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

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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.

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...

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. 

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."

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.

Tomorrow November 10th at 3:30pm the Casey and Bella doggies- pictured with owner and author Jane Lovascio-  will be at the Jubilee Center, 601 Jackson St Hoboken for a community event to raise awareness for two important charities. Buddy, The Cake Boss, is making the cake, and everyone is invited. Please come by to say hello and get a goody bag- The Liberty Science Center will be there doing an experiment, music, book reading, etc... Everyone is welcome!
Date:Tuesday, November 10, 2009Time:3:30pm - 6:30pmLocation:601 Jackson St. Hoboken NJ

Twenty years after the fall of the Berlin Wall, a new BBC poll has found widespread dissatisfaction with free-market capitalism.

In the global poll for the BBC World Service, only 11% of those questioned across 27 countries said that it was working well. Most thought regulation and reform of the capitalist system were necessary.

Economic regulation- In 1989, as the Berlin Wall fell, it was a victory for ordinary people across Eastern and Central Europe. It also looked at the time like a crushing victory for free-market capitalism. Twenty years on, this new global poll suggests confidence in free markets has taken heavy blows from the past 12 months of financial and economic crisis. More than 29,000 people in 27 countries were questioned. In only two countries, the United States and Pakistan, did more than one in five people feel that capitalism works well as it stands. Almost a quarter - 23% of those who responded - feel it is fatally flawed. That is the view of 43% in France, 38% in Mexico and 35% in Brazil. And there is very strong support around the world for governments to distribute wealth more evenly. That is backed by majorities in 22 of the 27 countries.

If there is one issue where a global consensus seems to emerge from the survey it is this: there are majorities almost everywhere wanting government to be more active in regulating business.

This reply was recently published in the NY TImes concerning an article in the Sunday Times about "Tools of the Mind." In the article, the author- Paul Tough- made an error concerning the research base for Tools of the Mind. To read the entire, original article-please point your browser HERE.  -Dr. Petrosino 
LETTERSThe Make-Believe Solution

In his article on preschool and play, Paul Tough writes that “there are not yet firm experimental data that prove that Tools of the Mind works.” While no single study can hope to be definitive, our team at Rutgers published a randomized trial of Tools of the Mind that finds this curriculum substantially reduces behavior problems. Other studies find long-term decreases in delinquency and crime from curriculums with similar features, like daily planning and review. We don’t need to choose between play and academics or socialization and cognitive development; good curriculums provide both.

W. STEVEN BARNETT
Co-director, National Institute for Early Education Research
Rutgers University
New Brunswick, N.J.

Tools of the Mind is part of the PRE-K/K curriculum for children in a number of districts in the NY/NJ area, including the Hoboken Public School system. 

Picture: Gillian Laub for The New York Times

Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

Creativity expert Sir Ken Robinson challenges the way we’re educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types.

This is a little long (almost 20 minutes) and takes a little bandwidth-- but it's both informative and entertaining 

Orton-Gillingham techniques have been in use since the 1930s. The Orton-Gillingham methodology utilizes phonetics and emphasizes visual, auditory and kinesthetic learning styles. Instruction begins by focusing on the structure of language and gradually moves towards reading. The program provides students with immediate feedback and a predictable sequence that integrates reading, writing, and spelling.

The Orton-Gillingham method is language-based and success-oriented. The student is directly taught reading, handwriting, and written expression as one logical body of knowledge. Learners move step by step from simple to more complex material in a sequential, logical manner that enables students to master important literacy skills. This comprehensive approach to reading instruction is claimed to benefit all students.

Features of the Approach

Language-based: The Orton-Gillingham approach is based on a technique of studying and teaching language, understanding the nature of human language, the mechanisms involved in learning, and the language-learning processes in individuals.

Multisensory: Orton-Gillingham teaching sessions are action-oriented and involve constant interaction between the teacher and the student and the simultaneous use of multiple sensory input channels reinforcing each other for optimal learning. Using auditory, visual, and kinesthetic elements, all language skills taught are reinforced by having the student listen, speak, read and write. For example, a dyslexic learner is taught to see the letter A, say its name and sound and write it in the air – all at the same time. The approach requires intense instruction with ample practice. The use of multiple input channels is thought to enhance memory storage and retrieval by providing multiple "triggers" for memory.

Structured, Sequential, and Cumulative: The Orton-Gillingham teacher introduces the elements of the language systematically. Sound-symbol associations along with linguistic rules and generalizations are introduced in a linguistically logical, understandable order. Students begin by reading and writing sounds in isolation. Then they blend the sounds into syllables and words. Students learn the elements of language--consonants, vowels, digraphs, blends, and diphthongs—in an orderly fashion. They then proceed to advanced structural elements such as syllable types, roots, and affixes. As students learn new material, they continue to review old material to the level of automaticity. The teacher addresses vocabulary, sentence structure, composition, and reading comprehension in a similar structured, sequential, and cumulative manner.

Cognitive: Students learn about the history of the English language and study the many generalizations and rules that govern its structure. They also learn how best they can learn and apply the language knowledge necessary for achieving reading and writing competencies.

Flexible: Orton-Gillingham teaching is diagnostic and prescriptive in nature. Teachers try to ensure the learner is not simply recognising a pattern and applying it without understanding. When confusion of a previously taught rule is discovered, it is re-taught from the beginning.

Research Support

Despite the long-term and widely established use of Orton-Gillingham techniques, the Florida Center for Reading Research reported in 2006 that it was unable to identify any empirical studies examining the efficacy of the approach specifically as described in Orton-Gillingham training materials. Thus there was no direct research evidence to determine its effectiveness, although there are a variety of studies of derivative methods that incorporate aspects of Orton-Gillingham in combination with other techniques.

An overview of all reported studies of Orton-Gillingham derivative methods, such as Alphabetic Phonics or Project Read, revealed only a dozen studies with inconsistent results and a variety of methodological flaws. In a detailed report in the Journal of Special Education, the authors reported that despite widespread use in a variety of settings for more than 5 decades, “OG instruction has yet to be comprehensively studied and reported in peer-reviewed journals.” They concluded, “the research is currently inadequate, both in number of studies and in the quality of the research methodology, to support that OG interventions are scientifically based.”

Practical Applications

For remedial reading, if a child is dyslexic, you want her to have instruction that focuses on decoding, such as Orton-Gillingham or Wilson Reading (there are others, too).  This may be different from the instruction offered in a remedial reading class; it depends upon your district.  Don't insist on a particular brand name of instruction (i.e. Orton-Gillingham); it's the focus of the teaching that is important.

Picture: Raggamuffin Parade, Hoboken, NJ 2009

Raggamuffin: A homeless or poverty-stricken child. Usually refers to those kids you see in movies set in the 1800's, with those gloves that are cut off at the finger-tips and that wear those beret-like caps. 

Fourth-graders' math skills have seen no improvement over the last two years, according to the 2009 National Assessment of Educational Progress (NAEP), released this week. Scores for eighth-graders did improve slightly but not significantly. As a result, United States Secretary of Education Arne Duncan said that more needs to be done both to close the achievement gap and improve the overall performance of America's students.

The report, also known as "The Nation's Report Card: Mathematics 2009," studied 168,000 fourth-graders and 161,000 eighth-graders who took part in the assessment, which covered a range of mathematics topics, from algebra and geometry to number properties and operations, measurement, and data analysis, probability, and statistics.

Fourth-Grade Achievement Flat : This year's report showed that for the first time since 1996, fourth-graders made absolutely no progress in math achievement compared with the previous report period (2007). For both years, average scores were 240. (There had been a slowing trend in achievement gains leading up to 2009's results. The gain from 2000 to 2003 was nine points; the gain from 2003 to 2005 was three points; and the gain from 2005 to 2007 was just two points on the fourth-graders' average scores in mathematics.
The results were identical for fourth-graders when grouped by performance level. There was no change from 2007 to 2009 for students who performed at or above proficient level or at or above basic level.
"Today's results are evidence that we must better equip our schools to improve the knowledge and skills of America's students in mathematics" said Secretary Duncan in a statement released to coincide with the report Wednesday. "Our students have made real gains in math over the past two decades, but for the first time since NAEP's mathematics test started in 1990, student achievement in fourth grade has not improved. More must be done to narrow the troubling achievement gap that has persisted in mathematics, and to ensure that America's students make greater gains toward becoming competitive with their peers in other countries."

Eighth-Grade Scores Increase Slightly : Meanwhile, in the eighth grade, test results continued the slow upward trend that began between 1996 and 2000, when scores increased from 270 to 273. Between 2000 and 2003, they increased another five points; between 2003 and 205, they rose just one point; between 2005 and 2007, they increase another two points; and between 2007 and 2009, the rose two points again, topping out at an average score of 283.
The results were similar among the two different performance groups. Those achieving at or above basic level saw their scores increase slightly, as did those performing at or above proficient level.

Duncan said that the overall results call for reform in the way math is taught in K-12 schools. "None of us should be satisfied. We need reforms that will accelerate student achievement. Our students need to graduate high school ready to succeed in college and the workplace. These NAEP results are a call to action to reform the teaching and learning of mathematics and other related subjects in order to prepare our students to compete in the global economy."

Further information about the 2009 math results can be found at NAEP's site here. A complete copy of the full report can be downloaded in PDF form here.

Below is a recent letter sent by Jane Lovascio, author of the Casey and Bella children's book series. I have been fortunate enough to see this work go from an idea that Ms. Lovascio had about creating an engaging children's book about the adventures of two real characters, Casey a Jack Russell Terrier and Bella a Tea Cup Yorkie. Each book in the Casey and Bella book series donates a portion of proceeds to a not-for-profit charity. She has recenly been featured on both the ABC and FOX television networks. This series combines reading, writing and literacy in a very engaging manner. I strongly encourage you to take a serious look. -Dr. Petrosino

Hello everyone, My new book, Casey and Bella Go Green, was published this week. If you would like a complimentary copy for your school or library, please respond to this e-mail with your address or contact me at CaseyandBella@gmail.com My new book Casey and Bella Go Green and the Casey and Bella Writing Contest were recently featured on ABC News. Click to view the segment.Abc News Clip of Casey and Bella   The Casey and Bella Writing Contest is a terrific way to inspire your students to write. Last year Autumn, a 4th-grader from NJ, won with her award winning story Casey and Bella Go Green. Her story was chosen, and this week it was published as the next book in the Casey and Bella book series. Her book will be sold at Barnes and Noble.  On November 12th Autumn and I are having a joint book signing at Barnes and Noble Freehold to celebrate Autumn's success.Casey and Bella Go Green also raises money and awareness for Autism Speaks. Each Casey and Bella book raises awareness for a special children's charity. To see a preview of Autumn's book or to learn about the charities Casey and Bella books support, please go towww.CaseyandBella.com
 Below is a testimonial from a literacy coach in NJ. Jane Lovascio presented an engaging program with a read-aloud, pictures, videos, and much interactive discussion with the students. The students left the assembly with a positive view of what it means to be an author. Since the program, students have been excitedly stopping me in the halls to ask for information about the writing contest and share their ideas for the next Casey and Bella adventure. I would recommend Jane’s presentation to any school desiring to increase motivation and interest in writing. -Mrs. Introcaso
 If you would like information about a free author event for your school or library, or information on the Casey and Bella Writing Contest, please contact me. My contact information is below.-----------------------------------------------------
Below is the information about my author visits and the Casey and Bella Writing Contest for 3rd, 4th, and 5th graders. If you send me your school's address, I can end you a Casey and Bella Kit for your schools with complimentary books and activities for your students and school library. 
 
I speak at schools for about 40 minutes, and I do two kinds of presentations depending on the age group K-2 and 3-6. I do a slide show book reading for the younger grades K-2 and then a slide show of the real characters, Casey and Bella. It is interactive and fun. Click to read information released in a recent newspaper about my author visit or watch a video posted by a school.
The Gloucester Times 
School Presentation video clip For the older grades 4-6 I do a slide show, but I spend more time speaking about publishing and writing. I use the school's a projector, screen, and microphone, but I bring my laptop.
 
Casey and Bella is a book series based on two real characters, Casey a Jack Russell Terrier and Bella a Tea Cup Yorkie. Each book in the Casey and Bella book series donates a portion of proceeds to a not-for-profit charity. www.Caseyandbella.com 
 
Each year 3rd, 4th, and 5th graders write their own Casey and Bella adventures for the chance to have their story published as the next book in the Casey and Bella book series. www.CuddlyBooks.com The official entry form can be found on www.CaseyandBella.com along with games and pictures of the characters.  
 
Casey and Bella Go To New York City, Casey and Bella Go to Hollywood, and Casey and Bella Go Green retail for 15.95 at Barnes and Nobles and Borders, but at schools I charge 12.00, and I sign and paw print stamp the books for the day of the event. 
 
Click below to see recent news clips about Casey and Bella or go to www.CuddlyBooks.com ABC Newshttp://abclocal.go.com/wabc/video?id=7027212
Fox 61
http://www.youtube.com/watch?v=5ZKJL-ssKgI   
Please feel free to pass my information along to any of your contacts, especially in NY and NJ where I do free book readings.  
Thanks,
Jane 201 463-6801
www.CaseyandBella.com
www.CuddlyBooks.com
Picture: Author and creator Jane Lovascio and a number of very satisfied readers. 

'The best we educational planners can do is to create the conditions for teachers and students to flourish and get out of their way.' Theodore Sizer

BOSTON — Theodore Ryland Sizer, a passionate leader in education reform who led Ivy League education departments and progressive high schools, has died after a long battle with colon cancer. He was 77. His wife, Nancy Sizer, said on Thursday that the author and educator died at home in Harvard, Mass., on Wednesday night, surrounded by his family. Sizer was born in New Haven, Conn. He graduated from Yale University and earned his doctorate from Harvard University.He was dean of the Harvard Graduate School of Education and led Brown University's education department. He also was the founding director of Brown University's Annenberg Institute for School Reform.

Sizer was so passionate about teaching that he never really retired, even as cancer ravaged his body, his wife said. He had returned to Harvard as a visiting professor before his death and taken a part-time position at Brandeis University."He did less" teaching, she said, "but he didn't ever stop, really."

Sizer served as headmaster of Phillips Academy in Andover, Mass., from 1972 to 1981. He oversaw a successful merger of Phillips and Abbot academies as well as the introduction of innovative programs, including a summer outreach program to prepare minority students for careers in math and science.The nation has lost "a great visionary and an innovative leader of education reform," said Barbara Chase, the head of Phillips Academy.

"We always will be richer for what he has left us: a sense of how schools can be their best — centered, rigorous, and most importantly, inspirational places for our young people," Chase said. Sizer served in the U.S. Army as an artillery officer, and he later said the experience influenced his ideas about education.Sizer founded the Coalition of Essential Schools in 1984, which promotes comprehensive reforms envisioned in his book "Horace's Compromise: The Dilemma of the American High School."

The program began with 12 schools and has grown to include more than 600 public and private institutions. Its principles include having students demonstrate mastery by performing tasks instead of regurgitating what they learned in lectures.The movement also encourages each student to master a limited number of skills and knowledge areas, rather than just covering plenty of content.The program emphasizes that teaching should be personalized and teachers should not be responsible for more than 80 students in a high school or middle school and no more than 20 in an elementary school.

"No federal regulation or court decision or encyclical from a state commissioner can change the colorful, often maddening, ever fascinating, inevitably noisy variety of kids that we teach," Sizer said in 2002. "That variety may be why our work is so hard, but it is also why it is never boring."

The Essential Schools movement also stresses fairness, generosity, tolerance and trust.

"His eloquent and fervent championing of progressive educational ideals has had a profound effect on hundreds of thousands of educators and students," the Coalition of Essential Schools said in a statement.

On the Net:

• The Coalition of Essential School: http://www.essentialschools.org/

Copyright © 2009 The Associated Press. All rights reserved.

Dr. Petrosino was recently asked by KUT (the Austin, TX National Public Radio affiliate) to comment on a high school in Austin, TX that was ordered closed by the state for low academic performance and is now back up and running with two new schools on its campus. Petrosino was asked to comment about Project Based Instruction- an area of his speciality. 

You can access the short interview by clicking HERE. 

Dr. Petrosino was recently asked by National Public Radio to comment on NAEP scores for the State of Texas. The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history.

Since NAEP assessments are administered uniformly using the same sets of test booklets across the nation, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time.

You can access the radio segment by point your browser to this URL and clicking on the arrow icon. 

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Results from the most important nationwide math test tell a good news-bad news story for Texas.

KUT’s Nathan Bernier reports on state scores from the National Assessment of Educational Progress. You can also read the NAEPreport card and view state level data by clicking HERE. 

Hoboken, Hudson County, NJ

The Hoboken Board of Education is searching for an outstanding educational leader with a vision for academic and co-curricular excellence and a commitment to closing achievement gaps. The successful candidate will have proven success in the areas of curriculum, finance, personnel management, communications, and meeting the needs of all children. Hoboken is a richly diverse community in Hudson County. Our preK-12 school district has a high school, an alternative secondary school, three K-8 elementary schools, and an early childhood center serving over 2,500 pupils with a current operating budget of approximately $60 million.

Qualifications

• NJ School Administrator or Certificate of Eligibility required.
• 5 years superintendent or assistant superintendent experience preferred
• 5 years principal experience preferred
• 5 years classroom teaching experience preferred
• Experience in an urban setting a plus
• Pre-K-12 experience preferred
• Earned Doctorate a plus

Position available on or before July 1, 2010. Send written request for application by 5:00 PM, October 23, 2009 to:

SUPERINTENDENT SEARCH – HOBOKEN 
New Jersey School Boards Association
413 West State Street
Trenton, NJ 08618

Phone 609-695-7600     Fax 609-695-1577

E-mail: suptsrch@njsba.org

Susan McCusker, Search Consultant 


An Affirmative Action / Equal Opportunity Employer

Congratulations to the Hola team on the awarding of their new Charter School. An incredible accomplishment but not surprising to anyone associated with this program. The following article was published in The Jersey Journal. -Dr. Petrosino
By JAMIE SCHUHJOURNAL STAFF WRITER

HOBOKEN - The Hoboken Dual Language Charter School has been approved as a charter school by the New Jersey Board of Education and plans to open its doors next September.

The new school, dubbed "HoLa," is one of eight new charter schools in the state Gov. Jon Corzine announced yesterday will be coming on line next year.

HoLa co-founder and Hoboken resident Barbara Martinez said the news is especially meaningful for children in the city.

"The amazing thing about children is their ability to pick up language. (Adults) can't even fathom that," said Martinez, who has spent the last couple of years pushing for the school along with her co-founders Jennifer Hindman and Camille Korschun.

The school plans to follow a "two-way immersion" approach, in which children of both English and Spanish language backgrounds will learn together in both languages.

In kindergarten and first grade, the students will be immersed primarily in Spanish, with English slowly incorporated into the curriculum.

During its opening year, the school will teach 132 students in kindergarten, first and second grades, and each year thereafter the school will add a grade until it reaches its projection of 264 students, kindergarten through Grade 5.

"We know the demand is there," said Martinez, referring to waiting lists at Hoboken's two other charter schools, Elysian and Hoboken Charter.

The school plans to open at the Boys and Girls Club of Hoboken, 123 Jefferson St., which is largely not in use during the day. Six classrooms will also be renovated to accommodate the new school.

Last February, the Hoboken Board of Education voted 4-3 not to implement the HoLa model. One month later, Hindman and Korschun filed the application for charter status.

HoLa, Martinez said, is "another option in a vibrant, diverse city, for young families who don't want to have to move out."...

Teachers and administrators throughout the district convened today for the start of the 2009-2010 academic school year. Kindergarten teachers participated in a day long "Tools of the Mind" workshop in Brandt School while a majority of district teachers and administrators met at Hoboken High School for an extended introduction to the new curriculum and curricula resources. 
Members of the Curriculum Committee led small groups based on either grade level (for elementary schools) or content domain/discipline subject area (high school) for the entire morning. Groups met to discuss technical aspects of using the Curriculum CD, reviewed the curriculum mapping for their individual grade levels, discussed lesson plans and unit planners, and planned out initial lessons for the school year (full agenda below). 
The morning concluded around 11:35 AM where teachers left for lunch and then reconvened in each of their respective schools for principal led and planned afternoon activities.

Opening Day Agenda

9:00-9:15 Welcome Remarks/Overview

9:15 Break to Individual Meeting Rooms

9:15-10:30 Individual Group

Map Overview: Look at the curriculum map and discuss what the map

represents/time frames/topics on the map (as an attempt to keep grade

levels/content material consistent among teachers and schools)/

importance of pacing/flexibility with testing schedules

UBD/Unit Planner Overview: Look at the sample provided and discuss

each section. Discuss MYP role of planner and the Areas of Interaction as

part of the unit.

Sample Planners: Distribute and discuss existing units in content areas.

Assessments: Distribute and discuss district assessments as well as

teacher assessments in the classroom.

FAQ: Have colleagues complete frequently asked question form and

collect. If time allows discuss. If time does not allow save discussion until

the next session.

10:30—10:45 Break

10:45 — 11:15 Resume Group Meeting

Practical Use: Discuss FAQ if necessary. Have colleagues begin planning

their first couple days of school. How will they take the existing

curriculum/planners and make them their own?

11:15-11:30 Full group reconvenes to share questions or comments to be addressed at

future professional development.

Picture: Teacher working on curriculum implementation- August 31, 2009

Here is the final version of the 2009-2010 Curriculum and Professional Development Implementation plan. This document was created over most of the summer and includes such things as professional development for Tools of the Mind, LitLife, Understanding by Design, as well as lesson plan formats, curriculum guides and answers to some common questions concerning the curriculum. Finally, the original 2007 Curriculum Audit by the State Department of Education is included as a supplement as well as a commissioned critique by the Liberty Science Center on the district's science curriculum. -Dr. Petrosino

On Monday, August 24th Dr. Petrosino met with district principals and administrators to review implementation of the new curriculum. The meeting took place from 1:30-3:00pm in the Board of Education offices. Topics included first day activities for instructional staff, discussion of utilization of the curriculum committee, observational tools to track implementation, resource documents and anticipated Frequently Asked Questions by faculty, parents and students. There was also extensive information about professional development Dr. Petrosino coordinated for the 2009-2010 school year with such programs as Tools of the Mind, LitLife, Read180/SRI, and ASCD/Understanding by Design. Dr. Petrosino solicited advise and feedback from the group and will incorporate the administrators comments in the final implementation document.