Category: Village of Ridgewood

>Board of Education MeetingBOE Meeting
The Ridgewood Board of Education will hold regular public meetings on Jan. 7, 2008, and Jan. 28, 2008, 7:30 p.m., the Board room, 3rd floor, Ed Center, 49 Cottage Place.

Special BOE MeetingThe Ridgewood Board of Education will hold a special public meeting on Monday, Jan. 14, 2008, 7:30 p.m., in the Board room, floor 3, Ed Center, 49 Cottage Place. The purpose of the meeting is to hold a workshop with the district’s school principals on math instruction.

>Saturday, December 1 thru Monday, December 31, 2007

We had 7216 IP’s and 15675 Hits

thanks you again , from the Number 1 local News Source
the Ridgewood Blog !!!

please feel free to contact us with any local matters of interest

jamesfoytlin@optonline.net

>

>Last week The Ridgewood News featured a ‘thank you” to the Rec Dept for use of town fields for the recently completed PONY U17 softball qualifying tournament ,a job well done ,but it seems interesting to the fly that there was time to coordinate this boondoggle but no time to pay the kids who worked long hours umping the final month of the Rec season.

>Since the inception of this Blog, the Fly has periodically received anonymous reports of extramarital relationships involving employees of the BOE and VOR. Since off duty conduct is a private matter, and none of the allegations have been accompanied by substantiation, our Blog’s moderator has thus far chosen not to post any comments related to “immoral activities.”

However, the Fly understands that extramarital relationships between employees (or a administrator/teacher-parent, police officer-resident relationship) can create moral issues in the minds of other employees, as well as Ridgewood’s residents.

What do you think – Do BOE and VOR leadership teams have a responsibility to address reports of extramarital relationships involving their employees? Or is what goes on in private just that, a private matter? If the Fly receives substantiated reports of affairs with obvious conflict of interest issues (e.g., a manager-subordinate relationship), should they be posted?

ORDER FINE ART/ STOCK PRINTS ON-LINE

>Concerned parent about math finds a poignant article

SUMS IT UP… pun intended

Apr 8, 2007
There is a war raging all around us, a war the United States cannot afford to lose. No one has died in this war, and no one is likely to. But there are casualties. The injuries are mental rather than physical, but the suffering is lifelong. I’m not referring to the global war on terror or the war on drugs. I’m talking about the mathematics war.
While the United States is the world’s only superpower militarily, mathematically we are a second-rate power, and losing ground every year. In the math war, the superpowers are Singapore, Korea, Japan, Taiwan, Hong Kong and Belgium. In assessment after assessment, those countries prove that their weapons – fourth, eighth and 12th graders – are more accurate and advanced than our own. Their strategies are more focused. Their national resolve is stronger.
The debate in this country about mathematics education and curricula has been termed the math wars, but it is in reality a generally civil disagreement. There are two distinct sides in the debate, which for simplicity’s sake I’ll label “reformers” and “traditionalists.” Because I subscribe to the BLUF principle – Bottom Line Up Front – I’ll tell you now that I side with the traditionalists.
In this forum, I can’t possibly present all the relevant information necessary for you to make an informed decision on this issue. My goal is to pique your interest so that you will want to become better informed, will want to take a stand.
Why? Because the issue is critical to our nation’s ability to remain an economically advanced world power. Let’s face it: Math whizzes in Taiwan or Belgium will get good jobs in the global economy, but they are not going to grow up to become taxpaying supporters of the American baby-boomers’ social safety net. Only American math whizzes can be counted on to do that. We need to grow our own.
A bit of context is important. The reformers, representing the education establishment, believe learning “process” is more important than memorizing core knowledge. They see self-discovery as more important than getting the right answer. For them it’s the journey, not the destination.
Traditionalists, consisting mainly of parent groups and mathematicians, advocate teaching the traditional algorithms. They advocate clear, concrete standards based on actually solving math problems. The destination – getting the right answer – is important to traditionalists.
Fuzzy vs. clear
Two examples will help to make the difference clear.
One broad standard in an actual reformers’ curriculum states that students should “use computational tools and strategies fluently and estimate appropriately.” A similar statement in a traditional standards curriculum says: “The student will add and subtract with decimals through thousandths.”
Fuzzy standard on one side, clear and concise on the other.
One math project in a reformers’ program – the program used in many New Hampshire school districts – is called “My Special Number.” Sixth graders are told:
“Many people have a number they find interesting. Choose a whole number between 10 and 100 that you especially like. In your journal:
“Record your number.
“Explain why you chose that number.
“List three or four mathematical things about your number.
“List three or four connections you can make between your number and your world.
“At the end of the unit, your teacher will ask you to find an interesting way to report to the class about your special number.”
Sixth graders are given a month to complete this project.
To traditionalists, tools and context are important – in that order. Master the tools, put them in context. Reformers provide context, then attempt to guide students to discover the tools. This is cart-before-the-horse thinking.
The reformers’ approach is to have students devise their own methods for achieving a mathematical goal rather than have them learn the traditional algorithms. “By talking about problems in context, students can develop meaningful computational algorithms,” a reform standard states.
This is not true. If by “meaningful computational algorithms,” we mean simple, accurate and repeatable – things like the traditional addition algorithm, or long division, then the average student will never develop such an algorithm and should not have to try. Universal mathematical algorithms were developed ages ago by Archimedes, Euclid, Descartes and Pascal. There are not many budding Pascals in our school districts, but there are plenty of children capable of learning from the methods discovered by the great mathematicians in history.
Return to tradition
Traditional methods of teaching mathematics have proved their worth. While they could be tweaked, they should not be discarded.
Reformist curricula might make for an interesting doctoral dissertation, but they don’t hold up well when ivory tower meets bricks and mortar. In math education, America’s children once competed well with their foreign peers. But today our students’ mathematical performance earns them a place in the bottom quartile of industrialized countries. They are in the middle of the pack when less-developed nations are added.
What has changed during recent decades? The teaching philosophy. The reformers of the education establishment – Big Ed – took over. Billions of tax dollars have been spent on a social experiment in which the tried-and-true was discarded and the intellectually fashionable was foisted on schoolchildren.
This should spark outrage among both parents and taxpayers. It should trouble anyone counting on today’s students to get good jobs and pay taxes.
The best way to advance students’ conceptual thinking about mathematics is to have them learn and take advantage of the existing core of mathematical knowledge. This is the traditional approach: Students are taught, and made to master, the traditional algorithms.
With such tools, and with the guidance of good teachers, a student can, after 12 years of school, understand and apply mathematical principles that took scores of geniuses thousands of years to devise.
I urge you to learn more about the math wars, about how your school is teaching math, and to take a stand in favor of the traditional, proven methods.
(Ken Gorrell of Northfield works for a New Hampshire-based defense contractor.)
—— End of article
By KEN GORRELL

>Included in the Village’s franchise agreement with Cablevision for Ridgewood cable service, is the use of the Public Access Channel 77. The Channel is used by the Village to broadcast Village Council meetings and advertise Ridgewood non-profit events. The Board of Education also uses the channel to broadcast their public meetings as well as several other school related events.

The Village is looking for additional apropriate quality produced video programs to air. Do you have film of Ridgewood events – artistic performance, special interview or presentation of a topic of interest to fellow Ridgewood residents? Please contact the Village Manager’s office at 201/670-5500 ext.204 to check into this opportunity and to offer any suggestions for the volunteer use of the channel.

>

>

An update to the municipal Five Year Financial Forecast was presented to
Village Council members by Ms. Dorothy Stikna, the Village’s Chief Financial
Officer, on July 11, 2007. Click on the link below to view Ms. Stikna’s
complete remarks.

https://www.ridgewoodnj.net/pdf/finance/07FFUJULY06.pdf

>The vacant house and garage on Village owned property at 54 South Monroe
Street will both be demolished within the next 2-3 weeks. This will permit
the long awaited expansion of Citizens Park.

Several years ago, Village Council members approved the purchase of 54 South
Monroe from the Bozo family. A strategy was formulated to promptly demolish
both structures, and subsequently expand the adjacent park. Because rather
immediate action was envisioned, no plans were made to lease the home
(unlike what is being done at Habernickel Park).

However, West Side Presbyterian Church parishioners successfully petitioned
Council members to purchase the main structure for $1.00. Church members
had hoped to move the structure to nearby South Hillside Avenue, and use it
as a rectory. Unfortunately, the Church ran into zoning issues and was
forced to withdraw its proposal.

The Fly has learned that a contractual agreement between the Village and
West Side Presbyterian mandated that the church assume all demolition costs
if the house was not moved within an agreed upon time period. In actuality,
Council members graciously stood by as the time period lapsed significantly.

Now however, since all options for relocating both structures have failed,
Council members are left with no choice other than to ask that terms of the
agreement be honored.

Estimated costs for the demolition project will exceed $20K. It is not
known whether the Church will be paying these charges from operating funds,
or if a donor has stepped forward.

>

>The fly wonders why the BOE went ahead with the purchase of TERC 2 for both Travell and Orchard based on teacher work from this summer and the Travell parent survey results which are on the school web site under ‘math info for parents’ at the bottom of the list. Seems like a waste of $9000 for Beth Fisher-Yoshida, her work isn’t even completed, and yet they purchased the ‘new and improved’ math?

>From the Board of Ed Agenda for Monday, July 23.

Approval: Proposal from LAN Associates to Provide Architectural and Engineering Services
Mrs. Botsford

Approval for LAN Associates to provide architectural and engineering services for electrical and fire alarm upgrades at Ridgewood High School. The estimated cost is $610,000 and estimated architectural and engineering fees are $61,000 (10% of total estimated cost).

The Board has received background information.

ORDER FINE ART/ STOCK PRINTS ON-LINE

>

>