Dr. Petrosino's Education Project

Various and Recent Posts to Hoboken411.com

2009-12-28T16:57:00.000-08:00

Between December 21st to 24th, I took part in some postings on www.hoboken411com. Hoboken 411 is a local blog that is utilized by many people connected to Hoboken, NJ in some manner. The thread began centering on the outcomes of the December Board of Education meeting. At some point, some inflammatory and baseless remarks were made about events that occurred in the Hoboken School District between 2007-09. What follows are some of my responses. Those interested in following the full thread can point there browser to Hoboken BoE Update. -Dr. Petrosino

note: My responses are in italics-- excerpts from postings are denoted by ">"

Thank you Skateparkmom for your kind words on behalf of the teachers and the work they did on the curriculum redesign process. I cannot say enough about the teachers dedication and hard work.

If "poed" or "skateparkmom" want to keep their anonymity- so be it. I believe anonymity is a much bigger threat to productive discourse and critical analysis than any perceived threat of cyber-hackers but I respect that it is a matter of opinion. I also appreciate some people may feel their livelihood/jobs may be threatened if their identity becomes known. I won't raise it again. But, if and when I post here, I will do so without anonymity.

Concerning the test scores---to say they "tanked" may be a little glib and overly simplistic. For instance, where the new curriculum was piloted, scores were very promising. In addition, there were some grades with significant increases. So, to just hand wave some of these issues and still characterize it as "tanked" puts one either on the offensive or defensive rather than in a mode of productive conversation. But, there are certainly areas where the district has clear challenges ahead. No argument.

One thing I do know---going after short term gains in test scores will likely be inconsistent with any pedagogy or curriculum that supports 21st Century Skills. By that I mean the integration of critical thinking, problem solving and communication into the teaching of core academic subjects such as mathematics, reading, science and history. Be cautious of advocating for "basics first"--there is a great amount of peer-reviewed literature that shows conclusively that you can learn the basics much better and with greater retention and more efficient retrieval via 21st Century Skills.

I would suggest any parent of citizen who really wants to understand the tensions between high stakes testing and the quality of education to take a look at the following book by David Berlinear of Arizona State University and a colleague of his, Sharon Nichols. Please take a look at the following URL, consider reading/reviewing the book. I can guarantee you will look at the impact of high stakes testing on districts like Hoboken with a different perspective. You will view the issue of "10R's" in a whole different way. You will see the danger in looking at single indicators (i.e. test scores) as sole criteria for judging the quality of a teacher, grade, school, administrator, superintendent or district: http://www.hepg.org/hep/Book/62

Review: "Co-authors Sharon Nichols and David Berliner review research regarding the strengths and weaknesses of testing in public schools, concluding that "high-stakes testing does not work." School leaders will recognize the cover of the text — students sitting in standard attire, row after row, taking a standardized test. This is not a picture of what a 21st century student should be.

Nichols and Berliner use a social science principle, Campbell's Law. This principle states the more any quantitative social indicator is used for decision making, the more apt it will distort and corrupt the social processes it was intended to monitor.

Any leader in today's public schools can certainly identify with Campbell's Law. Whatever the acronym of the state test, the stakeholders, the news media and policymakers all shine the spotlight on the scores, not on the progress and development of the whole student.…"

I'll leave it there and hopefully some of you will have time to take a look at the book.

Happy Holidays to All - especially you 'poed' and 'skateparkmom', whoever you two are! ;-)

All the best, -Anthony

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Ah---Kennobserver---another chip off the old block. I'll try to make this quick...

1) >Isn’t this the guy who was double-dipping in Texas, ripping off the Hoboken taxpayers who >thought he was >working for them full-time?

In a word, no. I was not illegitimately compensated a second time for the same activity.

2) >The NJ Monthly honor and the first US News & World Report bronze star were awarded for the 06-07 school >year, according to their websites.

And the second one was awarded for 2007-2008. Again, my point is simply there were positive going on. Not to hail it as a "gold standard". But, I reiterate, it was recognition that was unsolicited and independent. Frankly, I don't care who gets credit for it---just recognize it as an accomplishment and a solid step in a positive direction.

3) >he foisted a curriculum on the district that I bet will make it difficult for test scores to ever rise. He seems to >have an educational philosophy that might have been all the rage when he was in school 20 years ago but has long >since been discredited.

The curriculum is consistent with state and national standards. It was voted on without a single dissenting vote by the current Board of Education. It's consistent with the latest research in the field of learning, instruction, and curriculum theory support by the National Academies of Science and the National Research Council. How the curriculum gets implemented will be largely left to the Kids First majority on the Board of Education as they will be deciding on the educational leader for the district. The curriculum is completed and finalized. Implementation is in the hands of Kids First now.

4)> It’s the problem of professors not keeping up with their field.

I don't like to talk about my professional expertise but I will--- Not keeping up with my field? I currently have 2 NSF grants totally over $15 million dollars. I have given lectures at Harvard, The University of Michigan, and the National Science Foundation...and presented my latest research at 2 international conferences and 2 national conferences. The Science and Math teacher preparation program I helped create, UTeach- is currently being utilized by over 20 universities in the United States and was funded by ExxonMobile for over $50 million dollars. I have dozens of peer reviewed research articles. As for my training? I have degrees from Columbia, Teachers College and Vanderbilt University- did a post doc at the University of Wisconsin and a faculty member at the University of Texas---ALL 4 are in the top 10 universities in the country. You can look it up sweetheart. What are you talking about???? Does aninimity allow you to make such baseless claims? I don't live in that world---but it must be nice.

5) >he says the curriculum cost .03% of the past three years’ budgets.

I said it was less than 3/10 of 1% and I stand by that.

6) >I’m sure we could’ve saved hundreds of thousands of dollars and downloaded one of the many excellent >curriculums online.

And would the district have gotten 8500 hours of professional development with that download? And would that have gotten a full K-12 set of district created assessments that are needed for QSAC? And would you have a curriculum that over 1/3 of all district teachers understood, created, and felt invested in? And would that download have gotten teachers and administrators from all of our schools talking about their practice and what they wanted their students to learn? Can you download all that too? Please send us the URL...

7) > Luckily Kids First is starting to turn it around.

Things were well on the way and on a positive trajectory before the current Board Majority took control--- Using the most objective and independent assessment of district oversight- the New Jersey Quality Single Accountability Continuum (NJQSAC)- during the last two years there was a 58.8% increase in district scores in Instruction and Programs. Additionally, scores on NJQSAC were raised 70.5% in Fiscal Management, 100% in Governance and we achieved 80% passing scores in Operations and Personnel. I understand and am well aware of the recent audit findings---let's see if they have as much of a negative impact on the March 2010 QSAC scores in Fiscal Management as the current rhetoric on the topic warrants. I am confident that, while not trivial, the audit findings were not systemic. But, don't lose sight of the 70.5% gain that were made in the Fiscal Management QSAC score during the previous 2 years. ;-)

Cheers, -P

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A reply to keenobserver from Post #91

>2) You say you don’t care who gets credit for the NJ Monthly and US News honors, but then why did you falsely claim credit >in the first place? In academia, I believe, a professor claiming credit for another’s accomplishment would be hauled in front >of a committee, or something. I think you owe the previous super an apology.

A baseless claim about taking credit. Please take a look at my original post on my blog iin December of 2008. The purpose of the post was simply to inform the public of this wonderful honor and recognition. I know enough about school reform that nothing happens in a few short months. I was very happy to see that Hoboken High received the recognition for a 2nd year in a row recently- so, at the very least, we were able to support advances already well on the way.

http://hobokencurriculumproject.blogspot.com/2008/12/hoboken-high-school-us-news-and-world.html

Your assertion of me engaging in plagiarism is malicious and without proper warrant.

2) >all of your hard-won credentials merely indicate that you are out of touch with how real kids learn and how real education >takes place. You’re in the education club–you all believe the same things, give papers at each other’s conferences, review >each other’s articles and give taxpayer-funded grants to each other’s pet projects.

I was a vice principal for 3 years, a classroom teacher for 4 years---my work at the university regularly puts me regular and sustained contact with pre and in service teachers, principals, supervisors, and superintendents. My research takes place in real classrooms and is based on interventions in schools with high rates of students from low SES. I have worked in classrooms in Hoboken, Jersey City, Nashville, St. Louis, Madison, WI, and Austin, TX. I am engaged in both policy and practice from K-16 education. I just don't understand how you can make these claims without knowing what *I* do. From your comments, you do not seem to have an accurate view or knowledgeable base to make your claims.

3) >One more thing: I know of no list that has your four universities in the top 10. The US News list ranks only Columbia in the >top 10.

Wrong again---from my blog:

http://hobokencurriculumproject.blogspot.com/2009/04/2009-best-education-schools-in-country.html

The No. 1 ranking for Peabody is the highest ranking of a Vanderbilt graduate or professional school in the history of the U.S. News rankings. The school moved up from its No. 2 spot last year, passing Stanford.

1. Vanderbilt University

2. Stanford University

3. Teachers College, Columbia University

4. University of Oregon

5. UCLA

6. Harvard University

7. Johns Hopkins University

7. Northwestern University

7. UC Berkeley

7. University of Texas at Austin

7. University of Wisconsin- Madison

12. University of Washington

4) >I like the way you cleverly corrected your math mistake without admitting that you were wrong. In your earlier post you >typed .03, but you’ve now changed it to .003

.03% = .003 They are equal....they are the same. (correction .3%=.003)

Also, so we are clear---I indicated the total cost was LESS than 3/10 of 1%. And I will add, the cost was *significantly* less than 3/10 of 1%. So, let's be careful of attaching $$$ figures. But, to be clear and so misinformation does not begin---the total cost was significantly less than $500K.

5) >as you noted, and since you were leading this effort and imparting your mistaken philosophy, I’d say all the money was >wasted. Why would we want teachers invested in a >curriculum that won’t do the job?

According to the State of New Jersey (whose standards we followed), the current interim superintendent who presented the curriculum to the Board of Education, and the unanimous agreement of the Hoboken Board of Education who did not cast a single dissenting vote- all think the new curriculum "will do the job" as you put it. Moreover, I would say a significant number of teachers and parents would disagree with you about your opinions on the curriculum.

As I have said before, the test now is how well the Kids First majority will implement this new curriculum that has gained approval from so many different sectors. As has been noted as well-- I also gave the district a fairly detailed plan for implementation of both the curriculum and it's new programs. It's available for review at:

http://hobokencurriculumproject.blogspot.com/2009/08/test.html

6) >I don’t know anything about QSAC–it seems like it measures bureaucratic processes that have little to do with the actual >education going on–so I’m glad to agree that you increased those scores.

Student test scores are factored into QSAC but so are other criteria. To some degree, it measures bureaucratic processes but that is not necessarily a bad or negative thing since QSAC really looks at district level processes that are either in place or in need of improvement. Anyone can find out more about QSAC at:

http://www.state.nj.us/education/genfo/qsac/

7) >The schools were not on a positive trajectory before Kids First took over. Before Raslowsky, test scores in all the schools in >most years compared rather favorably with many suburban districts. Sure, there were problems in some grades in some >years, but overall the schools >were doing a pretty decent job. Then Raslowsky and you took over and the collapse in scores >was sudden, swift and shocking.

When we started our administration, the basic premise was that this was a good district and we were invested in trying to get the district from "good to great". Scores were one measure of success and, you are correct, there were some clear evidence of a pretty good job. No argument at all. I do not agree with your conjecture that there was a "collapse in scores". Plot the scores over the past 5-6 years and view the trend lines. I think you will see a different story emerge.

Also, I would suggest those sincerely interested in the challenges facing public education and making AYP (adequate yearly progress)- please take a look at this post:

http://hobokencurriculumproject.blogspot.com/2009/02/making-ayp-under-nclb-increasingly.html

You will see that it is almost inevitable that a *majority* of schools will not be making AYP unless some major changes are made to NCLB. This is not an excuse---but, it really pays to understand the challenges that we faced, the current interim faces and whoever is eventually chosen to be the permanent Superintendent of Hoboken or any other public school district.

I hope my responses have helped clarify some of these issues. I do not want to make any personal attacks--sincerely. But, I do not feel the tone or the unsupported conjectures made by 'keenobserver' are very productive or can lead to a productive dialogue. If these ad hominem attacks are the front line assaults and tactics made by Kids First supporters against any voice trying to clarify or explain- I have little faith in any sustain or systemic change occurring any time in the near future.

All the best and Happy Holiday to everyone--

Cheers, -P

Dr. Anthony Petrosino

Former Asst to the Superintendent of Schools

Hoboken School District

2007-2009

Dual Language Program Gets Approved in Austin Independent School District

2009-12-26T12:21:00.000-08:00

Click here for viewing of the complete video

Please take a look at the recent developments in the approval of a dual language program in the Austin Public Schools. Please take a look at the video as well as catch up a little on the written description of the program as written by Amy Johnson of KUVE in Austin.The full article can be referenced here. Expectant enrollment in the new dual language program in Hoboken is expected to exceed 100 students. -Dr. Petrosino

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The Austin Independent School District is making a dramatic change in the way it educates some students who speak Spanish, but not much English. Monday night, the school board approved dual language programs which would start next year.

Up until now, the focus had been on bilingual programs with the thought being it builds up student's self-esteem to learn in their native language, and then slowly learn English. With the dual language program, students will have to be proficient in both languages. Which now opens the door for English speaking kids to be become proficient in Spanish at a very young age.

The Magellan International School in North Austin is a small private school which opened in August. Maria Isabel Leon is the head of school.

"There was a big demand for a school like this is Austin," she said.

The children at Magellan, half of whom come from families who don't speak any Spanish, are immersed in a dual language program. By 3rd grade, they are expected to be fluent in English and Spanish. In 3rd grade, they start the language component, Mandarin.

"I think educators everywhere are realizing that having languages introduced -- or second languages introduced -- in the high school level is a bit late," she said.

The Magellan International School was the only option for Austin parents until Monday night, when the AISD school board voted to implement its own dual language pilot program.

"I think the research clearly documents that this is a good way to do it," said Robert Schneider, board member.

Starting in the 2010 school year, up to six Austin Elementary Schools would implement dual language programs. Three would focus on both English and Spanish speakers becoming fluent in both languages. Three would be so-called one way dual language, where the class would be made-up of Spanish speaking students who would focus on being fluent in both languages.

But the addition of this program doesn't come without concerns. The district is facing a $15 million to $20 million budget shortfall for next year.

Some Thoughts on The Role of Birth Order and Your Children

2009-12-20T18:28:00.001-08:00

The environment that a child is raised in plays a big part in how their personality will develop. Consequently many child will exhibit different character traits and characteristics depending on their birth order or if they are an only child. Of course birth order doesn't guarantee that your first child will have all or even any of the traits typically associated with a first child; but birth order tends to accentuate character traits that your child already possesses.

Of course if there are large gaps between your children or you have one boy in a family of girls you might have overlapping birth order characteristics. My brother was the third child but the only boy and he exhibits many of the same first-born traits that I have. Here is a table showing some of the birth order character traits, both bad and good, associated with first, middle, last-born, and only children.

First	Middle	Last	Only
Natural Leader	Flexible	Risk-taker	Close to parents
High Achiever	Easy-going	Outgoing	Self-control
Organized	Social	Creative	Leader
On-time	Peacemakers	Self-centered	Mature
Know-it-all	Independent	Financially irresponsible	Dependable
Bossy	Secretive	Competitive	Demanding
Responsible	May feel life is unfair	Bored easily	Unforgiving
Adult-pleaser	Strong negotiator	Likes to be pampered	Private
Obeys the rules	Generous	Sense of humor	Sensitive

First-born children desire control and they will typically become a compliant nurturer or a more aggressive mover and shaker. Either way parents need to remember not to demand too much of their oldest child. Make sure your child knows your expectations, because they are constantly trying to seek parental approval.

Letting your child make family decisions, like where to eat dinner or what movie to watch, will help empower them and make them feel special. Youngest children are usually very different from their older siblings. They tend to be more social and funny. They don't have as much responsibility and are more carefree. They are also often driven to catch up with their older siblings and follow in their footsteps. It is important that parents still enforce the rules when their youngest comes along. It is easy to just let things slide, but once it starts it is hard to stop. Parents often baby their youngest child because they are the last one.

But it is important to teach responsibility, you don't want your youngest child feeling like they can't or not knowing how to do anything for himself. You also need to applaud their accomplishments, true your older children have already learned how to ride a bike but for your youngest it is a new thing.

Snowstorm Hits the East Coast

2009-12-20T18:12:00.000-08:00

The Mid-Atlantic states were completely white on Sunday, December 20, 2009, in the wake of a record-breaking snow storm. The storm deposited between 12 and 30 inches of snow in Virginia, Maryland, and Washington, D.C. on December 19, according to the National Weather Service. For many locations, the snowfall totals broke records for the most snow to fall in a single December day.

HOBOKEN- A GENERAL DESCRIPTION OF WHO WE ARE NOW

2009-12-18T16:14:00.000-08:00

Hoboken is a medium-sized coastal city (ie. on the ocean or tidally-influenced rivers) located in the state of New Jersey. With a population of 38,669 people and 12 constituent neighborhoods, Hoboken is the 39th largest community in New Jersey. Hoboken has an unusually large stock of pre-World War II architecture, making it one of the older and more historic cities in the country.

Hoboken is a decidedly white-collar city, with fully 93.44% of the workforce employed in white-collar jobs, well above the national average. Overall, Hoboken is a city of professionals, managers, and sales and office workers. There are especially a lot of people living in Hoboken who work in management occupations (16.56%), sales jobs (14.76%), and business and financial occupations (13.55%).

Of important note, Hoboken is also a city of artists. Hoboken has more artists, designers and people working in media than 90% of the communities in America. This concentration of artists helps shape Hoboken's character.

Also of interest is that Hoboken has more people living here who work in computers and math than 95% of the places in the US.

Hoboken, while not large, also appears to be attractive to some younger, educated professionals, who help shape the character of the city.

The city is also nautical, which means that parts of Hoboken are somewhat historic and bounded by the ocean or tidal bodies of water, such as inlets and tidal rivers. Such areas are often places that visitors and locals go for waterfront activities or taking in the scenery.

In Hoboken, however, the average commute to work is quite long. On average, people spend 34.66 minutes each day getting to work, which is significantly higher than the national average. However, the city is also quite pedestrian-friendly, because many neighborhoods are very dense and have amenities close enough together that people find it feasible to get around on foot.

Hoboken Information and Demographics

Do you like to read, write and learn? If you move to Hoboken, you'll likely find that many of your neighbors like to as well. Hoboken is one of the more educated communities in America, with a full 59.39% of its adults having a college degree or even advanced degree, compared to a national average across all communities of 14.96%.

The per capita income in Hoboken in 2000 was $43,195, which is wealthy relative to New Jersey and the nation. This equates to an annual income of $172,780 for a family of four.

Hoboken is a somewhat ethnically-diverse city. The people who call Hoboken home come from a variety of different races and ancestries. The most prevalent race in Hoboken is White, followed by Asian. Hoboken also has a sizeable Hispanic population (people of Hispanic origin can be of any race). People of Hispanic or Latino origin account for 20.48% of the city's residents. Important ancestries of people in Hoboken include Italian, Irish, German, English, Polish, and Russian.

The most common language spoken in Hoboken is English. Other important languages spoken here include Spanish and Italian.

READ ABOUT THE PUBLIC SCHOOLS IN HOBOKEN

READ ABOUT CRIME IN HOBOKEN

READ ABOUT REAL ESTATE APPRECIATION IN HOBOKEN

HoLa Moves Forward, Deadline For Application Approaches

2009-12-17T18:29:00.001-08:00

The following article is from the Hoboken Reporter and was written by correspondent Tim Carroll. The deadline for applications is Jan. 13, 2010. HoLa is a dual language program. Dual language is a form of education in which students are taught literacy and content in two languages. The majority of dual language programs in the United States teach in English and Spanish. Dual language programs use the partner language for at least half of the instructional day in the elementary years.

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Dos lenguas, una escuela. That’s the idea behind the Hoboken Dual Language Charter School (HoLa) set to open next September: “Two languages, one school.”

As many as 132 children from kindergarten to second grade will begin their bilingual immersion next year, thanks to the determined efforts of founders Jennifer Hindman Sargent and Camille Korschun Bustillo.

Earlier this year, after much controversy, the Hoboken Board of Education decided not to include HoLa as a district program. So Sargent and Bustillo filed a state charter school application and plugged away at the painstaking approval process.

This past September, they announced that HoLa was one of eight charter schools approved in New Jersey this year out of 27 schools that applied.
_____________

“We’re in a much better place now.” – Jennifer Hindman Sargent
________

Charter schools are public schools that are usually founded by parents and educators. Since they are publicly funded, students do not have to pay tuition. Hoboken also has two other charter schools that were founded more than 10 years ago: Elysian Charter and the Hoboken Charter School.

HoLa will be run at the Hoboken Boys and Girls Club, 123 Jefferson St., and is inviting prospective parents to an open house on Saturday, Dec. 12 from 2 to 4 p.m. They will have a model classroom prepared and will answer questions from parents.

The founders have received over 100 applications for the 132 seats so far. The deadline for applications is Jan. 13, 2010.

Charter schools get funding on a per-pupil basis from each child’s school district. They operate separately from the district, but must have an open enrollment process. HoLa will give preference to Hoboken residents.

The state approved six classes of 22 students for HoLa, so if there are more than 44 students per grade, the school will conduct a lottery on Jan. 14 to narrow down the applicants.

The school intends to expand by one grade per year up to fifth grade.

The dual language model allows young students to be immersed in mostly Spanish instruction, reaching a 50-50 Spanish-English split by fourth grade.

Failure leads to success

When Sargent and Bustillo first pitched the idea for the Spanish/English immersion classrooms to the Board of Education in 2008, several people questioned why the board was considering it when programs for existing students were being cut.

In the end, the board actually voted to approve the program. But the approval was not properly done, according to the board attorney. The approval was rescinded and the program failed when put up for a second vote.

Sargent and Bustillo even offered to administer the program for free.

After months of volunteer work to create the program and weeks of intense scrutiny and accusations, Sargent and Bustillo came home empty-handed.

“We wanted to partner with the Board of Education,” Sargent said, “but it would have required some compromises.”

Now, the school will enjoy the relative autonomy given to charter schools.

“[The process with the board] really helped us fine-tune our goals,” she said. “We’re in a much better place now.”

Bad timing turns good

The state charter school application was a “rigorous process,” Sargent said. “We were thoroughly vetted.”

People have accused Gov. Jon Corzine of dragging his feet on charter school approvals in the past, and many of the same people noted that the approval rate increased in 2009, an election year.

Critics have said Corzine is too friendly with the teachers’ union, which quietly opposes charter schools because they do not have to hire union teachers.

So with only eight approvals this year out of 27 applications to the state, what set HoLa apart?

Sargent said the state was “very interested in the dual-language model.”

She noted that the HoLa program exemplifies two national priorities of President Barack Obama’s administration, those being charter schools and multilingualism.

Ready to teach

Sargent, Bustillo, and a small group of parents dedicated to the idea of HoLa are working hard to prepare for its first year.

They are reviewing resumes and scheduling interviews to search for a director. Once that person is hired, the pair will work with him or her to make final curriculum decisions and find teachers.

Sargent said the school hasn’t put out ads for teachers yet, but has already received resumes from qualified bilingual educators.

They are currently negotiating their lease with the Boys and Girls Club and planning to begin a round of renovations to the facility to make it school-ready.

Some upgrades are required by code, most are just cosmetic, Sargent said.

Boys and Girls Club Director Jay Garcia said he is happy to share space with the HoLa school.

Sargent said the school could potentially remain in the Boys and Girls Club for three years, but would not fit once the school expands into fifth grade.

So far, though, “We’re right on target,” she said. Or, in Spanish, “justo en el blanco.”

For more information, visit www.holahoboken.org or call (347) 256-3132.

Check out our continuously updated breaking news and leave a comment at www.hudsonreporter.com. Timothy J. Carroll may be reached attcarroll@hudsonreporter.com.

Hoboken Curriculum Project Approved by Hoboken Board of Education

2009-12-15T23:49:00.000-08:00

On Tuesday, December 15, 2009 the Hoboken Board of Education unamiously adopted the Hoboken Curriculum Project.

WHEREAS it is necessary for a New Jersey Board of Education to approve

and/or adopt a Curriculum on an annual basis, and

WHEREAS it is the Curriculum which forms the roadmap by which instruction is

delivered, and

WHEREAS the Hoboken Curriculum Project has been writing and designing a

curriculum product for the past several years, a curriculum aligned with the New

Jersey Core Curriculum Content Standards, and

WHEREAS a curriculum document is a fluid and growing piece of educational

literature, and thus shall be frequently updated and fine-tuned, and

WHEREAS adoption of a curriculum by a Board of Education does not

necessarily imply the endorsement of every page of the document, but rather

acknowledges the fact that its district, its teachers, and its students have been

provided with educational guidelines,

THEREFORE BE IT RESOLVED that, after a presentation of the Curriculum to

the Board and the Public two months ago, and a recent follow-up public and

board question and answer opportunity, the Curriculum as prepared, written, and

presented, be accepted and adopted by the Hoboken Board of Education on this

the fifteenth day of December, 2009 for the 2009-2010 School Year.

Reading Practice Can Strengthen Brain 'Highways'

2009-12-12T17:54:00.000-08:00

Hopefully, this post can put to rest some of the ridiculous discussions as to what is better for reading: phonics or whole language (hint: it's both). As this research indicates, it is important in the development of the brain for reading that a reader be able to synchronize knowledge of syntax, vocabulary, meaning, etc... All of these are emphasized in the new reading curriculum for the Hoboken School District and in my courses on Knowing and Learning (human cognition). Interestingly, juggling and playing a musical instrument also seems to improve the white matter of the brain and ultimately possibly reading as well. -Dr. Petrosino

Intensive reading programs can produce measurable changes in the structure of a child's brain, according to a study in the journal Neuron. The study found that several different programs improved the integrity of fibers that carry information from one part of the brain to another.

"That helped areas of the brain work together," says Marcel Just, director of the Center for Cognitive Brain Imaging at Carnegie Mellon University in Pittsburgh.

Coordination is important because reading involves a lot of different parts of the brain, Just says.

Some parts recognize letters, others apply knowledge about vocabulary and syntax, and still others decide what it all means. To synchronize all these operations, the brain relies on high speed "highways" that carry information back and forth, he says.

If those information highways can't handle the traffic, the brain won't be able to make sense of the text on a page or a screen. Just and his colleague Timothy Keller wondered whether that might be part of the problem for a lot of children struggling to read.

They used a special type of MRI to look at the brains of several dozen children from 8 to 12 years old, including poor readers and those with typical reading skills. The MRI scans allowed the scientists to study the network of fibers that carries information around the brain, which lives in the brain's so-called white matter.

Children with poor reading skills had white matter with "lower structural quality" than typical children, Just says.

Building Up The Brain

So during the next school year, Just and Keller enrolled some of the poor readers in programs that provided a total of 100 hours of intensive remedial instruction. The programs had the kids practice reading words and sentences over and over again.

When they were done, a second set of MRI scans showed that the training changed "not just their reading ability, but the tissues in their brain," Just says. The integrity of their white matter improved, while it was unchanged for children in standard classes.

Equally striking, Just says: "The amount of improvement in the white matter in an individual was correlated with that individual's improvement in his reading ability."

The finding adds to the evidence that learning involves more than just gray matter — the brain tissues that process and store information.

It's becoming clear that white matter is also critical for learning, says Doug Fields, a researcher in the Child Health and Human Development section at the National Institutes of Health. That realization has led to a shift in the way many scientists view the brain, Fields says.

"By analogy, we were looking at a transistor, and now we're looking at the whole network," he says.

Other studies have shown that white matter changes when people learn to juggle or play a musical instrument, Fields says.

And, he says, white matter also seems to be involved in everything from psychiatric illness to mathematical ability to autism.

"Really, the more we look, the more we find," Fields says.

by Jon Hamilton, December 9, 2009

Picture: New research shows that practicing reading can boost white matter, the tissue that connects different parts of the brain.

Who Should be Responsible for Determining What is Taught in a Public School?

2009-12-12T15:55:00.000-08:00

I saw this poll on Facebook recently and thought it was worth sharing with people. The poll asks who should be responsible for determining what is taught in public school. As you can see by the results, an overwhelming number of people (well over 50%) believe that parents of the children attending the public school should be responsible for determining what is taught in a public school. The Federal government, State government, and Local government were about equal (16%, 16.2%, and 13% respectfully). More data would be needed to see what exactly these numbers indicate but it is clear that the people who responded to this poll felt that parents have a better sense of what should be taught than the local Board of Education, the State Department of Education, the Mayor, the Superintendent, the numerous Supervisors in a district, those people in State government who establish content standards, the teachers, the principals, etc....

More than anything, this probably speaks for the fairly low regard people have for educators in our society- clearly there appears to be little belief that there is an expertise involved in being in education or in the science of learning or in making curricula or instructional decisions.

These number are important to Board of Education members who are elected into office. Clearly, parents vote and especially when it involves their own children. This tension between populism and professional expertise in making educational decisions is an essential tension in public schools around the country. I became very aware of this while serving for 2 years as an Assistant to the Superintendent of Schools in Hoboken, NJ.

It makes me think that if I wanted to really impact education and learning, rather than getting degrees from Columbia University, Vanderbilt University, a 2 year post doc at the University of Wisconsin and a tenured faculty position at The University of Texas at Austin (all top 10 universities in the United States according to US News and World Report)- I would have been better off having a couple of children. Then, I'd be able to have a say in determining what should be taught in the public schools.

Imagine for a moment if the same logic was used in law, medicine, engineering, accounting, pharmacy, etc....

-Dr. Petrosino

LEARNING BY VIDEO GAMING

2009-12-10T16:30:00.000-08:00

Schools often measure achievement and learning by pointing to test scores or grades.

But some education experts say there’s as much, if not more, learning going on outside the classroom thanks to technology. Allan Collins has taught education and social policy at Northwestern University. He says children learn by playing games. And video games, hand-held devices, and online communities keep their minds busy almost all the time. But Collins cautions not everyone is benefiting from the high-tech bonanza. He is the co-author with Richard Halverson of Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America.

To listen to the 3 minute interview recently aired on public radio-- please click HERE.

Picture: Dr. Allan Collins (right), the author of "Rethinking Education in the Age of Technology" with Dr. Petrosino (Dec 2009)

On-Line Survey For FY 2010-2011 School Budget

2009-12-10T00:02:00.000-08:00

Take this survey:

FY 2010-2011 BUDGET SURVEY HERE

FY 2010-2011 Budget Survey HERE (En Español)

I present the preceding survey as an interesting approach to incorporating community investment, involvement, and input into the budget process for local school districts. Austin, TX is facing a $15,000,000 shortfall for it's FY 2010-2011 budget. There are a number of proposals and ways of accomplishing this. So, the Superintendent and the Chief Financial Officer put together a fairly straight forward online survey to involve ALL members of the school district, the community, and anyone else who would like to give some advice or their opinion. This means you---literally.

So, please take a look at the online survey (also offered in Spanish). I would say even participate and give your advice and input. If you like this approach, perhaps discuss your own district using such an approach to get meaningful feedback. More people than ever have access to the Internet and this allows EVERYONE to have a say in the process of school budgeting (public libraries and community centers can easily have terminals for those community members without internet access).

It is *critical* in my opinion however that the public be aware of the results of the survey in a timely fashion to assure transparency and to communicate the perspectives of the entire community. Ultimately, by law, the budget must be presented by the Superintendent to the Board of Education for approval and then voted on by the public. But, approaches like this that are being tried in Austin, TX (recently voted the top district in the USA for it's size- communities larger than 250,000 but under 1,000,000) are interesting and being explored elsewhere around the country.

One must be careful not to rule and make difficult decisions based only on public opinion-- but the Internet and online surveys of large segments of the community- allow us to redefine access, involvement and the democratic process in terms of the operations and responsiveness of public systems. -Dr. Petrosino

--------------------------------

December 8, 2009

Community Encouraged to Take On-Line Survey on AISD Budget

The Austin School District has launched an on-line survey to gain additional community input on the School District budget. The survey follows closely on the heels of two Community Conversations that resulted in more than 300 people participating in exercises designed to give them a sense of the difficult decisions the Board of Trustees faces next year in developing the 2010-2011 school year budget.

“The District is facing a budget shortfall of $15 million for FY 2010-11, just to cover normal operating expenses,” said Chief Financial Officer Nicole Conley-Abram. “This deficit grows even larger when additional budget increases are considered for new instructional programming tied to the District's Strategic Plan and potential employee raises. The District is now contemplating various budget reduction proposals to assist in closing this budget gap. Therefore, the District would like to obtain your input and feedback to the proposals that are currently being considered.”

The seven-question AISD budget survey can be found on-line at:

FY 2010-2011 BUDGET SURVEY HERE

FY 2010-2011 Budget Survey HERE (En Español)

How Can I Tell If My Child Is Gifted? - Don't Rely on School/District to Tell You: Here is a Checklist

2009-12-07T22:22:00.000-08:00

Parents often wonder, sometimes to themselves- sometimes out loud, "is my child gifted and talented?" In order to help, please look over the following list of characteristics of the gifted. If your child seems to have between 50% and 75% of these traits, you should contact your school administration and ask for your child to be observed and (possibly) tested for inclusion into your district's G&T program immediately. The following article by Dr. Sandhu is very informative. My general advice is do not relay on schools or your district to identify your gifted child. -Dr. Petrosino

Characteristic of Gifted Children

To recognize if a child is gifted, there are numerous characteristics that are distinct to gifted individuals and quite easily observable, especially for parents. The following description would give a rough indication of these characteristics.

By the broad category of giftedness, characteristic traits are listed as general intellectual ability, specific academic aptitude, creative thinking and production, leadership, psychomotor ability, visual and performing arts. More specifically, if your child demonstrate about three quarter of the following characteristic traits, it is likely that s/he is gifted.

Variety of Interests
Excellent memory
Long attention span
Unusual curiosity
Persistence in attacking difficult mental tasks
Creative ability/Divergent thinking skills
Good problem solving/reasoning abilities
Rapid learning ability
Leadership qualities
High degree of energy
Above average language development
Early/avid reader
Preference for older/matured companions
Unusual emotional depth and intensity
Heightened sensitivity
Non-conformity behavior
Above average ability with numbers/jigsaw puzzles
Keen powers of observation
Vivid imagination
Good sense of humor
Sense of justice and moral sensitivity
Perfectionism
Apparent maturity in judgment

Researches on giftedness indicate that the best way to identify giftedness in your child is by carefully observing his behavior, not by formal testing of IQ especially if the child is very young. The best age to do an IQ test is still debatable. I suppose, as soon as the child is able to read/write and understand questions; s/he may be able to do such tests without much bias. Most of the indicators of giftedness become evident even before a child turns one! So perhaps that's when you may be able to look out for some of the indications listed above. However, do be aware that your child may not necessary be gifted in all areas.

On intelligence testing, the accuracy of an IQ test is still questionable. Nevertheless, it is still the single best predictor to test general intelligence. Intelligence and giftedness are not synonymous - as thought by many. Gifted individuals have different abilities, talents, and personalities. Even so, a sizeable proportion of the individuals categorized as gifted are distinguished from their non-gifted counterparts by virtue of superior general intelligence, which is measured by intelligence tests. This is how giftedness becomes associated with intelligence.

President Raslowsky Meets President Clinton

2009-12-07T00:30:00.000-08:00

Early this week, the President of Xavier High School in New York City- Jack Raslowsky met briefly with President Bill Clinton. Mr. Clinton and Mr. Raslowsky discussed mutual acquaintances, the mission and history of the school and opportunities for discussions in the future. Some readers of this blog may recall that President Raslowsky served as the Superintendent of Schools in Hoboken New Jersey and was the former Principal of St. Peter's Prep in Jersey City. Both President Clinton and Mr. Raslowsky are Ivy League graduates and were educated by the Jesuits. Not surprisingly, each share a commitment and dedication to education.

I'm the President, but he's The Boss

2009-12-06T10:47:00.000-08:00

The following is from an online article by the Newark Star-Ledger reporter Jay Lustig entitled "President Obama calls Springsteen rock 'n' roll laureate". The incorporation of popular music and it's documentation and utility for subject areas like social studies, history, geography, remain largely untapped in our public schools. Nonetheless, capturing the essence of the American experience has been an elusive ideal among the best of each generation. Perhaps, no person has embodied that character more for a generation of boomers and post-boomers that the music of Bruce Springsteen. Sunday night- he received official recognition for that contribution and was hailed as a "laureate" (someone honored for great achievements; figuratively someone crowned with a laurel wreath) by President Obama. -Dr. Petrosino

President Barack Obama called Bruce Springsteen "the rock 'n' roll laureate of a generation" and, borrowing a line from the Boss' own "Born In the U.S.A.," a "cool rockin' daddy" on Sunday, when Springsteen and four other living legends -- Robert De Niro, Mel Brooks, Dave Brubeck and Grace Bumbry -- received Kennedy Center Honors at the Kennedy Center in Washington, D.C.

Jon Stewart and "Born on the Fourth of July" author Ron Kovic also spoke about Springsteen, and the following artists paid musical tribute:

John Mellencamp ("Born in the U.S.A.") Ben Harper ("My Father's House") Jennifer Nettles ("Glory Days") Ben Harper and Jennifer Nettles ("I'm On Fire") Melissa Etheridge ("Born to Run") Eddie Vedder ("My City of Ruins") Sting ("The Rising")

Here is what President Obama said about Springsteen:

Finally, we honor the quiet kid from Jersey ... who grew up to become the rock 'n' roll laureate of a generation. For in the life of our country only a handful of people have tapped the full power of music to tell the real American story -- with honesty; from the heart; and one of those people is Bruce Springsteen.
He has said: "I've always believed that people listen to your music not to find out about you, but to find out about themselves." And for more than three decades, in his songs -- of dreams and despair, of struggle and hope -- hardworking folks have seen themselves.
They've seen their great state of New Jersey. And they've seen their America -- in songs that become anthems. Restless kids who were "Born to Run." The struggles of workers in "My Hometown." The sacrifices of vets who were "Born in the U.S.A." Love and loss in "Streets of Philadelphia." A resilient nation in "The Rising." And, this year, a country "Working on a Dream."
It's no wonder that his tours are not so much concerts, but communions. There's a place for everybody -- the sense that no matter who you are or what you do, everyone deserves their shot at the American Dream; everybody deserves a little bit of dignity; everybody deserves to be heard.
I've seen it myself. Bruce was a great fan -- a great friend over the last year, and when I watched him on the steps of the Lincoln Memorial when he rocked the National Mall before my inauguration, I thought it captured as well as anything the spirit of what America should be about. On a day like that, and today, I remember: I'm the President, but he's The Boss.
And Bruce continues to inspire, along with his "house-rocking, earth-shaking" E Street Band. At 60 years old, he's still filling stadiums, still whipping fans into a frenzy, still surfing the crowd, still jumping off pianos, and still reaching new fans, and still being nominated for Grammys. It's been a long road from that stage at Stone Pony in Asbury Park to this stage today, but this much we know -- after more than 30 years and 120 million albums sold, Bruce Springsteen is still one "cool rockin' daddy."

Picture: Alex Brandon/AP
President Barack Obama greets Bruce Springsteen in the East Room of the White House, Dec. 6

New Resource on Evolution, from the National Science Foundation

2009-12-01T13:31:00.000-08:00

The idea that species evolve predates the work of Charles Darwin, and it has influenced many areas of science other than biology since his era. An online resource, "Evolution of Evolution: 150 Years on Darwin's On the Origin of Species," created by the National Science Foundation, offers an interactive exploration of evolution, Darwin's groundbreaking work on the theory, and its reach across the sciences. It could be a valuable resource for teachers and students.

The NSF created the site to commemorate the 1859 publication of Species. It includes interactive features, interviews with scientists, as well as essays and other features that can be seen in text form, such as this timeline, which puts evolution in the context of other landmark scientific discoveries, from the 16th Century through today.

The Other Education- By DAVID BROOKS

2009-11-28T08:33:00.000-08:00

The following is an OP-ED column by NY Times Columnist David Brooks. Mr. Brooks is a well respected columnist and often provides thoughtful and insightful commentary on current events. You can view the entire November 27, 2009 column entitled "The Other Education" by clicking on this link. His feelings on the "other education" many of us receive via music and the popular arts is consistent with curriculum and instruction efforts in schools that attempt to formalize popular culture into the curriculum of a school. While this meets with varying degrees of success, what is clear is that there IS the other education that our students receive. Whether it's via rock and roll, rap, folk, or country music. It is a vital component of a complete education-- the trick has always been to try to formalize it. Elvis Costello once said that writing about rock and roll is like dancing about architecture. Here's David Brooks' attempt--it's well worth your time. -Dr. Petrosino

Like many of you, I went to elementary school, high school and college. I took such and such classes, earned such and such grades, and amassed such and such degrees.

But on the night of Feb. 2, 1975, I turned on WMMR in Philadelphia and became mesmerized by a concert the radio station was broadcasting. The concert was by a group I’d never heard of — Bruce Springsteen and the E Street Band. Thus began a part of my second education.

We don’t usually think of this second education. For reasons having to do with the peculiarities of our civilization, we pay a great deal of attention to our scholastic educations, which are formal and supervised, and we devote much less public thought to our emotional educations, which are unsupervised and haphazard. This is odd, since our emotional educations are much more important to our long-term happiness and the quality of our lives.

In any case, over the next few decades Springsteen would become one of the professors in my second education. In album after album he assigned a new course in my emotional curriculum.

This second education doesn’t work the way the scholastic education works. In a normal schoolroom, information walks through the front door and announces itself by light of day. It’s direct. The teacher describes the material to be covered, and then everybody works through it.

The knowledge transmitted in an emotional education, on the other hand, comes indirectly, seeping through the cracks of the windowpanes, from under the floorboards and through the vents. It’s generally a byproduct of the search for pleasure, and the learning is indirect and unconscious.

From that first night in the winter of 1975, I wanted the thrill that Springsteen was offering. His manager, Jon Landau, says that each style of music elicits its own set of responses. Rock, when done right, is jolting and exhilarating.

Once I got a taste of that emotional uplift, I was hooked. The uplifting experiences alone were bound to open the mind for learning.

I followed Springsteen into his world. Once again, it wasn’t the explicit characters that mattered most. Springsteen sings about teenage couples out on a desperate lark, workers struggling as the mills close down, and drifters on the wrong side of the law. These stories don’t directly touch my life, and as far as I know he’s never written a song about a middle-age pundit who interviews politicians by day and makes mind-numbingly repetitive school lunches at night.

What mattered most, as with any artist, were the assumptions behind the stories. His tales take place in a distinct universe, a distinct map of reality. In Springsteen’s universe, life’s “losers” always retain their dignity. Their choices have immense moral consequences, and are seen on an epic and anthemic scale.

There are certain prominent neighborhoods on his map — one called defeat, another called exaltation, another called nostalgia. Certain emotional chords — stoicism, for one — are common, while others are absent. “There is no sarcasm in his writing,” Landau says, “and not a lot of irony.”

I find I can’t really describe what this landscape feels like, especially in newspaper prose. But I do believe his narrative tone, the mental map, has worked its way into my head, influencing the way I organize the buzzing confusion of reality, shaping the unconscious categories through which I perceive events. Just as being from New York or rural Georgia gives you a perspective from which to see the world, so spending time in Springsteen’s universe inculcates its own preconscious viewpoint.

Then there is the man himself. Like other parts of the emotional education, it is hard to bring the knowledge to consciousness, but I do think important lessons are communicated by that embarrassed half-giggle he falls into when talking about himself. I do think a message is conveyed in the way he continually situates himself within a tradition — de-emphasizing his own individual contributions, stressing instead the R&B groups, the gospel and folk singers whose work comes out through him.

I’m not claiming my second education has been exemplary or advanced. I’m describing it because I have only become aware of it retrospectively, and society pays too much attention to the first education and not enough to the second.

In fact, we all gather our own emotional faculty — artists, friends, family and teams. Each refines and develops the inner instrument with a million strings.

Last week, my kids attended their first Springsteen concert in Baltimore. At one point, I looked over at my 15-year-old daughter. She had her hands clapped to her cheeks and a look of slack-jawed, joyous astonishment on her face. She couldn’t believe what she was seeing — 10,000 people in a state of utter abandon, with Springsteen surrendering himself to them in the center of the arena.

It begins again.

UT's College of Education: Culture of Excellence Propels College of Education to 3rd in the Nation

2009-11-25T06:17:00.000-08:00

I think you always have to be a little careful of rankings and the kind of atmosphere it creates and empowers. That having been said, the recent ranking of the College of Education at The University of Texas is worth noting. We are now the 3rd ranked public College of Education in the country and the 7th ranked overall. I have been very fortunate to be able to be part of a number of initiatives including the nationally recognized UTeach Natural Sciences Teacher Training Program and the NSF Funded UTeach Engineering Partnership -Dr. Petrosino

The University of Texas at Austin’s College of Education continued its remarkable climb in the U.S. News & World Report - America’s Best Graduate Schools rankings, rising this year to third in the nation among public colleges and schools of education and seventh in the nation overall, tied with Johns Hopkins, Northwestern University, University of California-Berkley and University of Wisconsin-Madison.

U.S. News & World Report uses statistical data from more than 12,000 graduate programs and survey feedback from academic and professional experts nationwide to produce its annual rankings of national graduate programs in education, business, engineering and law. This is the highest ranking that the College of Education has ever achieved.

Last year the college broke into an elite national tier, being placed fifth among public institutions and 10th overall. This year’s rankings position the College of Education in a top-10 category that includes Harvard, Stanford University, Columbia, Vanderbilt and UCLA.

"Since U.S. News & World Report started ranking graduate education programs in 1995," says William Powers Jr., president of The University of Texas at Austin, "our College of Education's rankings have steadily improved, this year reaching third in the nation among public institutions. Innovative research and faculty who are leaders in their fields continue to bring positive recognition to the college, and this consistent show of excellence is to be commended."

The high marks awarded to the College of Education this year also include being ranked number one among public universities that offer both undergraduate and graduate programs and ranked fourth overall in research expenditures. The college is ranked second in research expenditures among public institutions, boasting growth in research and development expenditures from around $1.1 million in 1995 to a current figure of around $31 million.

At the campus level, the College of Education was the most highly ranked college or school for the second year in a row among University of Texas at Austin graduate programs that receive yearly qualitative and quantitative rankings by U.S. News & World Report.

Among the nationally and internationally acclaimed programs and research that fuel the college’s continuing success are:

UTeach, a nationally replicated math and science teacher training program
the Community College Leadership Program, which is ranked number one in the nation
a multi-faceted team of neuroscientists, exercise physiologists and special education faculty who are revolutionizing the study of autism
the newly created, multi-disciplinary Meadows Center for Preventing Educational Risk, led by renowned scholar Dr. Sharon Vaughn
the Vaughn Gross Center for Reading and Language Arts
the Texas Child Study Center, which partnered with Dell Children’s Medical Center and is the premier mental health services facility for children in Central Texas
studies from top exercise physiologists on how to maximize physical performance and recover after physical exertion

“It’s hard to describe how happy and proud we were to hear this year’s rankings,” said Manuel J. Justiz, dean of the College of Education. “Our extremely talented faculty, dedicated staff and high-achieving students work so diligently. These rankings are a wonderful recognition of their hard work.”

President Obama Announces $260 Million for New Math and Science Education Partnerships

2009-11-25T05:16:00.000-08:00

Charlie Curnow of "The Daily Tell" reports on a new initiative for mathematics and science partnerships.

President Obama announced a new campaign Monday to move U.S. students to the top of global achievement standards in science, technology, education and mathematics education over the next decade through a combination of private, nonprofit and government partnerships.

The new initiative, called "Educate to Innovate," will include $260 million in new programs designed to generate and maintain student interest in STEM subjects.

"Reaffirming and strengthening America’s role as the world’s engine of scientific discovery and technological innovation is essential to meeting the challenges of this century," said Obama.

Programs will include public-private partnerships to generate media messaging, interactive games, hands-on learning and volunteer efforts to spark student enthusiasm; pledges by U.S. leaders in science and mathematics to champion STEM education in the public square; and an annual science fair at the White House to showcase student winners in national science, technology and robotics competitions.

Picture: Student teachers in Dr. Petrosino's STEM Education course work with local area middle school students conducting research on an Austin area aquifer.

Response to Anonymous Post on Hoboken Now

2009-11-24T08:42:00.000-08:00

The following was posted anonymously on a website supported by The Jersey Journal, a local newspaper servicing Hoboken, NJ. The website is known as Hoboken Now- click here to see original thread. I have tried to simply supply the factual information concerning this post. -Dr. Petrosino

------------------------------------------

Posted by nice2be

October 15, 2009, 9:10AM

Says ,there, Petrosino had 4 years experience--he was only there for less than 2 years. Raslowski hired him and they have him (JR) down as 1 year experience. Interesting.

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Posted by petrosa

November 20, 2009, 10:34PM

>Posted by nice2be
>October 15, 2009, 9:10AM
>Says ,there, Petrosino had 4 years experience--he was only there for less than 2 years. Raslowski hired >him and they have him (JR) down as 1 year experience. Interesting.

I believe I was listed as having 4 years of experience since I taught in the Hoboken School District for 4 years (1987-1991). The app.com site (which many posters to this site seem to utilize) most likely did not load the most recent official data. APP.com will eventually show 6 years experience for me once data from 2007-2008 and 2008-2009 is fully loaded into the state's official system.

-Dr. Anthony Petrosino
Former Assistant to the Superintendent
Hoboken School District

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Greetings from Buffalo, NY... "The last show for awhile"

2009-11-24T08:20:00.000-08:00

November 22- Buffalo NY. Last show of the 2007-09 "Magic and Working on a Dream" tour by Bruce Springsteen and the E-Street Band Tour.

A wonderful evening all around. After some logistical nightmares getting INTO the arena--seems as if they had everyone wait outside until the filed the GA seats, causing incredible lines and masses of people waiting to filter into the single ticket takers--the show started a little late. An excellent version of Wrecking Ball-the song is seeming to take on more and more meaning as he performs it in more places other than Giant Stadium---themes of loss, nostalgia, reflection and hope for the future seem to come out in the song more now than when I first heard it a month ago. Kurt Ramm's contributions are taking the song to another level to in my opinion Last nights version resonated especially. from there it was TIES THAT BIND and HUNGRY HEART--a nice one two punch. I especially liked Ties-- very heavy on the 60's guitar parts by Steve.

A nice intro to GREETINGS which included references to this being the album that started it all--and then into the album. It was very good. Clearly, there are a lot of words shoved into those measures and the band did there best. BLINDED BY THE LIGHT and GROWIN UP were solid---the best part for me was taking the middle of GROWIN UP for a little "storytelling"--that was fantastic and it was basically the story of meeting Clarence. Illusions to King Curtis...."dark and stormy night"..."Asbury Park"....you get the idea, but it was good. Springsteen saying how Clarence came up on stage and said -- Clarence chimes in "I want to play with you"... It ended with Bruce and Clarence posing as they did for the BORN TO RUN album. And they kept the pose for awhile- a great moment. Really. The rest of the album was wonderful. For me, the highlight of the album set (and maybe of the whole show actually) was LOST IN THE FLOOD. It was played like I never heard it before. Intense...guitar solos....full E STREET BAND treatment...the idea of it being a "war" song really was made apparent to me. His vocals on that song blew me away.

After the album---a change of pace (I think SUNNY DAY and maybe PROMISE LAND)--- next highlight of the show was Stevie Van Zandt's birthday. Nice intro--- "he's....the same age as me" and then a birthday cake. As a special tribute, Bruce said, "here's one of Stevie's favorite songs and want to play it tonight for him" and the band went into RESTLESS NIGHTS---after that SURPRISE SURPRISE again dedicated to Steve... I think after that it was getting the signs (GREEN ONIONS were played). I never seen so many signs...amazing. Many "Thank You" cards...literally a sea of posters in the GA section. And, an extended time collecting them from the audience. It seemed as if he was really enjoying the signs. After collecting---they did MERRY CHRISTMAS BABY and SANTA CLAUS IS COMING TO TOWN--the sign for SANTA was great (Bruce sitting on Santa's lap) and he said "I'm going to put this one on my door back home"--- He then spent a little time talking about the people following him around to all his shows..."especially the Italians" and did I DON"T WANT TO HANG UP MY ROCK AND ROLL SHOWS ("what the fuck you think I am...a mindreader? the next time put the goddamm lyrics on the poster") ;-) That went into BOOM BOOM and MY LOVE WILL NOT LET YOU DOWN---(the crowd was just yelling and enjoying themselves at this point, smiles all around). I think then LONG WALK HOME, RISING, and BORN TO RUN....Other highlights...."Let me tell you about my band"---and went into TENTH AVENUE as they took bows and went off stage.

The encores were great---some highlights...a kid getting up and dancing with Stevie during DANCING IN THE DARK...hard to describe the energy at the end going from DANCING IN THE DARK to ROSALITA to HIGHER AND HIGHER to ROCKIN ALL OVER THE WORLD---but he just kept asking the audience "Buffalo, can we take it any higher???" and with each song, he somehow did. Just amazing really--kind of like a frenzy at the end. He shouted more than once "we don't want to go home"...he wore out the crowd. He played well past 11PM and people were leaving and then coming back to their seats...just a great energy in the building.

Two favorite scenes in my mind at the end....Bruce holds up a single "THANK YOU" card (there were dozens maybe more than a hundred in the Pit and GA during the show---he grabbed one and looked into the camera and smiled with the THANK YOU card under his face. A great picture. I missed it. I hope it turns up somewhere- just a great look on his face. Another great scene was him pulling down a banner that was hung behind stage by some fans. It said "It may be only rock and roll, but it feels like love"---and he made sure the cameras caught that and he displayed it in front of the stage--nicely done (After the show I saw the roadies carefully fold that banner up).

End of the show---Springsteen came out on the side of the stage---signed an autograph or two--a couple of band members came out behind him. Last image I saw, Bruce and Clarence walking walking toward one of the arena exits to get them off the arena floor. Springsteen was rubbing Clearance's shoulders as Clearance was sitting in his golf cart driving slowly.

Last show for the E-STREET BAND---I don't think so. But, may the last we see of a regular contribution by some members. We'll see.

A great night---well worth the trip up and spending time in Buffalo.

Picture: "It's only Rock and Roll--but it feels like love"- enough said.

School Uniforms in Public Schools and the Courts

2009-11-19T17:28:00.000-08:00

The following letter to the editor was printed in The Hoboken Reporter (11/14/09), a local paper in Hoboken, NJ. The letter can also be found on line by clicking HERE. The letter raises some very interesting issues around school uniforms and public education. I would recommend anyone wanting a better idea of the legal issues centering around this issue to visit a posting by David L. Hudson Jr, a First Amendment scholar. He has published a nice summary article on the topic entitled: "Clothing, dress codes, and uniforms"

A quick summary of the issues is that many school districts have turned to dress codes and uniforms to promote a better learning environment. They argue that these policies decrease tensions, reduce socio-economic differences and enhance safety. Others contend these dress codes are merely Band-Aid solutions that do not improve safety. Further, they charge that these policies infringe on students’ First Amendment rights of free expression.

The courts have divided over how to resolve dress-code disputes and reached different results. The legal landscape remains muddled over dress codes and uniforms. -Dr. Petrosino

----------------------

Dear Editor:

Over the past few weeks, there has been renewed talk about school uniforms. Admittedly, there is much room for improvement in the Hoboken Public Schools. Hallmarks of successful schools usually include high expectations of students and teachers, a rigorous curriculum, and a sense of community, or belonging among the student body and faculty. The implementation of a school uniform policy does nothing to address these factors. Bringing up this tired band-aid of a solution is administrative laziness masquerading as educational policy. Let’s look at the facts

1. There is NO conclusive evidence of advantages of school uniforms in terms of reduced school violence or gang related problems. Nor do statistics prove that uniforms increase academic achievement. Supporters who promote uniforms are using misleading statistics. Moreover, these problems are deeply rooted and far beyond the scope of any uniform policy.

2. School uniforms DO NOT save families money. Making a kids’ current school wardrobe obsolete for school brings on additional expense. School uniforms also bring on additional administrative and legal costs for schools, which ultimately we would all have to pay for.

3. The opinion of the American Civil Liberties Union is that school uniform policies do violate First Amendment rights.

4. A mandatory school uniform policy stifles freedom of expression. Our society already has enough drones who continue making the mistakes of our predecessors. We need to foster creativity and independent thinking. We are obligated to provide an environment where children openly express their opinions and learn tolerance for the opinions of others.

Allowing kids to decide what to wear to school gives them the opportunity to develop decision-making skills and take responsibility for their choices in life. Schools can be happy, successful, peaceful places without uniforms. The proposal of mandatory school uniforms is a passive approach to solving some of the problems that plague our schools. Skeptical parents have every right to wonder whom on the Hoboken Board of Education or the new administration has ties to the uniform company.

There is much to be lauded in the Hoboken Public Schools. As the parents of two sons who have attended Hoboken Public Schools for the past 17 years, we can say that we have seen progress on a number of fronts. But sometimes it seems as if for every step forward, we take two steps backward. Implementing a policy of mandatory school uniforms would definitely be a step backwards. More often than not the causes for these backwards steps include a.) Board of Education politics and b.) An ever changing cast of administrators including the superintendent. For once, let’s actually put our children first and (with some parental involvement) trust them to make the right decisions.

Danny and Caroline Schott

Picture: The Hoboken Terminal, built in 1907, is a two-story Beaux-Arts structure designed by Kenneth Murchison, an architect with the firm of McKim, Mead & White, which designed the original Pennsylvania Station in Manhattan. The picture features the original Tower which was demolished in 1950. The entire structure sits over water on a steel and concrete foundation, accommodating six ferry slips and fourteen rail lines. The individually roofed train shed arches are an innovative design by Bush. The entire structure is sheathed in copper.

Refusal to Say the Pledge of Allegiance

2009-11-17T01:03:00.000-08:00

Will Phillips appeared on CNN Monday morning with his father, Jay, to discuss his refusal to say the pledge of allegiance. "I've grown up with a lot of people and I'm good friends with a lot of people who are gay and I think they should have the rights all people should, and I'm not going to swear that they do," the ten-year-old Phillips said.

"If there is any fixed star in our constitutional constellation, it is that no official, high or petty, can prescribe what shall be orthodox in politics, nationalism, religion, or other matters of opinion or force citizens to confess by word or act their faith therein."
— Justice Robert Jackson in West Virginia Board of Education v. Barnette (1943)

What actually is a student's right in this case? One pretty useful source of information is the First Amendment Center. Click here to read what their position (and the Supreme Court) has to say about requiring students to say the Pledge of Allegiance. Interesting reading...

Race to The Top of No Child Left Behind?

2009-11-16T00:17:00.000-08:00

The $4 Billion Race to the Top Fund has been developed by the Department of Education to help states engage in educational reform and school improvement. The goal is to:

1) close achievement gaps; 2) increase high school graduation rates, 3) make improvements in student achievement, and 4) better prepare students for college and beyond.

Race to the Top grants are competitive, in that states must apply, and grants will be awarded to those who have created conditions for reform and plans to increase student achievement.

However, there are some concerns that I think are worth mentioning. For instance, Race to the Top links teacher evaluation with students' standardized test scores. The theory is that holding teachers accountable for gains in students' test scores will motivate teachers to work on professional growth. However, there is little evidence to support this hypothesis. While I support Race to the Top and its efforts to promote teacher effectiveness, I still much question the notion of using students' test scores as a measuring stick.

A second caution is that for a policy that promotes research-based educational practices, little research was involved in policy development and decision-making. While research in the educational policymaking area is not as vast as within other areas, one has to wonder why such research was not consulted during the policymaking process.

One cannot ignore the conflicting and contradictory messages of the current administration and it's confused Department of Education that seems to say "Don't Teach to the Test" but wants to tie teacher pay to student performance on the same tests.

Hoboken Reunion

2009-11-15T21:46:00.000-08:00

The term nostalgia describes a longing for the past, often in idealized form. The word is made up of two roots ( nostos "returning home", and algos "pain"), to refer to "the pain a person feels because s/he wishes to return to his native home, and fears never to see it again". ... nonetheless, I find this list provided by the site Hoboken Reunion to be quite exhaustive and interesting.

Old Blue Eyes - 8th & Garden Street, The Fabian, Rialto, & U.S. Movie Theatres, "The Tubes", Woolworths, The 14th. St Diner, The smell of coffee from Maxwell House, Jitney Buses, Christmas lights across Washington St., The Yum-Yum Yum Man, St. Ann's Feast, The Union Club and St. Michael's Dances,The ''Y" Dances and Demarest Dances, OLG Dances, St. Joe's Boys Club, Hobo's Club, Black Hawks Club

The loud speakers on every corner announcing "NO SCHOOL" due to snow, DOUBLE PARKING, Mayor Grogan and Jerry Malloy, Mickey Finn, Demarest High - Our Lady of Grace, Jeanette's, Joe Bier's Rolls, Moritz Bakery, Schoening's crumb cake, Gustoso's Bread, Abels - Leo's Pizza, The Chatterbox, The Grand Hotel, Myers Hotel, Parking at Steven's Tech, Umlands, Blue Point, Kramers Jewelers

JACK-O-DINES, Johnny on the Pony, Open fire hydrants on warm days, Campus Music Shop, Father Jack, US Steel - US Testing, Wonder Bread & Hostess Factory - Standard Brands - MY-T-FINE, Christmas Carols played over the loud speaker on Christmas Eve, Little Jimmy's Chinese Rest. on Hudson Street,Elysian Field, Tootsie Roll Factory, Town Lunch - Gold Ice Cream Parlor, Holland American Lines - Ferguson Propellers

Angelo Scalzo feeding the prisoners in Hoboken for over 25 years, Fire Chief Carmody making oxtail soup at Scalzo's on Saturdays, 4 Star Chinese (where you could get rice and gravy or a triple decker cheeseburger) on 1st and Washington, The first Blimpe Base on 6th & Washington, On the Waterfront, Buying clams on the street corner downtown, Mr. Pizza making prom gowns, John's Bargain Store

Dances in the park, Umlands Soft Ice Cream, The Rag A Muffin Parade & The Spaghetti Festival, The Modern Restaurant, Hoboken-AC, Sled riding down Murder Hill on 9th & Hudson, Stick ball on 9th & Hudson, The White Poodle in People's Studio, The Clam Broth House, Blackouts & Air Raids, Hanging out at Franklins, Leo Kiely pitching for the Red Soxs, Driving to Callahan's for hot dogs, Friendship Rings

Walking down the viaduct after football games, John's Bargain Store, Nellie's Deli and Muller's Deli 4th & Bloomfield, The Copper Kettle & Golds Ice Cream Parlor, Crabbing from the 14th street piers, Lipton Tea Company, Greenies by the 10th street park, Playing OUTSIDE until our parents called us in for dinner!!!!!, Just plain sitting on the stoop, The "REC", Hans Jesse Bakery, Bowling at the Elks

Being lowered into sewers to get a pink "high bouncer ", Dressing up for Halloween, Billy Kunkle and Johnny Kucks pitching for the Yankees, John Romano, who played for the Cleveland Indians in 1961- 1962 !!! , The Royal Restaurant ( next to Schoening's ), Biggies, Stan's sport's center, Gardner's (4th & Washington St ), Sorkin's, Dairy Queen ( 3rd & Bloomfield ), Queen's Dept. Sore, "Yankee Bob" riding his bike, playing fly's up and ring-a-lario

School cooking classes at Public Service Electric Bldg. at 6th and Washington Street next to the A&P, Muser's Delicatessen, Uptown Cafe, Dukes Drug Store, Zepps Candy Store, John's grocery Store, Ralphs Vegetable Store Ralphs Butcher Shop and Fred's Delicatessen At 10th and Willow Ave, Cobblestone streets downtown on 5th & Jackson

12th & Willow Police Sub-Station and the "Recreation Hall" above it, Grube's Diner and Mr. Phillip's candy store, Lucy's Candy store ( The best Charlotte Rouge's!) next to St. Francis, making out on River Road (Sinatra Dr.), Castle Point, Castle Point Diner, man with the fish cart yelling "A TRIPE", Mr. Softee, Mojica Taxi, Lalli's Men Store, C.H. Martin, Fabco Shoe Store

Kay's Pharmacy at Third & Washington, Stevens Forum on Garden St., The pencil factory at Fifth and Willow, Mr. Albini and his drugstore, roasting "Hot Mickies", Schnackies on 11th and Washington, Artie Stover, Chasen's Card Store, The showers at the Firehouse on 8th & Clinton, The Fuller Brush Man, The PAL on 6th & Park, The little house in Willow Terrace, Jackie McMullan playing football for Notre Dame

Potato Chips from Lizzy's Candy Store, The "Lincoln Hotel", getting home before the light's went on, "hopsies" the rubber heel from the shoemaker, Tony's Candy Store on 6th & Willow, Stemples Drug Store, The HUB dances, Going "Begging" on Thanksgiving, and who can forget The Blue Point

The Rolls Royce ice cream truck, the model train display at Christmas time in the window of Beacon Auto Supply on the corner of 6th and Washington St, Stick ball games (one bounce pitch) on the Demarest sidewalk. Three on three basketball games on the new courts in Church Square park. Pop's Candy store on 5th and Park

Mickey Finn's Depart. Store-The Blue Clock on 5th & Wash. Street- The man Juan who sold jelly apples on 3rd & Madison, Zazzarini the peddler

Stickball in Wallace school yard; (against the wall) or "fast pitch" on 12th & Hudson at "tea pack to Bethlehem Steel", "on-a-bounce" at Demarest or "long ways" on 12th & Hudson east side, but NOT on 9th & Hudson - WHERE?

Anyone remember:
Schafer's for "late night" eating?
Ray's for "chocolate bubbles" (egg creams) & Tane's bar on 12th & Washington?
Harry's Log Cabin next to the Clam Broth?
Beer in containers from the bar behind Vet's Field?
Doc Izzo for everyone's appliances?
Pini brothers for everyone's plumbing?
Duke's & Oliveri's for "shooting pool"?
Bingo (the best) at Oliveri's?
Adam's Lanes, Empire Lanes & Castle Lanes for bowling?
LaScallinatta, Vellocci's, Jewel's, Torna's, Balboa's, Flying, (spelling) for "some" of the "pizza joints" not yet mentioned?
The Sea Star & the Palace for fishing?
The "sewerage plant" for football leagues?
ALL the old bars on River Street?
The YMCA & Camp Tamaqua?
Leo Smith & "the Rec. basketball program?
The Unico outings?
The BBB baseball league?
The Little League umpire we/wooden arm?
The rag man with /horse & cart?
D'onofrio's (spelling) chili dogs?
Mary's for eggplant?
How about Meyer Shultz bus and his "back door"?
Everyone afraid to remember "Bibba"?

The Cassolino cookouts after little league games, the "new little league stadium" with showers that were never used, the ILA little league team cheerleaders, stickball at Wallace School yard "lefty on a bounce", the Roller Rink at St Ann's church, trying to get into Stevens fraternity parties for beer and older women, the Grogan rally's, swimming nude at the YMCA (no bathing suits allowed), working for a liquor store and delivering alcohol at 14 years old, the Thanksgiving Day football game with Memorial
Wooden scoters made with 2x4 and a wood milk crate and old roller skates with bottle caps for the number on the front and being an alter boy to get out of class and going to a barber shop for a hair cut, playing pinochle in the back of Schnackies every day after school, Henry's Gift Shop, My Lady's Bag Shop, Mrs. Lewis Baby Shop on 5th & Washington Street.
Andy's Candy Store on 1st & Park Ave. and candy store next door to Joseph F. Brandt Jr. High with the 5 cent bag of potato chips which were the best lose potato chips you could buy. The Birthday truck which delivered your birthday cake and sang "Happy Birthday to you as it drove down the street, the men who swept the streets with their garbage cans and sang, the whip and the roller coaster rides that parked on the block.
Barney's Ice Cream Truck a converted Rolls Royce Then you had the yum yum come around with his ices Then you had the Apple on a Stick man. Holland Bakery at 6th and Washington, Woldfart Bakery next to Schenkenbergs Ice Parlor.
"The circle by the projects, the showers yelling for money for mar. softie, the trains behind the projects, watching the world trade center being built from my bedroom window on Marshall drive. Election time freebies pony rides etc..Camp Tamaqua, the factories, women dressed in morning, the shipyards, Stevens boat which was a dorm, and the fireworks during the feast, the Adams street feast Charlie's candy store on 4th and Adams. Kick the can on 4 corners, melting crayons into bottle caps, Happy's candy store with the monkey hanging over the pole on 5th and Jackson, Saddie F Leinkaulf School ( #8), St. Joes, Father Eugene, Biggies watermelon slices 25 cents."

Marie Totaro's Oral History Project- "We Were Downtown" Sun 11/15 at 4pm. Hoboken Museum located at 1301 Hudson Street

2009-11-12T06:17:00.000-08:00

The "Oral History Chapbook" is a wonderful series of recollections of Hoboken history by the people who lived, made and experienced it. Initiated by the Hoboken Historical Museum and supported by John Wiley and Sons-- the series is a fascinating grass roots look at Hoboken past and present. For anyone who defines downtown as "below Willow Avenue" and remembers when Carlo's (pre- the "Cake Boss" ) was next door to Fiore's on Adams St.---you are assured of enjoying this event. -Dr. Petrosino

Marie Totaro, legendary Hoboken baker and past chairwoman of the Feast of St. Ann, details histories of her former dessert café, Le Jardin, and the development of the Feast for the latest in our series of Hoboken Oral History Project chapbooks, "We Were Downtown, Recollections of Marie Totaro." The interviews also yielded lovingly evoked memories of downtown Hoboken, with humor and an eye toward detail. This chapbook offers a rich portrait of a way of life that has almost entirely disappeared from her old neighborhood.

On Sunday, November 15, at 4 p.m., the Museum and the Friends of the Hoboken Public Library will celebrate the release of this booklet at the Hoboken Historical Museum. The event is free and copies of the chapbook will be distributed to all who attend. Refreshments will be served.

Editor Holly Metz and designer Ann Marie Manca have shaped Marie's stories, as told to volunteer interviewer Pat Samperi, for the Hoboken Oral History Project, sponsored by the Museum and the Friends, and printed with support from John Wiley & Sons.

Sunday November 15th at 4 PM at the Hoboken Museum located at 1301 Hudson Street.