six years ago on the day of
One word – title of your poem
Two words describing something you saw
Three action words
Four words (phrase) that explain a feeing you had
during this experience
Synonym for title
The following are written by my PHS students on
| Sociology, Block F | | |
| Feeling Fear and Sadness Running, Yelling, Shouting Confused, Afraid, Scared, Anger Emotions By NA Shock Crying Teacher Disbelief among students Anxiety towards my Father Disbelief By RB Remember Smoke & Dust Horrible, Hurting, Disappointed Fear, Anger, Upset By PB Smoke and Ash Flames and tears Screaming, Running and Crying Worried, afraid, shocked and confused Gone By SB Absence Seriousness, Phones Crying, Broadcasting, Worrying Immaturity, Indifference, Unmoved, Misunderstanding Gone By SG Memories Smoke, Ashes Falling, Running, Screaming Afraid, Worried, Unsafe, Emotional Thoughts By OH Disaster Death, Terror Jumping, Flying, Crying Worried, Sad, Anger, Shocked Painful By SK Nothing Watched television Why it happened Didn’t have a feeling By JL Tragedy Black Smoke Running, Screaming, Crying A very frightening moment By MM Oblivious Mass Destruction Darkness engulfs souls Last but never forgotten Unaware By MM Remember Planes and smoke Running, crying, yelling Frightened, Confused, Sad, Angry Retrospect By BM Towers Plane crashing Falling, screaming, crying Skyliners By JO Gone Tragedy & Death Surprised, confused, sorrow Missing By KP Lost Falling lives Dying, crying and running A very confused soul Found By CP Tragedy Two buildings falling, sad faces Running, screaming, silence Confused, sad, mad, desperate By JR Chaotic Chaos, panic People Running Away I felt really confused Madness By JR Emotional My tears Crying, Kicking, Screaming Thought of Mommy’s death Feelings By JS Invasion Firefighters, smoke Run, jump, moved Lonely, intimidated, afraid, torn apart Welcomed By TS Chaos Fear, Confusion Crying, panicking, trembling Some with blank expressions Disaster By AW WTC Crying, smoke Boom Bang ahh!! I felt very sad and had remorse for all the people that were hurt and killed Tragedy By KW | Flight or Fight Ground Zero Fear, crying, dying Fright, scared, sad, mad terror Save NY By IA Fighting Horrible Terrorism I heard crying Confused, scared, worried and frustrated War By DA Racism Fear/Anger Death/War/Hate Sorrow/Fear/Terror/Anger Hatred By VA War Planes crashing People screaming frantically Many people are dying Death By PB Remember Loss of Life Falling, burning, crying Anger, sadness, fear, lost Reminisce By MB Tears Sweat and blood Crying, Fearing, Dying Heartache, Sorrow, Pain, Despair Their Eyes By SB Confused Sad Faces Commotion, Crying, Screaming I felt a lot of fear By KC Attacks Fear and Insecurity Killing, burned, hurt I felt shock and scared Destruction By ED My Nightmare Fire and Death Burning, Falling, Killing Scared, Nervous, Paranoid, Fear My Dreams By SG People Panicking, Traffic Crying, Running, Screaming Nervous, Worried, Anxious, Curious Human By PG Disaster Plane Crashes Horrible, Crazy, Unbelievable Shock, Frightened, Scared, Sad Terror By DH Sad Smoke, Fire Rage, Running, Screaming Scared, Heart broken, shocked I don’t know By AJ Wow! Parents, news Hurt, death, yelling I can’t believe this Why? By NK Heartbroken Dying, Killing Attacking, Death, Loss Sadness, Heartless, Sorrow, Shame Remembrance By LL Hurt Destruction, Devastation Dying, Crying, Hurting Scared, Sad, Upset, Angry Sorrow By QL NO Oh, my God! Seeing, feeling, hearing Hard, hurt, praying, hoping Where to Now? By SM I don’t know? Shock, disbelief Run, scream, speed Fear, worry, sad, panic I don’t know? By LM Lucky Foggy very smoking Killing, hurting, death Appreciated, lucky, angry, terrified Fortunate By JM
Burning, explosion, screaming Extreme concern for victims Destroy By GN Towers Tall Destruction Killing, Defending, Flight Hurt for loved ones Building By LR 9/11 Fire, Jump Flight, killing, dying Fear, sad, lost, worried Damn By KS Voices Death, Ashes Screaming, Exploding, Motion Sadness, Fear, Worrying, Madness Share By AS People News, Crying Destructive, fire, explosion Sadness, looking at those victims crying World By MZ | People Coming together Running, yelling, scared Feeling sorry for losses Human By JB Tragedy Smoke, People Scared, terrified, running, screaming I was scared and sad Shock By MB Whisper Smoke, people Fast, motion, shock I’m loss for words Quiet By KB Terrified Smoke, fire Running, screaming, jumping I was sad and scared Scared By JC Oneness Chaotic order Love, compassion, faith Pure fright and compssion Undivided By CC September Burning towers Scared, terrified, running Sad, disappointed, scared, hurt Month 9/11 September Parents crying Scared, watching TV, shock I was very confused Fall By MD Depression Broken Hearts Running, jumping, screaming Sadness, sorrow, sympathy, shocked Sad By MD Sad People Falling Running, screaming, dying I was so shocked Mad By TF Terrorism Destruction, terror Tears, pain, horror A day to cry and be scared 9/11 By NG Terrorist TV News Crashing, Collapsing, Jumping This can’t be true Killers By AJ Lost Ones Screaming and Killing Sad, crying, hurt Scared, surprised, sad, depressed Death By AK Shocked Smoke, fire Running, jumping, yelling Wondering what was happening? Surprised By JL 9-11 Devastation, Pain Attack, Screaming, Death I was shocked and hurt By IM Heartless Cold, overcome Fear, stillness, triumph Scared, unable to move, hurt Sleep By JM Bin Laden Confusion, Worried Death, crying, explosions People jumping off buildings Psycho By RM The Death of our Loved Ones Fire, Jumping from windows Jumping, screaming, saving Sadness, crying, anger, worried Saving heroes By AM Fall Painful Nightmares Plummeting, jumping, dropping A wake up call Collapse By ZM Terror Planes exploding Crash, killing, stabbing I had no feeling Shocked By RO United Fighting, Relentless, Fearless Only pushed toward strength Together By PR I saw Towers falling, people cyring Burning, falling, screaming I felt sad, mad, worried and scared Seen By LR Towers Crushing, tumbling Running, crying, walking Sad, hurt, scared, confused Strength By BS Worried People dropping Running, screaming, crying Worried for Dad’s life Scared By MT Death Tears, Pain Crashing, Burning, Crying Sad and also scared Deceased By KT Recover Smoke, tears Rescue, pain, fear Grief, sorrow, confusion, shock Regain By BW |
| Sociology, Block A | | U.S. History 2, Block D continued |
| Fear Crashing, Fire I was scared and crying, worried, confused By AA Parents, students Scared, Worried, Confused, Sad By SA Tragedy Total devastation Watching, reflecting, shocked I was completely shocked Sad By NB Tears Smoke, Fire Screams, running, hiding Fear, sadness, sorrowful, pain Hurt By AC Fear Running, falling, screaming Nervous, worried, excited, scared Terror By SD Confused Fear, anger Ran, asked, told Pondered, questioning, wonder help By OF Why? TV, Teacher, Crying Stop, Look, Ran Shock, worried, caring, talkative Concern By JG TV and parents picking up their kids Shock, lost, scared Scared, shock Concern By QG Worried Tears, anger Ticked, fright, danger Revenge, rage, danger, hate Concern By DJ Destruction Planes crashing Destroyed, burning Confused, sad, fear By RL Confused Debris, Damage Crying, running, watching Scared, nervous, puzzled, shocked Perplexed By KM Collapse Fire, tears Burning, running, screaming Emotional, sorry, sad, angry Fall By AM 11 Two Towes Click, Clack, Boom Butterflies in my body By PM Confused Student Conversation Running, pushing, hiding Nervous, empty, lost, frightened Why? By WR Impossible Pain, tears Cry, Scream, Run Punishment, fear, unclear, hopeful Unthinkable By JS Confused Smoke, crying Running, falling, hiding Sad, annoyed, scared, furious Lost By AS “Why!” Death, life Killing, crying, yelling Sad, scared, shocked, disappointed “Why?” By LS Confused Airplanes, smoke Crashing, building falling See no WTC Dizzy By JS WTC Towers falling Running, escaping, confusing It was very shocking Legend By NU Scared Crying, running Planes, people,buildings Scared, sick, wounded, confused Mad By FW | Tragedy Smoke, fear Screaming, running, crying Am I going to die? Sad By NB Fear Smoke, tears Tragic, screaming, pouting What’s my deepest fear? Hate By NB Attack! Pure cruelty Killing, dying, terrorism I was very afraid Terror By KB Why Brave, strong Loving, hating, crying The worst day ever Question By PB Unbelievable Jumping, running Crying, jumping, running Fear, sadness, faith Disbelief By AC Terror Plan, fire, smoke People flying out the window I felt sad cause I didn’t know whether or not it is one of my family members Attack By AC 9-11 Smoke, collapsing Flying, crashing, crying Shocking, feelings I felt By IE Unforgettable Smoke, broken buildings Frightened, shocked, frozen Chills, sad, un-belief, horrified Unbelievable By CG Hopeless Fire, smoke Running, choking, crying Hurt, afraid, angry, surprised Lonely By FH Remembrance Dust, smoke Screaming, jumping, running Sad, crying, upset, lonely Terrorism By SH Fear Death, fear Hiding, running, screaming Scared By AJ Time A plane Boom, bang, zoom I was shocked at what happened Era By MK 9-11 Lost Horrible, crazy Running, jumping, crying I was very sad By KL Tragedy Brutality, hurtful Screaming, afraid, confused How could this happen? Destruction By DM Tragedy Hurtful, shocking Shocked, afraid, Al Quaeda amused Traumatized, shocked, uncomfortable, scared Disaster By MM 9-11 Hurt, anger Run, jump, fly Fear, sad, death, pain By KN Fallen Towers, smoke Running, screaming, pushing I felt very amazed Going Down By AO Tragedy Smoke, people Screaming, horns, explosion Upset, Sad, Depressed, crazy Terror By RP | Fear Smoke, building Run, jump, crawling Worried, sad, angry, mad Scared By FP Terror Scared, sad Run, panic, h ide No words to describe the feeling I had Depressed By EP 9-11 Death, pain Run, jump, hide Look at da s#?t! PoPo By KP Emotions Tears, scared Run, hide, hug Worried, panicked, afraid, clueless Tears By IP Terror Inferno, smoke Crash, Boom! Ahh! Sad, ticked off, shocked, confused Horror By TR Fear Running, screaming Home, brave, freedom Scared, worried, horrified, dangerous Afraid By CS Memories Pain, fear Run, crying, screaming Confused, scared, sad, angry Reminiscence By TW News, fear Run, ducking, screaming What is going on? Terrorism |
Converted from MS Word for the Web. Student initials are only identification allowed by School District rules.
-- Dan Damon
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