header_fwtitle ) { $css_title .= 'font-weight:' . esc_attr( $pheader_fwtitle ) . ';'; } if ( $pheader_title_color ) { $css_title .= 'color:' . esc_attr( $pheader_title_color ) . ';'; } if ( $css_title ) { echo '.penci-page-header-wrap .penci-page-header-title {' . $css_title . '}'; } if ( $pheader_line_color ) { echo '.penci-page-header-wrap .penci-page-header-title:before{ border-color: ' . esc_attr( $pheader_line_color ) . '; opacity: 1; }'; } if ( $pheader_bread_fsize ) { echo '.penci-page-header-wrap .container.penci-breadcrumb span, .penci-page-header-wrap .container.penci-breadcrumb a, .penci-page-header-wrap .container.penci-breadcrumb i{ font-size:' . esc_attr( $pheader_bread_fsize ) . 'px; }'; } if ( $pheader_bread_color ) { echo '.penci-page-header-wrap .container.penci-breadcrumb span, .penci-page-header-wrap .container.penci-breadcrumb a,.penci-page-header-wrap .container.penci-breadcrumb i{ color:' . esc_attr( $pheader_bread_color ) . '; }'; } if ( $pheader_bread_hcolor ) { echo '.penci-page-header-wrap .container.penci-breadcrumb a:hover{ color:' . $pheader_bread_hcolor . '; }'; } if ( $pheader_bgimg ) { echo '.penci-page-header-wrap{ background-image: url(' . esc_attr( $pheader_bgimg ) . '); }'; } if ( $pheader_bgcolor ) { echo '.penci-page-header-wrap{ background-color:' . esc_attr( $pheader_bgcolor ) . '; }'; } } endif; Filip Saulean Archives - The Village Green https://villagegreennj.com/tag/filip-saulean/ of Maplewood and South Orange Fri, 03 Mar 2017 02:05:01 +0000 en-US hourly 1 https://wordpress.org/?v=7.0.4 https://villagegreennj.com/wp-content/uploads/2021/05/vg-fav-1.png Filip Saulean Archives - The Village Green https://villagegreennj.com/tag/filip-saulean/ 32 32 SOMA School District Working to Close Major Budget Gap for 2017/18 https://villagegreennj.com/schools-kids/soma-school-district-working-close-major-budget-gap-201718/ Fri, 03 Mar 2017 01:52:11 +0000 http://villagegreennj.com/?p=38481

Paul Roth, SOMSD business administratorWant to know what is happening in your community? WE MAKE IT EASY! Try…

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]]> Letter: Johanna Wright Fights for Students, Staff, Community https://villagegreennj.com/election/letter-johanna-wright-fights-students-staff-community/ Wed, 26 Oct 2016 18:20:02 +0000 http://villagegreennj.com/?p=33341

  To the Editors: Long letters aren’t my style, but I have a couple…

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To the Editors:

Johanna Wright

Johanna Wright

Long letters aren’t my style, but I have a couple of things to say so I am going to keep this short and concise.

Johanna Wright is the number one advocate for students on the Board of Education. As one of her former students, I have referred to her as Mama Wright for years. She was my gym and health teacher in middle school and was also willing to listen to what each and every student had to say. Regardless of grade and school, she treats each student as if he or she is her child.

In addition, she has fought for the funding of the alternative Montrose School and making sure that the budget cuts didn’t negatively impact students. Ms. Wright truly cares about the student body AND the community in general. She has always fought for the community: students, parents and staff. I can say that since my time as a student representative on the South Orange-Maplewood Board of Education, she has kept an open ear and has always been willing to convey the interests of the students and the broader community to the Board of Education.

If there one person truly deserving of your vote this November, it is Ms. Wright.

Filip Saulean,
Maplewood

Filip Saulean is the Student Representative to the South Orange-Maplewood Board of Education. The views expressed here are his own and do not represent the Board of Education.

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]]> S. Orange – Maplewood Adopts Equity Policies; Intros Transgender and Students with Disabilities Policies https://villagegreennj.com/schools-kids/s-orange-maplewood-adopts-equity-policies-intros-transgender-students-disabilities-policies/ Tue, 19 Jul 2016 19:17:51 +0000 http://villagegreennj.com/?p=30199

The South Orange Maplewood Board of Education passed several important policies Monday night that…

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The South Orange Maplewood Board of Education passed several important policies Monday night that seek to maximize equity in educational programs, minimize discrimination and protect students against hate crimes and bias incidents. In addition, the board introduced two new policies regarding transgender and gender non-conforming students, and students with disabilities.

Among the policies passed were Policy 5750 Equal Educational Opportunity, Policy 5755 Equity In Educational Programs And Services and Policy 8465 Hate Crimes And Bias Incidents In Schools.

Policy 5750 states that, “No pupil shall be denied access to or benefit from any educational program or activity or from a co-curricular or athletic activity.” Policy 5755 states that, “It is the policy of the Board of Education to ensure equal and barrier-free access for all students to school facilities, courses, programs, activities, and services.”

Both of these policies must be followed regardless of “race, color, creed, religion, level of English proficiency, national origin, ancestry, age, marital or domestic partnership or civil union status, sex, gender identity or expression, affectional or sexual orientation, socio-economic status, military service, atypical cellular or blood trait, genetic information, or disability.”

Policy 8465 further protects students from hate crimes and bias incidents by “providing a safe and healthy environment for all children in the school district.” Offenses are considered to be hate crimes if “the motive for the commission of the offense or unlawful act is racial, religious, ethnic or pertains to gender identity or expression or sexual orientation.”

Each of these policies were passed to ensure equal treatment of and opportunity for all students.

You can see the Board of Education’s full agenda here.

The two new policies that had their first reading and discussion among board members are: Policy 5754 Transgender and Gender Nonconforming Students and Policy 5750.1 Student Disabilities Pursuant To Section 504 of The Rehabilitation Act of 1973.

Both policies, read and summarized by district counsel and HIB coordinator Philip Stern, seek to ensure proper following of state anti-discriminatory laws and consequently provide the best education possible for all students. Inclusive language highlighting the necessity of equal opportunity is found in both policies:

Policy 5754, regarding transgender and gender nonconforming students, seeks to provide “a safe, supportive, and inclusive learning environment for all students, including, transgender, gender nonconforming, and/or gender expansive students (TGNEC), and to ensuring that every student has equal educational opportunities and equal access to the District’s educational programs and activities.”

Stern noted that the board had used as its model the Highland Park Board of Education’s transgender policy.

Policy 5750.1 states that the board is responsible to”provide a Free Appropriate Public Education for qualified persons with disabilities that is commensurate with that provided for persons who do not have disabilities to the maximum extent appropriate to meet the needs of the students with disabilities.” These provisions extend to nonacademic and extracurricular activities and facilities as well.

Stern, who is resigning, urged the board to further conversation about harassment, intimidation and bullying. He stresses that “rules governing this may… make having that conversation uncomfortable,” thus leading to underreported instances of mistreatment of fellow students.

Student representative Filip Saulean raised concerns about the actual implementation of these policies and the ensuring of all faculty and administration members follow through.

President of the Board Elizabeth Baker said, “This is one of the areas where the board adopts a policy but the administration is responsible for implementation.” Stephanie Lawson-Muhammad echoed this, saying, “A good plan ensures implementation is flawless.”

The policies will have a second reading and vote at the next board meeting on August 22.

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]]> S. Orange-Maplewood BOE Sets 6-Month Goal to Transform Academic Placement https://villagegreennj.com/schools-kids/s-orange-maplewood-boe-sets-6-month-goal-transform-academic-placement/ Wed, 23 Dec 2015 12:30:30 +0000 http://villagegreennj.com/?p=21951

  The South Orange-Maplewood Board of Education unanimously approved an Academic Placement policy revision…

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The South Orange-Maplewood Board of Education unanimously approved an Academic Placement policy revision last night that has been described as “one tool” toward implementation of the Access & Equity policy adopted by the Board earlier this fall — a policy adopted to close the district’s longstanding achievement gap between black and white students.

The Access & Equity policy states that students will have the choice and guidance to decide their own academic levels and will be provided supports to do so.

The new Academic Placement policy directs Superintendent of Schools Dr. John Ramos to develop and implement placement regulations, and to realign the K-12 curriculum to ensure that all district students are prepared to succeed in higher level classes by “providing the highest levels of academic rigor in all Kindergarten, Elementary, Middle and High School courses” — within six months.

See the revised policy here.

At the November Board of Education meeting, Ramos explained that the new Academic Placement policy (Policy 2314) would respect the guidance of the Access & Equity policy and “make plain” that while the district would maintain levels “there would always with the possibility of reforming them,” first via pilot, but that nothing permanent regarding levels would be done without the approval of the Board.

At the second reading of the Academic Placement policy revisions on Monday night, District Counsel Phil Stern explained that the policy had been been “amended to make sure it conformed with our Access & Equity policy, putting a high priority on transparency of all academic offerings whether they are requiring formal board action or not.”

“For example,” explained Stern, “you’ll note in the policy it discusses any pilot programs that don’t require Board action [will] nevertheless require board and parental notification.” In addition, said Stern, “The policy has been changed to make sure that it is clear that the recommendations for any curricular offering are non-binding subject to the wishes of the student and his or her family.”

Stern noted that the only other “highlight” of the revision was a six-month timeline “in which to make sure that we get the how-to of this policy, the regulations to make sure that everything that needs to get done is done in a timely manner.”

Stern was referring to a portion of the policy that reads: “The Superintendent shall also develop and implement regulations within six months of passage of this Policy for the development of academic placement recommendations for students, including an appeals process for students and parents/guardians to exercise their right of access and choice, in accordance with this policy.”

Board members returned again to the question of the timetable, but first Board Student Alternate Representative Filip Saulean asked about language in the policy that stated that the Board “shall make every effort” to make sure that enrollment in classes in the advanced level “proportionately reflects the demographic profile of the individual school.” Said Saulean, “Can I ask about what are those efforts?”

Stern replied, “I believe that is what is going to be developed and that’s where the six months come in.” Ramos added that he would be providing monthly updates on the creation of the regulations.

Board member Johanna Wright questioned the six month timetable: “Six months is a short amount of time. You’ve got to look at new curriculum, schedules. It seems pretty aggressive to me.”

Ramos noted that the six months was for the delivery of a timeline and the creation of regulations to address the inequities — not eradicate them.

Board member Stephanie Lawson-Muhammad said she was also “struck by the six months but I’ll say I appreciate it because it says, ‘Yes, we want you to do something and in a timely fashion.'”

Ramos explained that he “typically” did not endorse the idea of timeframes in policies “but I’m comfortable with this based on the historical context, and I’ve had people in the community say to me that they’ve seen language similar in the past but nothing’s ever happened. So we want to be clear that there is clear intent here.”

Board member Elizabeth Baker that the six-month benchmark was significant for two reasons: “We need to have a serious commitment, an action plan that’s measurable for the Board and the community,” and secondly: “It’s not just we are passing a policy and it’s going to happen magically with a sprinkle of fairy dust. We’re actually going to have regulations that everybody in the community can look at that we can make sure are being followed consistently from one school to the other … and if we are not doing it, it can be identified and rectified.”

Added Baker, “I think the policy revision is very clear that the racial disparities that we have tolerated in the district from one year to the next are unacceptable. [It] will not be a successful implementation of the policy if those continue.”

Saulean asked Ramos how the District would “factor in student and staff input during the six months.”

Ramos responded, “We can’t get this done without the staff. The staff has to be involved in how we go about the implementation if in fact we want them to carry it out.” He added, “I’m most curious to hear what students have to say … about what they think should or shouldn’t happen. I think students are going to have to help us figure out how to make an impression upon their peers about the importance of stretching, of challenging themselves, of not necessarily taking the safe route…. We’re going to have to have a student voice from the strategic direction on through.”

Board member Johanna Wright asked where Sage Consultants — the group hired to help the District address complaints from the Department of Education’s Office of Civil Rights (OCR) — figured into the process.

Ramos said he was not clear on Sage’s role “at this point…. Sage obviously did its initial job.”

He said that Sage could “work with our supervisors to make sure there are course descriptions that are clear, and leveling descriptors that are clear so students know what they are selecting. I’m in the midst of having conversations with Sage…. They just sent us a report on a crosswalk between what OCR is looking for and the work they have done.” However, Ramos said he needed to determine an “appropriate role for Sage” going forward. “I’ve got to analyze that in view of these policies and then come back to the Board with recommendations. [It has] less to do with Sage than with District taking direct responsibility for what has to be done.” Ramos also said he didn’t “want principals, for example, to feel that they have directions coming from multiple places.”

Ramos noted that, although the Sage contract is a three-year contract, it “is one year at a time, so again we need to evaluate.”

Ramos also mentioned that the OCR “has indicated that it is pleased with the Access policy … it’s what they were hoping to see along the way.” Ramos called the passage of the Access & Equity policy “a major touchstone for OCR,” and said that, “coupled with this [Academic Placement] policy, I think OCR will now be interested in how we implement.”

[Editor’s Note: Walter Fields of SOMA Black Parents Workshop, a party to one of the complaints filed against the District, issued a release commending the District on the adoption of the policies and asking all members of the district to embrace the new “direction,” but noted, “As the curricular alignment takes shape we intend to use all legal means to eliminate the vestiges of tracking and ‘levels’ that created the inequities in this district.” The release also stated that Black Parents Workshop would be issuing an annual Equity Report Card, at the end of each academic year. Read the full release below.]

Baker noted that the District had made the commitment “to go into the elementary schools and to identify the causation going back to kindergarten or prior to kindergarten to identify why we have these unacceptable disparities in access and opportunity.” Baker added that while “obviously we still have to get more feedback from more stakeholders and do more of the work … we finally as a district are owning [that] we can’t outsource it to a consultant…. We’re moving in a positive direction.”

Board member Jeff Bennett prompted a sharp reply from Lawson-Muhammad when he noted that, despite the District’s commitment to closing the gap and “ending disproportionalities” in high-level class enrollment, the District “doesn’t have complete influence on how kids do…. This is very complex issue. The district owns its own work but not the complete work. There are a lot of entities responsible for how a child is educated.”

Muhammad responded, “It’s complicated, no one disagrees, but the school district has a direct responsibility that they are not compounding those issues and concerns and creating an environment that is destined for failure for certain classes of people. I’m pleased we’ve moved beyond that … and that we are taking the appropriate action thoughtfully and in this complicated space to find solutions and be the model that we need to be.”

Board Vice President Madhu Pai added “one last point,” saying that the Board had clearly defined “what access is going to look like in this district — and it’s going to look great … but one of the things we haven’t done is define equity.” Pai said that some felt equity was providing the “same thing for all kids” while others saw it as “giving every kid what they need.”

Pai concluded, “I think we need to do that or we will not be able to move the work forward in the way we need to.”

Download (PDF, 71KB)

 

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]]> Board of Ed Seeks to Align ‘Academic Placement’ Policy With ‘Access & Equity’ https://villagegreennj.com/schools-kids/board-ed-seeks-align-academic-placement-policy-access-equity/ Tue, 17 Nov 2015 19:10:19 +0000 http://villagegreennj.com/?p=20456

  The South Orange-Maplewood Board of Education continued its conversation about access and equity at…

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The South Orange-Maplewood Board of Education continued its conversation about access and equity at its November 16 meeting with a discussion of a revision of Policy 2314: Academic Placement.

Board member Elizabeth Baker explained that the Board’s Policy and Monitoring Committee along with Board member Beth Daugherty had taken on the task of redrafting the Academic Placement policy to make it align with the new Access & Equity policy which was adopted at the Board of Education’s October 2015 meeting.

Under the Access & Equity policy, students will have the choice and guidance to decide their own academic levels and will be provided supports to do so.

The Board will vote on the changes to the Academic Placement policy at its December meeting.

Superintendent of Schools Dr. John Ramos explained that the new Academic Placement policy would respect the guidance of the Access & Equity policy and “make plain” that while the district would maintain levels “there would always with the possibility of reforming them,” first via pilot, but that nothing permanent regarding levels would be done without the approval of the Board.

Ramos also noted that, “while the leveling remains in place there is the fact that students are able to access beyond the particular level that might be assigned to them if they choose to — again honoring the access policy.” Ramos explained that that was the reason why the words “non-binding guidance” were in the first line of the newly drafted Academic Placement policy. “We don’t want students who are doing very poorly in an elemental kind of math class to suddenly go to AP chemistry. We want to guide them. The mindset on the part of the staff needs to be appropriate… but at  the end of the day the parents and children have the ability to access as they choose according to the policy.” Ramos later added that the authors of this revision wanted to make sure that “nothing about the language of this policy would do anything to dispel or displace the language of the Access & Equity policy.”

Board First Vice President Madhu Pai said she wanted choice to include college and career readiness, as potentially not everyone will go to college. She wanted more language on communicating what the process is. She also said that she found language on supports “loosey goosey” and worried that the policy “overpromised” on supports.

Ramos said that some of the questions Pai had raised would be further defined in the regulations and procedures that follow the policy.

Ramos said he wanted to bring the Board back to the fact that, while money is involved in moving forward with these changes, there is still the idea of mindset and paradigm.

He described two mindsets, one in which a promising student in a lower level has the option of moving up if they get an “A” and another in which the student is put in the higher level course with academic support and the option of returning to the lower level course if it is too difficult — a “safety net.” In support of the second method, Ramos argued for a “paradigm” shift and said that this mindset is what the policy practically supports.

Regarding career readiness versus college readiness, Ramos acknowledged this concern, but maintained that all students should have the prerequisites to go to college so that “no matter what they choose to do, they’re ready.”

Board Second Vice President Johanna Wright worried, “Is this going to be the same as leveling?”

Ramos said that implementation was key. “It’s acknowledging that although the levels exist and although guidance will be provided, it is ultimately up to the student and their family as to what level they will go into.”

Many board members expressed concern about the seemingly singular goal of promoting students to AP courses. On the subject of lower level classes, Ramos stated that “those lower level classes cannot be about a wink and a nod” and that according to the access and equity policy they need to be more robust and engaging so students can move up.

Alternate student representative Filip Saulean was vocal that when it came to the “race question,” saying, “I personally think that we need to do more and this is only a step in the right direction.” Ramos responded that “what will change the level 1 and level 2 classrooms from being all students of color… is going to be the support systems that will be built in k-12 that ensure student success at every level.” He added that “this community is far too sophisticated to be stuck in this conversation” and that “we need to recognize everyone’s value and do the work to ensure their success.”

Board member Jeffrey Bennett argued that a truly equitable practice cannot be to give students equal resources, but that students in the bottom third of achievement need to receive even more resources than those at the middle and top thirds.

Saulean again spoke out to applause when he implored the board to provide programs which address different learning types. Saulean argued that, as only students geared toward a certain pedagogical method will succeed under that method, real equity means addressing different learning types.

During public comments later in the meeting, Walter Fields of SOMA Black Parents Workshop, said that he felt the new draft of the Academic Placement policy was “not a paradigm shift but a paradigm nudge.”

“It should be all high level courses without distinction of levels,” said Fields. “We’ve created this stratification based upon levels and we know who’s been locked in those levels.” Fields added that college readiness should mean that all students are taking courses that are preparing them for college. With the continuation of levels, Field argued, “We’re providing access, but we’re just providing access to the same system.”

“So why do we have levels? It makes no sense. And it’s the one area that would prevent my organization from supporting this and would cause my organization to have a serious discussion with the Department of Education Office of Civil Rights because I think you are playing games here if you are giving access with no equity.”

Fields previously has participated in a complaint against the district by the ACLU and the UCLA Civil Rights Project.

Fields posited an alternative to leveling; something he called programs, in which students could choose between college readiness programs and career and technical education programs.

In response to Fields’ comments, Board member Elizabeth Baker made this clarification, “I don’t think that anyone thinks the Academic Placement policy is the fulfillment of the Access & Equity policy. It’s one tool. It’s one step while the k-12 program is being seriously realigned.” Baker noted that adjustments were being made to the Academic Placement policy now “to avoid further harm.”

 

 

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]]> South Orange-Maplewood District Purchases ‘Let’s Talk’ for One Year https://villagegreennj.com/schools-kids/south-orange-maplewood-district-purchases-lets-talk-one-year/ Tue, 17 Nov 2015 17:47:38 +0000 http://villagegreennj.com/?p=20453

  The South Orange-Maplewood Board of Education voted last night to adopt the Let’s…

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The South Orange-Maplewood Board of Education voted last night to adopt the Let’s Talk communication software for the remainder of the school year, after what it deemed a successful 90-day pilot program.

The Board of Education approved an agreement with K12 Insight of Herndon, Virginia, to provide an annual subscription to Let’s Talk platform and training and support for the 2015-16 school year at a rate of $11,083 ($19,000 prorated for 7 months).

“Let’s Talk” allows parents, guardians, students and others to submit questions, concerns, suggestions, comments and more to district staff with a guaranteed response time within two days. District Director of Strategic Communications Suzanne Turner noted that the average time to complete and close a dialogue during the pilot of Let’s Talk was 1.1 business days.

Board members discussed the purchase after an update by Turner who had mostly positive feedback about the software gleaned from its dashboard which tracks response time and user satisfaction. Ultimately, Turner is responsibly for screening dialogues submitted through Let’s Talk and routing questions and comments to the appropriate parties to be addressed.

Board Second Vice President Johanna Wright questioned if communication software was really necessary in a district the size of South Orange-Maplewood, noting that some of the other districts using Let’s Talk were much larger, with 24,000 or 30,000 students to SOMSD’s 7,000.

However, Board member Elizabeth Baker championed the software, saying she had heard considerable feedback about Let’s Talk everywhere she went, whether on the train or in the grocery store. “They appreciate it,” said Baker, adding that users wanted to see Let’s Talk expanded. “There are very few things I’ve seen implemented in the district where every single person I’ve spoken to has had a positive reaction,” said Baker.

Board member Maureen Jones added that “with communications being a major issue in the past few years, I see this as something tangible that can help.”

Board of Ed alternate student representative Filip Saulean suggested that there could be more student use of the software if there was an app. District Director of Technology Paul Roth noted that the app was currently only for use by administrators of the software.

Finally, Board member Beth Daugherty said that she had heard from Jane Bleasedale of the Special Education Parents Advisory Committee (SEPAC); Bleasedale had reported that SEPAC supported the continued use of Let’s Talk.

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]]> New Alternate Student Representative Joins Board of Education https://villagegreennj.com/schools-kids/new-student-representative-joins-board-education/ Tue, 21 Jul 2015 02:30:35 +0000 http://villagegreennj.com/?p=15737

  Filip Saulean, Columbia High School Class of 2017, was sworn in Monday, July…

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Alternate Student Representative to the Board of Education Filip Saulean, Columbia High School Class of 2017

Alternate Student Representative to the Board of Education Filip Saulean, Columbia High School Class of 2017

Filip Saulean, Columbia High School Class of 2017, was sworn in Monday, July 20 as the alternate Student Representative to the Board of Education for 2015/16. Saulean will serve as alternate for Nina Kambili, CHS Class of 2016, who will be sworn in at the August meeting.

Kambili and Saulean were elected to their positions during spring Columbia High School elections. The election for Student Representative was contested, with Kambili receiving the greater number of votes.

Saulean sought the elected position because he wanted “to help the school.” He hopes that his experience will “help address issues that go unresolved,” and to “speak with a strong voice.”

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