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The Advance:the voice of New Mil ford publ ic schools

a publication of the New Milford Public School DistrictAdministrative Offices, 145 Madison Avenue, New Milford, New Jersey 07646

1.1 Curriculum Corner

What the best and wisest parentswant for their children, so must the community want for all its children.

Danielle Shanley, Director of Curriculum & Instruction

21st  Century  StudentsI f   you   haven’ t   a l ready   no1ced,  technology   is   changing   faster   than   we  can   learn  how   to  use   it.     Just   when  we  start  ge:ng  used  to  all  of  the  features  of  our   cell   phone,   the   newest   4G   version  hits  the  market.    Even  young  parents  feel  a   bit   like   dinosaurs   as   we   watch   our  elementary   school   children   set   up   the  Wii,   without   ever   looking   at   the  direc1ons.     You   might   have   asked  yourself,   as   I   did,   “How   does   a   10   year  old   know   how   to   play   Brick   Breaker   on  the   Blackberry,   when   I   haven’t   figured  how   to  set  the   ring   tone  yet?”    If  you’ve  ever  had  to  ask   a   teenager   to   show   you  how   to   “sync”   your   iPod,   you   certainly  aren’t  alone.  

“In  a  21st   –century  world  where   jobs  can  be   shipped  wherever   there’s  an   Internet  connec;on,  where  a  child  born   in  Dallas  is   now   compe;ng   with   a   child   in   New  Delhi,  where  your  best  job  qualifica;on  is  not   what   you   do,   but   what   you   know-­‐educa;on  is  no  longer  just  a  pathway  to  opportunity   and   success,   it   is   a  prerequisite  for  success.”      —President  Obama

“Children   today   are   tyrants.   They  contradict   their   parents,   gobble   their  food,   and   tyrannize   their   teachers."  Not  much  has  changed,   really,  since   Socrates  wrote   that   some   1me   ago…   the   year?  Oh,   some1me   B.C.    We   hear   conflic1ng  opinions  about  kids  today;   they  know  so  much   more,   know   so   much   less,   are  smarter,   more   naïve,   less   respecXul,  more   socially   aware,   less   academically  focused,   or   more   stressed-­‐out   about  grades.     The   comments   about   today’s  kids   fly   around   with   thoughXul,   or  thoughtless,  abundance.    We  don’t  really  

want   to   hear   what   kids   say   about   us,  right?     So   let’s   be   fair   to   these   liZle  technological   geniuses   for   a   moment.    They  are   quite  impressive   in  many  ways.    They   demonstrate   persistence   for  mastery   when   they   are   passionate   and  engaged.     Just   watch  a   teen  or   “tween”  play   the   hoZest   new   game   on   the  Nintendo  DS,   create   and  manage   a   web  page,   breeze   through   a   Power   Point  presenta1on,  Skype  with  an  older  sibling  s tudy ing   ab road ,   o r   manage   a  conversa1on  with  7  out  of  356  iden1fied  friends,  simultaneously.    Wow!        

(more on p.2)

IN THIS ISSUE

✦ 1.1HOW NEW MILFORD IS MEETING NEEDS OF 21ST C. LEARNERS ✦ 1.2

THE 2011-2012 BUDGET SEASON—IT BEGINS WITH A VISION

✦ 1.3

PAST, PRESENT, FUTURE: A GLIMPSE INTO SPECIAL SERVICES

✦ 1.4

BY THE NUMBERS: BY COMPARISON, NEW MILFORD SCHOOLS DO MORE WITH LESS

✦ 1.5

A MESSAGE FROM THE BOE

✦ 1.6FAST FACTS: A STUDENT’S EARNING POTENTIAL

DISTRICT ADMINISTRATION

Michael A. PolizziSuperintendent

Michael SawiczBusiness Administrator/Board Secretary

Ray DorsoDirector of Special Services

Danielle ShanleyDirector of Curriculum & Instruction

NEW MILFORD BOARD OF EDUCATION

Daniel Conner, PresidentDarren Drake, Vice President

Lori BartonJohn BiggerDavid Foo

Judith Rabinowitz-McSweeneyGeraldine Mechler

Peggy SaslowJoseph Steele

THE ADVANCE MARCH 2011Vol. 2, No. 3

NEW MILFORD PUBLIC SCHOOL DISTRICT MISSION

The New Milford Public School District provides relevant, innovative and rigorous educational opportunities to students at all grade levels.

The District is resolute in its attention to the development of the whole child by providing a comprehensive range of experiences essential to building capacity for independent and responsible living.

The program is designed to prepare all students to meet or exceed NJCCCS, think critically, master the challenges of life-long academic, cultural, social, economic, emotional and professional advancement, as well as constructive participation as citizens in an interdependent global society.

The District embraces family and community as active partners in a unified effort to develop students into self-directed, self-confident adults on their journeys to becoming the next generations of entrepreneurs, builders, artists, designers, inventors, scientists, educators, caregivers, protectors, workers and leaders.

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1.2 District Finances:The 2010-2011 budget season

Michael Sawicz, CPABusiness Administrator/ Board Secretary

We’ve   all   heard   the   expression  “What   a  difference   a   year   makes.”   Normally,  people   are   referring   to   a   situa1on   that  has   improved   drama1cally   from   the  same   1me   a   year   ago.   Unfortunately,  when   it   comes   to   public   educa1on   and  the   annua l   budget   process   the  expression   is  more   apt  to  be   “just  when  you   think   the   surprises   are   over,   think  again.”  

In  2010  the   state   of  New  Jersey  came   to  the   realiza1on   that   it   was   technically,   if  not   legally,   bankrupt.   With   the   highest  property   taxes   in   the   na1on  and   in   the  midst   of   an   economic   downturn,   the  state   was   faced   with   needing   dras1c  measures   to   start   ge:ng   its   financial  house  in  order.  And  so  the  annual  assault  on   public   school   finances   that   began  several  years  ago  was  taken  to  a  new  

It starts with a vision…

level.   Every   school   district   in   the   state  suffered   a   significant   (in   many   cases   a  total)   loss  of   state   aid  and  thousands  of  people   in   educa1on  became   the   vic1ms  of  district   layoffs.    Here   in  New   Milford  we   lost   over   64%   of   our   state   aid   in  addi1on   to   monies   taken   from   our  reserves  and  surplus  for  a  total   of  nearly  $1.9  mm.  As  a   result,   the   final  opera1ng  budget  for  the   current  2010-­‐2011  school  year,  rather  than  being  able  to  have  been  increased  by  the   4%   legal   cap,   instead  is  over  $450,000  less  in  total   than  the  year  before.   It   required   major   staffing   and  program   cuts   and   the   budget   was   s1ll  defeated  by  the  taxpayers.

For  the  2011-­‐2012  school  year,  there  is  a  new   2%   cap  on  the   amount   that  the   tax  levy   can   increase   versus   the   4%   cap   a  year  ago.   The   2%   cap   is  on  the   tax  levy,  not   the   total   budget.   If   the   state   does  not   increase   state   aid   by   2%,   either  freezing   the   current  amount  or   reducing  it  further,  then  the  effect  is  that  the   total  opera1ng   budget   must   increase  p r o p o r 1 o n a l l y   l e s s   t h a n   2 % .  Furthermore,   one   assumes   that   all  expenses   will   increase   2%.   While   a   cap  

waiver   is   allowed   for   health   insurance  premiums  that  alone   had  increased  25%  last  year,  no  other  expenses  qualify.  Even  more  straining  on  a  budget  are  the  costs  of  special   educa1on  that   can   be   greatly  affected   by   an   increased   number   of  students   requiring   services.   Open  building   maintenance,   technology,  textbook   purchases,   supplies   or   staffing  must  be  sacrificed  to  meet  the  mandated  cap.

In   spite   of   these   challenges,   the   New  Milford   School   District   con1nues   to  transform   itself   into  a   leading   center   of  21st   century   educa1on.   Having   already  implemented   many   Shared   Services  ini1a1ves   and   explored   numerous   cost  saving   op1ons,   the   district   con1nues   to  implement   forward   thinking   models   to  deliver   op1mal   educa1onal   value   at  the  lowest  cost.  Next  summer  the  district  will  replace   the   roof  on  the  Middle  School  as  well   as   install   solar   panels   on   that  building  and  the  two  elementary  schools  at   zero   cost   to   the   taxpayers.   Children  will  be   able   to  monitor   and  learn  about  the   power   of   solar   energy   on   a   daily  basis,   the   district   will   reduce   its  carbon  footprint,   there   will   be   no   financial  burden   on   the   taxpayers,   next   year’s  budget   will   reflect   reduced   electricity  costs  and  the  district  will  be  years  ahead  of   our   fellow   school   districts   in   the  county  and  state.    

Teachers,   students   and   parents   are  excited   and   eagerly   looking   forward   to  new   and   cu:ng   edge   academic  programs   and   improvements   in   the  district.   Again,   the   district   is   u1lizing  intelligent  redeployment  of  our  “human”  resources  to  implement  those  changes.  

(more on p.5)

Students   might   spend   more   1me  interac1ng   with   a   computer   screen,   a  tablet,   or   a   cell  phone,   and   it  may   seem  like   they   are   disconnected   from   the  human  world.    But,   in  actuality,  they  are  connected   and   communica1ng,   just  differently.     Knowing   this,   how   do   we  engage  them  in  the,  arguably,  an1quated  classroom?    How  does  their  behavior  and  their   reality,   necessitate  changes  in  what  school   districts  do  and   offer?     How   do  

the   adults   in   their   lives  model   the   life-­‐  long  learning  we  preach?

Current  Best  Prac3ces  Mee3ng  Needs

We   live   in   a   technologically-­‐driven,  globally-­‐influenced,   interdependent  world,  which  relies  on  the  quality  of  high  speed  communica1on.      The  most  recent  ed i1on   of   Educa;on   Leadersh ip  published   by   the   Associa1on   for  S u p e r v i s i o n   a n d   C u r r i c u l u m  Development   suggests   a   variety   of  content   areas   to   cul1vate,   so   we   may  beZer   prepare   our  graduates  for   college  and  career   readiness  in  the   21st  Century.    Areas  in  need  of  cul1va1on  include  solid  content   knowledge,   key   cogni1ve   skills,  literacy   in   all   forms   (tradi1onal,   fiscal,  technological  and  civic),  modernizing  the  educa1onal   experience,   making   STEM  real,   and   a   revival   of   the   humani1es.    True,   the   global  market   place   is   looking  for   an   inven1ve,   innova1ve,   and  technologically  skilled  workforce.    Within  this  high  tech  world  of  twee1ng,  pos1ng,  sync-­‐ing,   tex1ng,   gaming,   programming,  coding,   and  surfing,  we   open  forget   that  the   work   force   is   comprised   of   living,  breathing   human   beings   whose   brains  are,  arguably,  different.    

Nicholas   Carr,   author   of   The   Shallows:  What  the   Internet  is  Doing  to  Our  Brains,  cites   brain-­‐based   research   on   how   the  use   of   technology   is  changing  our   brain  func1on,   and   asserts  we   should   remain  steadfast   in   our   aZempts   to   educate  students   to   think   deeply,   cri1cally   and  analy1cally.    Many  teachers  would  agree  that   we   need   to   strike   a   balance  between   enriching   classroom   prac1ces  w i t h   t r a d i 1 o n a l   l i t e r a c y   a n d  technological  literacy.    There   are   shiping  reali1es   to   our   work   as   we   begin   to  understand  how  our  students  are   literate  and   the   types   of   literacy   prac1ces   they  need   to   engage   meaningfully   and  purposefully   across   disciplines   and   in  global  se:ngs  outside  of  our  classrooms.    

Under   the   Principals   in   Prac1ce   series,  The   Na1onal   Council   of   Teachers   of  English   recently   published   Adolescent  and  Digital  Literacies:  Learning  Alongside  our  Students,  a  resource   for  21st   Century  Teachers   who   desire   research-­‐based  sugges1ons   for   improving   classroom  prac1ces ,   spec ifica l ly   in   c r i1ca l  eva lua1on,   read ing   and   wr i1ng  mul1modal   texts,   using   par1cipatory  media,  and  collabora1on.                                                                                                                        (more on p.3)

THE ADVANCE: THE VOICE OF NEW MILFORD PUBLIC SCHOOLS MARCH 2011

1.1 CURRICULUM CORNER

(… from p.1)

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1.1 Curriculum Corner (…from p.2)WHAT OUR LEADERSHIP ASSERTS

In  President  Obama’s  State   of  the  Union  Address  in  January  2011,  he  mirrored  the  sen1ments   of   the   aforemen1oned  research   and   sugges1ons   for   best  prac1ces,   emphasiz ing   America’s  impressive   track   record  for   out-­‐building,  out-­‐innova1ng,   and   out-­‐educa1ng   other  na1ons  in  the  world.    He  prefaced  these  sen1ments  in  2009,  when  he  was  quoted  as   saying,   “In   a   21st   –century   world  where   jobs   can   be   shipped   wherever  there’s   an  Internet   connec1on,  where   a  child   born   in   Dallas   is   now   compe1ng  with   a   child   in   New   Delhi,   where   your  best  job  qualifica1on  is  not  what  you  do,  but   what   you   know-­‐educa1on   is   no  longer  just  a  pathway  to  opportunity  and  success,   it   is  a   prerequisite   for   success.”    Today,   that   educa1on   takes   on   a   new  perspec1ve   and   a   new   form   as   health  a n d   s e c u r i t y   maZe r s   h a v e   a n  interna1onal   dimension   which   requires  interna1onal   coopera1on   and   greater  knowledge   of  people  of  the  world,  world  cultures,   world   economy   and   world  affairs.     Obama   challenged   school  districts  to  meet  the  needs  of  America’s  

children   through   advanced   literacy,  sc ience,   math,   eng ineer ing   and  technology  ini1a1ves.  

Yong   Zhao,   author   of   Catching   Up   or  Leading  the  Way:  American  Educa;on  in  the  Age  of  Globaliza;on,  suggests  we   are  in   the   midst   of   revolu1on   that   rivals   if  not   supersedes  the   Industrial  Revolu1on  (similar   to  Obama’s  asser1on  that   this  is  our   Sputnik   moment).     This   current  technological  revolu1on  has  significantly  changed   our   society   and   thus  the   value  of   knowledge   and   talents.     In   order   to  create   meaning   and   effec1vely   reform  educa1on,   he   suggests  schools  must  ask  the   same   ques1ons   Bri1sh   Philosopher  Herbert   Spencer   asked   more   than   100  years  ago:     “What  knowledge   is  of  most  worth?    What   is   the   great   thing   which  educa1on  has  to  teach?”    Today,  Science,  Technology,   Engineering   and   Math  (STEM)  earn  the  place  at  the   front  of  the  line,   yet,   programming   to   promote  communica1ons,   ethics,   ci1zenship,   and  literacy,   arguably   deserve   their   share   of  the  spotlight.                

Our   industrial   economy   based   on  manufacturing   has   shiped   to   a   service  economy   dr iven   by   informa1on,  knowledge,   inven1on   and   innova1on.  

G l o b a l i z a 1 o n   h a s   a c c e l e r a t e d  interna1onal   migra1on   and   generated  diversity   in   U.S.   communi1es   and  classrooms.     Employers   have   a   global  workforce   f rom   which   to   draw,  compe11on   for   U.S.   jobs   comes   from  around   the   world.     Cliff   Adelman,  formerly  of  the  US  Dept  of  Educa1on  and  author   of   The   Toolbox   Revisited ,  suggested   “The   single   biggest   predictor  of  post-­‐high  school   success  is  the  quality  and   intensity   of   the   high   school  curriculum.”    

New  Milford  Responds  to  the  Needs  of  Students  TodayIn   2005,   Thomas   Friedman,   author   of  The   World   is   Flat,   wrote,   “When   I   was  growing   up,   my   parents  used   to   say   to  me,  ‘Finish  your  dinner  –  people  in  China  and  India  are  starving.’    My  advice  to  you  today  is,   finish  your   homework  –   people  in   China   and   India   are   starving   for   your  jobs.”     In   2011,   we   might   be   able   to  reasonably   argue   that   we   could   change  “starving   for”   your   jobs   to   actually  “taking”   them.     This   is   just   one   of   the  many   reasons   the   district   must   embark  on  a   philosophical  and  educa1onal  ship,  one  that  addresses  the  technological  

                                                                                                         (more on p.4)

NMEF FOUNDERS & BOARD:        

Alison Fischer, CEOJoseph LoPorto, CFO

Jose CamachoMarlenis CamachoMegan FarrickerStacey SidorskyJoanne Spurlin

Colleen Tambuscio

To make your donation,please send your check payable to:

“New Milford Education Foundation”

and mail to:NMEF

145 Madison AvenueNew Milford, NJ 07646

p: 201.639.6633f: 201.639.6634

For information on how to give, please email:

info@newmilfordfoundation.org

Website coming soon:www.newmilfordfoundation.org

Incorporated as a 501(c)(3) tax-exempt public charity, the New Milford Education Foundation (NMEF) is an independent nonprofit organization dedicated to enriching, enhancing and supporting New Milford’s public education system.

The NMEF supports New Milford Public Schools in providing a challenging and enriching educational experience that maximizes the learning potential of every student and prepares them to succeed in the 21st century. The Foundation provides incentives to stimulate excellence in the New Milford Public Schools by awarding grants for projects, programs and purchases that support the curriculum and facilities, by funding scholarships for students and professional development for educators, and by raising the profile of public education in New Milford.

RENAISSANCE: THE VOICE OF NEW MILFORD SCHOOLS DECEMBER 2010THE ADVANCE: THE VOICE OF NEW MILFORD PUBLIC SCHOOLS MARCH 2011

4

happen   more   s lowly,   with   state  standards,   na1onal/global   demands,  district   vision   statement,   and   best  prac1ces  as  the  collec;ve  compass  of  our  travels.     Some   of   the   innova1ons   in  programming   such   as  the   Academies  at  New   Milford  High   School   (with   12   new  courses   and  many   redefined   courses   in  the   program)  are   bold  and  exci1ng,   and  offer  the   intensity  and  purpose  of  quality  programming.    The   Junior  Academies  at  DEOMS  will  call  to  our  students  in  grades  6-­‐8   when   new   course   offerings   are  revealed.     The   programs   at   the   middle  school   will   serve   as   academic   and  content   area   precursors   for   the   three  Academies  at  the  High  School.    

We   haven’t   lost   sight   of   the   fact   that  Berkley   and   Gibbs   Elementary   Schools  serve   as   the   founda1on  for   all   of  these  higher-­‐level,  content  rich  experiences  we  are   promo1ng   in   grades   6-­‐12.     That  necessitates  more  K-­‐5  focus  on  the  value  of  literacy   in  all   forms;   we   will  con1nue  to   teach   it,   assess   it,   and   remediate   it.    Ini1a1ves   in   the   elementary   schools   in  September   of   2011   inc lude   the  

alignment  of  the  NEW  Na1onal  Common  Core  Standards  in  mathema1cs  in  grades  K-­‐2,   training   and   implementa1on   of  Writer ’s   Workshop,   extending   our  standards  based  math  program   to  grade  5,   redesigning   the   science   programming  K-­‐5,   and   focusing   on   more   common  facilita1on  of  the   curriculum,   scope   and  sequence   and   expecta1ons   for   student  performance  between  the   two  buildings.    Slowly,   benchmark   assessments   will  become   common   measures   of   student  performance.    

Many   of   these   academic   ini1a1ves,  PreK-­‐12,   require   in-­‐depth   teacher  training.     Our   commitment   to   mul1ple  opportuni1es   throughout   the   school  y e a r   f o r   q u a l i t y   p r o f e s s i o n a l  development   is   unwavering.     We   will  con1nue   to   prepare   the   faculty   to  employ   a   variety   of   instruc1onal  strategies:   incorpora1ng   educa1onal  technologies  in  the  classroom,  engaging  the   learner   in   more   collabora1ve  ac1vi1es,   emphasizing   cri1cal   thinking,  promo1ng   the   ability   to   communicate  well   and   in   many   forms,   and   making  

connec1ons   between   what   is   being  learned   in   the   classroom   and   the   world  outside.    We   value   the   quality  educators  we   have   in   our   district   and   remain  dedicated   to   suppor1ng   their   life-­‐long  learning   as   well   as   their   efforts   to  facilitate   newer   programming   and   to  increase   student   achievement   in   New  Milford.    Ar1cula1on  mee1ngs  in  English  language  arts  (ELA)  have   included  a  close  look  at   the   new  Na1onal   Common  Core  Standards.     These   new   standards   have  replaced   the   former   New   Jersey  Common   Core   Standards   in   Language  Arts.    

CURRICULUM CORNER

(… from p.3)expecta1ons   of   this   new   breed   of  students   as   well   as   offers   high-­‐impact  programming   that   prepares  all   students  for   college   and   careers   in   the   global  workplace.     This   renaissance   of   ours  i n c l u d e s   r e -­‐ d e fi n i n g   d y n am i c  classrooms,  effec1ve   teaching  strategies,  student  engagement,  quality  curriculum,  content   mastery   and   academic   rigor.    These   defini1ons  are   not   easy   to  come  by   and   require   tremendous   discussion,  collabora1on   and   buy-­‐in   from   all  stakeholders.    Already,  parents,  teachers  and   students   have   graciously   donated  their   1me   to   contribute   to   important  programma1c   discussions.     The  discussions  have   included  many  parts  of  a   complete   program   review   from   Pre-­‐school  through  Grade   12  to  ensure   that  we   are   offering   quality   curricula   and  innova1ve   courses,   demanding   grade  appropriate   rigor,   employing   high-­‐yield  classroom   strategies,   and   engaging  students   through   techno log ica l  advances.    

Some   changes   will   occur   in   larger,  sweeping  fashions,  while  others  will

INVESTOR NEWSLETTER ISSUE N°3 SEPTEMBER 2010

1.3 DIRECTOR OF SPECIAL SERVICES PONDERS THE PAST, THE PRESENT AND THE FUTURE OF NEW MILFORD SPECIAL PROGRAMS

Ray Dorso,, Director of Special Services

Confucius,  the  famous  Chinese  philosopher,  recognizing  the  importance  of  understanding  one’s  history,  is  quoted  as  saying  if  you  “study  the  past,  you  will  define  the  future.”    As  the  birthplace  of  Bergen  County,  New  Milford  has  a  history  truly  worthy  of  study.    To  celebrate  this  history,  our  students  are  currently  working  in  collabora1on  with  the  New  Milford  Historic  Preserva1on  Commission  on  an  innova1ve  project  using  Geocaching.  

The  geocaching  project  brings  New  Milford's  rich  history  into  the  world  of  technology  and  21st  Century  learning.    New  Milford  Knight  School  students  are  in  the  process  of  selec1ng  ten  historical  sites  to  use  as  geocaching  sites.    At  each  site,  students  will  hide  a  special  container  in  a  secret  loca1on.    Hints  will  be  given  on-­‐line  at  the  geocaching  web  site.  Anyone  interested  in  having  some  fun  and  learning  about  New  Milford’s  history  can  try  to  find  the  hidden  containers.    We  will  unveil  more  informa1on  about  this  project  on  April  14,  at  the  District  Open  House  (NM  High  School,  6:30  PM).

The  crea1on  of  innova1ve  programs,  like  the  Knight  School,  is  one  way  the  Department  of  Special  Services  is  defining  the  future.    Before  we  explore  other  department  ini1a1ves,  let's  explore  the  recent  past  that  led  us  to  where  we  are  today.

Prior  to  my  arrival  in  the  district,  the  New  Milford  School  District  had  five  different  Directors  of  Special  Services  in  a  five-­‐year  period.    Thanks  to  many  dynamic  special  educa1on  teachers  in  the  district,  we  were  able  to  provide  our  students  with  quality  services  during  that  1me.    However,  as  a  result  of  the  administra1ve  inconsistency,  our  focus  had  been  on  ge:ng  through  each  year  and  not  on  developing  a  long-­‐range  plan  that  prepares  students  for  21st  Century  learning  objec1ves.                                      

(more on p.5)

NEW MILFORD KNIGHTLY NEWS SEPTEMBER 2010RENAISSANCE: THE VOICE OF NEW MILFORD SCHOOLS DECEMBER 2010THE ADVANCE: THE VOICE OF NEW MILFORD PUBLIC SCHOOLS MARCH 2011

That was then; this is now…

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1.2 Budget (…from p. 2)budget season

Special  educa1on  programs  have   been  established  in  district,  savings  hundreds  of  thousands  of  dollars  in  out-­‐of-­‐district  tui1ons   to   private   schools   for   the  handicapped.   Opera1onal   efficiency  has  become   the   mantra   in  all   areas  of  the   distr ict   including   academic  disciplines,   special   educa1on   and  building   opera1ons   as  well   as   grounds  and   maintenance,   transporta1on   and  business  prac1ces.  

It   begins   with   a   vision.   The   vision   for  the  New  Milford  School   District   is  long  term   and   every   ac1on   taken   is  predicated   on   that   vision,   from   new  and  expanded  educa1onal  programs  to  professional   development   to   facility  improvements.   The   result   will   be  increased   academic   achievement.  Student   successes   will   reach   new  heights   and   have   no   limits.   The  taxpayers  of  New  Milford  will  con1nue  to   receive   a   maximum   return   on   the  dollars  invested  in  public  educa1on  and  will  always  be   certain  of  the  integrity  of  district   finances.   The   New   Milford  Board   of   Educa1on   will   seZle   for   no  less.

“What  a   difference   a   year   makes.”  The  New   Milford   School   District   is   a   far  beZer   district   today   than   a   year   ago.  But   the   state   of   New   Jersey   will  con1nue   to   surprise   the   people   in  public   educa1on,   for   beZer   and   for  worse.   The   administra1on,   teachers  and   staff   of   the   New   Milford   School  District  will  also  con1nue  to  surprise  —  definitely   for   the  beZer.  We  will  be  the  innova1ve   leaders   in   the   county   and  state.

1.3 “Past, present, future…”more about special services (…from p.4)

That   was   then;   this   is   now.     As  highlighted  in  the  previous  edi1on  of  

this   newsleZer,   we   have   opened   two  new   programs   this   school   year.   Inner  Bridge   Crossing   and   the   New   Milford  Knight   School   both   offer   in-­‐district  opportuni1es   for   students   to   receive  their   educa1on   where   they   should.  These  programs  are  fiscally  responsible;  in  fact,  they  result   in  substan1al  savings  while  s1ll  providing  priceless  services  to  our  students.  

We   have   also   increased  the   quality   of  related  services  and  a  variety  of  special  programs.    For  example,  hiring  our  ownoccupa1onal   therapist   and   other  personnel   previously   hired   through  outside   agencies  has   saved   the   district  more   than  $200,000.00.    This  increases  the   quality   of   services   being   provided  and   ensures   we   have   the   same   staff  

members   working   with   our   students.  The  money  saved  from   these   decisions  and  others  has  enabled  us  to   increase  the   quality   and   amount   of   services  offered   in   other   areas.   For   instance,  over   the   past   year,   all   of   our   special  educa1on   classes   have   received   new  computers,   and   just   last   week,   five   of  our   special   educa1on   classes   received  Smart  Boards!

Understanding   that   systemic   change  takes   1me,   we   are   happy   with   our  progress.   To   be   clear,   however,   the  changes   indicated   above,   as   well   as  others   not   detailed   here,   merely  represent   the  1p  of  the   iceberg.  At  the  core   of   future   development   is   a  philosophy   that   values   the   importance  of   educa1ng   students   in   the   least  restric1ve   environment.   Con1nued  movement  in  this  direc1on  will  increase  the   opportuni1es   for   students   with  significant   disabili1es   to   return   to   our  district   to   be   educated   with   his/her  peers.   Addi1onally,   we   will   focus   our  efforts   to   keep   students   in   general  educa1on   se:ngs   by   ensuring   that  team  teaching  pairs  are  dynamic  and  

INVESTOR NEWSLETTER ISSUE N°3 FALL 2009NEW MILFORD KNIGHTLY NEWS DECEMBER 2010

provide   the   best   opportunity   for   students  to  succeed.

We  are  commiZed  to  helping  every  student  find  their  voice  and  to  be   inspired  to  reach  for  lopy  goals.    For  when  a  student  finds  his  or   her   passion,   a   future   that   is   bright   is  inevitable.

RENAISSANCE: THE VOICE OF NEW MILFORD SCHOOLS DECEMBER 2010THE ADVANCE: THE VOICE OF NEW MILFORD PUBLIC SCHOOLS MARCH 2011

1.6 Earning potentialFast Facts:Schooling affects earning potential

Bachelor’s  degree:       earns  nearly  $1  million  more  over  life1me  than  a  high  school  grad.

High  school  grad:    can  expect  to  make  $1.2  million  working  full-­‐1me  between  ages  25-­‐64.

College  grad:    can  expect  to  earn  $2.1  million  over  life1me.

Master’s  degree:    can  earn  $2.5  million  over  life1me.

Professional  degree  (e.g.  doctor,  lawyer):    earning  poten1al  $4.4  million  or  more.

6

1.4 Comparative Spending: A Message from the Superintendent

BY THE NUMBERS: New Milford Schools do more with less

While  the  average  cost  to  educate  a  New  Jersey   student   was   $13 ,835   in  2009-­‐2010,   according   to   the   2010  Compara;ve  Spending  Guide.

Average  per  pupil  spending  in  New  Milford  =  $11,443.

The   annual   report   issued   by   the   New  Jersey   Department   of   Educa1on   (DOE)  provides   sta1s1cs   detailing   local   school  spending  in  14  categories.The   guide   allows   people   to   see   and  understand  a  districts’  efficiency  in  terms  of   spending   paZerns.   It   is   important   to  note   that  the  guide  does  not  aZempt  to  make   any   co r re l a1on   be tween  expenditures  and  student  achievement.

The  Compara;ve  Spending  Guide  can  be  found  online  on  the  DOE  website.

The   Department   of   Educa1on   noted  some  of  the  trends:

• The   average   cost   of   classroom  instruc1on   was   $8,113   per  s t u d e n t ,   a n   i n c r e a s e   o f  3.6%.  Instruc1onal  costs  make  up  about   59%   of   school   districts’  average  per  pupil  costs.

• The   greatest   increase   since   last   year  was   in   support   services   like  nurses   and   guidance   counselors.  Those   costs,   which   account   for  about   15.5%   of   an   average  district’s  cost  per  pupil,  came   in  at  $2,169  per  student.

• The   slowest   rate   of   increase   was   in  administra1ve   costs,   which   grew  by   2.4%.     Administra1ve   costs  averaged   $1,453   per   pupil,  making   up   about   2.5%   of   school  districts’  total  costs  per  pupil.

The   annual   guide,   which   groups   school  districts   of   similar   size   and   grade  structure,   reflects  spending   common   to  all   school   districts,   such   as   special  educa1on,   early   childhood   educa1on,  and   bilingual   educa1on.   However,  certain   types   of   spending   can   differ  significantly  from  one  district  to  the  next  –   such   as   transporta1on,   tui1on   and  capi ta l   expenditures   –   and   the  Department   of   Educa1on   does   not  include  that  data  in  the  guide.  

Out  of  the  69  districts  against  which  New  Milford   Schools   were   measured,   the  New   Milford   schools   fell   below   average  in   its   spending   paZerns   in   the   majority  of   indicators.     This   underscores   the  District’s   success   at   maintaining   quality  of  services  at  frugal  spending  levels.  

To  be  in  a  consistently  strong  posi1on  to  successfully   guard   against   excessive  spending   at   the   same   1me   the   District  orchestrates  systemic  change  directed  at  improved   student   achievement   and  l inked   to   susta inable   long-­‐term  development   illustrates   the   District’s  growth-­‐oriented   commitment   to   fiscally  r e s p o n s i b l e   l e a d e r s h i p   a n d  management.

1.5 A Message from the Board

Future bright for New Milford students

Despite   the   loss  of   $1.4  million   in   state  aid   for   the   2010-­‐11   school   year,   your  Board  of  Educa1on,  Superintendent,  and  our  en1re   staff  have  worked  diligently  to  maintain  the  high  level  of  educa1on  you  expect.    We   are  constantly   searching  for  cost   effec1ve   ways   to   prepare   your  children   for   a   bright   future.     For  example,   the   new   Academies@New  Milford   High   School   (no   we   are   not  changing   the   name   of   the   high   school)  will   allow   ALL   students   a   chance   to  challenge   themselves  at   a   higher   level.    This   is   being   accomplished   at   no   cost  increase   as   exis1ng   resources   will   be  allocated   differently   to   accommodate  the  new  programs.

An  exci1ng  project  in  the  future  is  the

CONTRIBUTORS AND STAFF

Michael PolizziSuperintendent

Michael SawiczBusiness Administrator/Board Secretary

Raymond DorsoDirector of Special Services

Danielle ShanleyDirector of Curriculum & Instruction

John BiggerMember, Board of Education

Walt PevnyDistrict Webmaster

NEW MILFORD KNIGHTLY NEWS DECEMBER 2010

replacement  of  the  roof  at  the  DEOMS  and  the   installa1on   of   solar   panels.   This  will  drama1cally   decrease   energy   costs   and,  eventually,   the   panels   will   pay   for  themselves.

On  another   note,   the   Board  of  Educa1on  has   formed   a   new   public   rela1ons  commiZee   (David   Foo,   Judy   Rabinowitz-­‐McSweeney   and   John   Bigger)   whose  mission   is   to   provide   more   transparency  and  to  beZer   inform  the  public  of  issues  in  a   1mely   fashion.   To   this   end,   we   are  scheduling   mee1ngs   with   the   PTO’s,   the  Mayor  and  Council,   and  other   community  groups  to  fully  explain  the   2011-­‐12  school  budget,  as  well  as  new  curriculum  changes  and   projects.   We   will   also   be   offering  mee1ngs   for   parents  prior   to  the   start   of  the  school  day.  These  will  occur  before  the  April  27th  budget  vote   and  will  be  properly  no1ced.   We   urge   all   residents   to   aZend  one   or   more   of   these   mee1ngs   to   ask  ques1ons   and   offer   opinions,   and   to  aZend  our  bi-­‐monthly  mee1ngs.

Finally,   it  is  important  to  circle  April  27  on  your   calendars.   We   urge   all   residents   to  come   out   and   vote   to   determine   the  future  of  our  children’s  educa1on.

—John Bigger

RENAISSANCE: THE VOICE OF NEW MILFORD SCHOOLS DECEMBER 2010THE ADVANCE: THE VOICE OF NEW MILFORD PUBLIC SCHOOLS MARCH 2011