Just a reminder about the school board meeting tonight from an e-mail from Diane Vespa:

Dear Friends,

There will be a meeting of the District 150 School Board [Monday] evening. At this meeting we will make an official request that they place on the agenda for the next board meeting of June 2 a vote to RESCIND the shortened school day and the reduction of specialty teachers.

Please join us and show your support for the parents, teachers and members of the community who have OPPOSED this harmful decision. This board meeting will once again take place at 6:30 pm at the District office located at 3202 N. Wisconsin Ave, Peoria.

We invite you to say a few words to the board, or simply support us through your presence.

We will also be handing out petitions. We invite all parents & concerned members of the community to secure a copy, reproduce it as needed, and start collecting signatures and phone numbers from members of the community that join with us in OPPOSING this decision. The phone numbers will be a great asset should a peaceful demonstration become necessary.

Please forward or cut and paste this e-mail to anyone who can help.

As you know, our children’s primary school education is the cornerstone of their entire educational future. I thank you in advance for your continued support and willingness to take up this cause on behalf of the area’s children.

Sincerely,
Diane Vespa

City-School-Board liaison Bill Collier is an optimist. When he met with parents and educators this past Monday, he gave everyone hope:

Mr. Collier insisted that we “had the Admins attention” and that they were willing to put options on the table.

Things were looking up when it was announced that District 150 Administration was willing to meet with parents and other concerned parties later this month. But that hope was dampened today with the publication of this article from the Journal Star:

“I will tell you up front it is all contingent upon the teachers using that time effectively,” Hinton said, noting there are no plans for the district to backpedal on the issue. Whether Hinton could sway any opponents remains to be seen.

So, this meeting isn’t about any kind of negotiation or placing options on the table. It’s about Hinton trying to persuade opponents of the benefits of cutting 45 minutes off of each school day.

His argument, as explained in the paper, goes like this: Every teacher has to receive a 45-minute “preparation period” because that’s required in their contract. Currently, “during this time, scattered throughout the day, students are shuttled to another classroom, usually for art, science, music or physical education. Those classes could see some minutes shaved.”

More “arts integration” also would take place, meaning different courses would be blended. Schools would have the equivalent of two full-time “specialists” and decide on their own what to maintain and where to cut.

Those specialized teachers – except P.E. – will go to the classroom and all teachers will get their prep time before school begins.

Hinton said that’s where the big gains come, with common planning time in the morning, the professional development and teacher collaboration at all grades – virtually impossible now. Contact time with teachers will not change, he said.

See, this is semantics. He’s distinguishing between “specialists” and “teachers.” The “specialist” time will be cut, but “contact time with teachers will not change.” I’m sorry, but if the “specialist” is teaching my child art, music, and physical education, I call that person a “teacher.” It doesn’t matter to me whether they are contractually or legally considered a “teacher” by District 150 standards. They’re teaching my children, and their contact time is most assuredly being cut.

It shouldn’t be. Art, music, and P. E. are not things that should be relegated to extra-curricular activities. These are an important part of a child’s education. They should be retained.

I think it’s fair to wonder what good this meeting is going to do between Hinton and the newly-formed District 150 Watch group, but it will be good for the group to meet with him anyway so they can say they tried. Call me pessimistic, but I’ve seen this song and dance before. I predict the parents will be rebuffed once again, and then things will really start to get ugly.

Diane Vespa has been getting quite a bit of press lately regarding the effort to reverse District 150’s decision to shorten the school day for 12 primary schools. I’ve heard her interviewed on WMBD radio news and WCBU news. Today, she sent me an audio clip of her interview on the Markley and Luciano Show on 1470 WMBD:

[audio:http://peoriachronicle.com/wp-content/uploads/Audio/diane-vespa.mp3]

The audio clip includes Andy King of the Dream Center and his concerns about the shorter schedule and the problems it will create for children and families. Markley said it best about the shorter day: “This is a bunch of crap!”

Way to go, Diane! Keep up the good work. Staying in the news and keeping this issue high-profile keeps the heat on District 150. The decision must change.

Rev. Harvey Burnett of New Bethel Church of God in Christ objects to District 150 using a training program from The Pacific Institute, based in Seattle, Washington, and used by many large corporations around the world, including Boeing and Caterpillar. He says on his blog:

The focus of the 21 Keys program [from The Pacific Institute] is similar to that of cultic religious indoctrination practices, offering affirmations and assimilation techniques and a targeted deprogramming of traditional values. This is unacceptable at the Public School Level and could potentially be a violation of law.

Rev. Burnett would like “Peoria Public School District 150 to reconsider their relationship with the Pacific Institute and at the very least NOT implement any of their programs with our Public Schools.” He’s a little late on that count. While the founder of The Pacific Institute, Louis Tice, is speaking in Peoria today at 1:00, which is why this program is getting a little more publicity all of a sudden, this is not a new program at District 150. It was approved by the school board about a year and a half ago. Here’s what the December 4, 2006, school board meeting minutes state:

PACIFIC INSTITUTE – Moved by Spangler, seconded by Stowell that the Administration be authorized to enter into a Contract with the Pacific Institute for the use and implementation of the Pacific Institute’s BASIC LEARNING PROGRAM, YOUTH PROGRAM AND SCHOOL SPONSORSHIP PROGRAM.

Dr. Fischer explained that Caterpillar has graciously underwritten the cost of the program for the first year. The first year will implement the Pacific Institute’s Basic Learning Program, Youth Program and School Sponsorship Program. Mr. Hinton explained that phase two financing is still to be determined. Dr. Fischer stated that the program fits well into the Strategic Plan and the District will benefit even if the second phase is not initiated.

On roll call, 7 ayes. Motion carried.

As the September 17, 2007, school board meeting minutes explain, this training was part of, or perhaps became a part of the district’s School Improvement Plans. During the part of the meeting where an update was given on these plans, Associate Superintendent Dr. Cindy Fischer had this to say:

Dr. Fischer reported that all principals have been trained in the Pacific Institute “Investment in Excellence.” The focus of that training is to change the culture in the building. Two buildings have been through the Pacific Institute “21 Keys” training and the District has made a “bold goal” that each teacher will have the opportunity to attend the 21 Keys training.

The October 1, 2007, school board meeting featured further discussion on the training:

5. GOAL 5 – CULTURE OF CUSTOMER SERVICE – CULTURE TO DRIVE INVESTMENT IN EXCELLENCE – Dr. Fischer, Dr. Hannah and Mrs. Sanfilip presented information on driving the culture of an organization to achieve excellence. The District has been working with Pacific Institute to move the style of leadership from passive/defensive or aggressive/defensive to constructive.

Let’s stop here for a second. These terms deserve a little explanation. District 150 published a flyer called “The Pacific Institute: An Overview for Peoria Public Schools” that is available from the district’s website. It explains these different styles of leadership:

A Constructive Culture

• Pursues standard of excellence
• Fosters innovation
• Reinforces personal responsibility and accountability for performance
• Open, candid discussion and decision-making
• Leadership facilitates goal accomplishment rather than manages (monitoring activities)

An Aggressive/Defensive Culture

• Inactive/Reactive
• Creates overhead
• Focus on blame
• Maintain the status quo

A Passive/Defensive Culture

• Reactive
• Hierarchical
• Critical
• Punitive
• Political
• Unrealistic

They then say that Peoria Public Schools’ current culture is an equal mix of all three types of leadership styles, but that they are striving to be completely a “Constructive Culture.” Now, back to the October 1 minutes:

The Central Administrative Team has been through leadership facilitator training to develop a mission statement and values for the District. The building principals have completed Investment in Excellence and are working on Vision and Value Building and will take part in the leadership impact survey and coaching in November. They also will take part in the 21 Keys Facilitator Training in October. Kellar, Irving and Transition to Success teachers have completed the 21 Keys program. Our BOLD GOAL is that all teachers will go through 21 Keys and Achieving Your Potential by September 2008. It is also hoped that community members, volunteers and parents have a chance to participate in the training.

Dr. Fischer stated that to achieve our goals they need from the Board the continued commitment to the vision and values and then work on moving the culture. Also, consensus and support of the Bold Goal that all teachers go through the 21 Keys and Achieving Your Potential.

Dr. Fisher stated that if organizations, businesses or people would like to donate, things needed would be – an offsite location for the training, lunches for the three day training and help with purchasing the materials. We will be using District trainers to hold down the cost.

As was earlier stated, Caterpillar paid for the first year of training, and there was uncertainty at the time as to how “phase two” would be funded. According to the PPS’ Pacific Institute flyer, which was undated, apparently at some point it was decided that no school funds would be expended on the program:

The Peoria Public School District 150 Foundation has agreed to fundraise for the training. Additional community members have and are stepping forward to donate facilities, food, snacks, and payment for curriculum.

As far as it being eastern mysticism in disguise, it might be interesting to ask the staff at St. Mark Catholic School. They adopted the training in early 2006, according to a May 5, 2006, Journal Star article:

First, [St. Mark’s] entire staff of teachers and principal went through an Investment in Excellence program in January. Last weekend, some 40 of its junior high students went home with the new realization that they are in control of their own destinies, through a Pathways to Excellence program.

The teachers will complete another seminar, 21 Steps, this summer in which they will take what they’ve learned from the first program and incorporate it into the kindergarten through eighth-grade curriculum.

The excellence programs were introduced to the school by Caterpillar Inc. employee Steve Pierz, who is on the school’s education commission. He enlisted the help of his friend and colleague Stan Budzinski and information technology supervisor Kim Utzinger, who also presented the Pathways program.

As an aside, it was interesting to me that Caterpillar’s name came up every time this training was mentioned. It appears Cat is the local evangelist for The Pacific Institute. They’re spreading the good news of positive “self-talk” to public and parochial schools alike. But I digress.

Indeed, the mission statement of The Pacific Institute doesn’t betray any eastern or New Age thinking in and of itself:

We affirm the right of all individuals to achieve their God-given potential. The application of our education empowers people to recognize their ability to choose growth, freedom and personal excellence. We commit ourselves to providing this education, all over the world, through all means that are just and appropriate.

But when you actually look at the curriculum, as Rev. Burnett has done, it does show that its methods are New-Age-ish (religious syncretism, mind over matter, etc.), and thus could undermine values that are being taught in the home, especially Christian values. From what I’ve read, it’s basically the old “power of positive thinking” repackaged; only this time their claim is that the methods are based on “the latest research from the cognitive sciences.”

Stripped of the methodology, I don’t see any problem with kids learning that they’re responsible for their own attitudes and learning. However, I see honest self-talk as much more valuable than simply positive self-talk. This may be apocryphal, but I heard once that tests showed U.S. children had some of the lowest achievement scores, but had the highest self-esteem of kids in any nation. The district needs more than positive thinking and psychotherapy to make AYP.

This whole thing leaves me with two questions. First, how much time is being spent on this training per school year, and might that time be better spent on core curriculum? Secondly, how effective can The Pacific Institute’s training be if the central administration has gone through it and is still the antithesis of a “Constructive Culture”?

Eyebrows McGee has written some sound and common sense advice for District 150. It’s advice they’ve heard many times before from many different people. That’s okay. They need to keep hearing it — relentlessly — until they start actually following it.

All in favor, say “aye.”