I was able to obtain a copy of District 150’s draft “Educational Enhancement and Budget Alignment Plan.” I discovered something. I thought that the district was planning to close Woodruff and distribute its students to Central and Richwoods. That is practically what’s going to happen, but it’s not technically what will happen. Technically, the plan calls for Woodruff and Central both to be closed, and a new school created:
Close Irving and Kingman primary schools, Lincoln middle school, Woodruff and Peoria high schools … re-draw boundaries and re-allocate entering Woodruff-Peoria high sophomore through senior year students to a merged Woodruff-Peoria high school on the existing Peoria high campus.
So the question that immediately comes to my mind is, “Why?” Why state it that way? I believe the answer is that both Central and Woodruff have been in “academic watch status,” or AWS, for five years as of 2008. Do you know what happens if they are still in AWS after six years? They go into State Intervention and Federal Restructuring, and that means some really drastic action could be taken by the state:
The Regional Superintendent removes the local school board OR the State Superintendent appoints an independent authority to operate the school or district. The State Board may dissolve the entity OR the State Superintendent may reassign pupils and reassign or remove administrative staff. Title I schools must continue to offer school choice and supplemental services. Federal restructuring options include the following: classify the school as a charter school OR replace principal and staff OR select an outside management entity OR state takeover and management.
However, if both schools are closed, then the academic warning status is moot. The AWS disappears into history along with the schools’ independent identities. A new combined school will essentially reset the clock of state accountability. A cynic might say that a plan to close and merge schools ostensibly for budgetary reasons is really just an end-run around the state’s accountability standards — and their consequences.
So, despite the protests that will take place Tuesday night before the school board meeting, I’ll bet this plan is put into action anyway. It not only helps fix budgetary shortfalls, it also obviates state action against failing schools.
Very sneaky those administrators, no wonder they get the big bucks…
Could they do that every three years so that the schools never lose any money???
CJ – The first question I asked at the committee of the whole was whether this action allowed the clock to start over in regards to NCLB mandates. Look at the graduated scale of expectations and see how realistic they are – not just here, but anywhere. Emotions aside, we need facilities realignment and improvement, a strong vocational pathway, an engaged alternative program, and a greater awareness that, unless one embraces education, they are destined for a life of hardship. Poverty may be a correlation to underperformance, but it is not an excuse. We are a community blessed with resources and we need to come together to feed the minds of our children.
Once again this BOE and Administration confirm that this is not about our children and their education, it is about protecting at any cost the D150 trough. Any board member that goes along with this can take their pro-rata share of blame to the grave as they watch the students and the City of Peoria go right down the toilet. Spangler, Gorenz, Wolfmeyer, Stoll… please do the right thing. Don’t let the Administration get away with this. There is nothing in it for you. CUT FURTHEST FROM THE KIDS FIRST! It is your moral and ethical obligation!
I agree with Jim that poverty can’t be allowed to be an excuse–but there are other factors in the “culture” of poverty that need to be overcome–mostly by adults (some in District 150 administration) who make excuses for children on the basis of poverty–they encourage these young people into believing they have too many strikes against them. I agree with C.J. that skirting NCLB might be a primary reason for closing Woodruff (and Central). And that would be very, very temporary in the scheme of things–four years isn’t that long and this new school would again be on the watch and/or warning list. I also believe that making a big Title I school (to bring more money into the district) could be another motive.
Of course, I agree with Jim that we need an engaged alternative school–that above all else.
Most of all, I believe that “haste makes waste,” and that the implementation of this new plan by next year is much too much haste and will result in waste. I want someone (board members perhaps) to add up the “cost” of all the changes the district is planning to make–cost in building and rennovating, etc., and cost in manpower, etc., to bring about the closing of these schools. Also, just how many teachers and administrators will be lost (or added) with this new plan. I don’t ask that as a concern about saving teachers’ jobs but to find out just how much will actually be saved by closing schools.
My guess–only a guess–is that the cost might be considerable, so the savings is not worth the chaos and loss of goodwill (what’s left) of the community.
Stowell:
Would you please re-read what you wrote out loud to someone in YOUR family and reply with their response? I finding it really hard to decipher any cogent message in your dribble.
Seriously, let us know what they say…
Sharon;
Nice micro-analysis, but isn’t it premature? The district HAS NOT made a case for these decisions. You’re troubleshooting after the fact.
What is the compelling reason behind the board’s policy decision, and what, exactly is the policy decision they need to make?
ed – they all said to dial it down to your comprehension level.
What the Hell is this supposed to mean? Typical bureaucrat output.
I comprehend an elected board with little clue of what they’re actually doing. I comprehend an administration filled with quite a bit of incompetence, sprinkled with a good deal of arrogance.
I comprehend a continued refusal to open and honest dialogue, as evidenced by your poor attempt to try and address any substantive issue brought forth in CJ’s post, the district’s actions of the last week, and the history of poor decision-making over the last few years.
So, how does my comprehension not reconcile with reality there, Mr. Representative Democracy-guy?
You come across as a tool, unfortunately. I may as well, but at least I can provide context and counterpoint at an eighth grade level.
Jim, there is nothing wrong with ed’s comprehension level. Please address the issue at hand. Will this, or will this not, allow District 150 to circumvent laws that are in place that OBLIGATE District 150 to perform to a minimum standard? Since our comprehension level is obviously compromised according to you and “them”, feel free to answer with a “yes” or a “no”.
Here are other options:
http://www.isbe.net/nclb/pdfs/restructuring_guidance_0106.pdf
III. Restructuring Options
Under federal and state law, each school restructuring plan developed by the district must
indicate the district is planning to undertake one or more of the following actions in the affected
school. (23 Ill. Adm. Code 1.85 (d) (1))1
1. Charter School: Reopen the school as a public charter school, consistent with Article 27A
of the School Code (105 ILCS 5/27A);
2. Staffing: Replace all or most of the school staff, which may include the principal, who are
relevant to the school’s inability to make adequate yearly progress;
3. Contracting: Enter into a contract with an entity, such as a private management company
with a demonstrated record of effectiveness, to operate the school as a public school; or
4. Other Major Restructuring: Implement any other restructuring of the school’s governance
that makes fundamental reform in:
i. Governance and management; and/or
ii. Financing and material resources; and/or
iii. Staffing.
Any other major restructuring of the school’s governance arrangement
Sample Options
• Use school consolidation processes to create a new public school or schools.
there are more listed on p4 of the document
http://www.isbe.net/nclb/pdfs/restructuring_guidance_0106.pdf
PHS did show improvement in AYP last year and I believe entered “safe harbor” status. To maintain “safe harbor” status, they also must show continued improvement this year. Assuming they maintain safe harbor status this year, then the academic achievement status of WHS will not be in alignment with PHS. One can only ponder the question, why would the district put at risk the increase in academic achievement by the PHS students by consolidating that student population with the WHS student population, that has declining student achievement? Won’t that have the effect of bringing down the academic achievement of the new school?
Could someone please explain why they have to close two schools to close one school? To be equitable, why don’t they close 3 schools to close one school and then reapportion the students from the closed school among the remaining schools in the district? It almost appears that they are trying to protect Richwoods from receiving any additional students who are not meeting AYP, even though RHS itself is not making AYP.
Diane, when schools are closed and charters surrendered, there is no more school to be on the watch or warning lists. We’ve seen this already with the Blaine and White closings.
CJ – would it be possible for you to put up a copy of the district’s document so all can read it? Thanks.
http://www.psd150.org/community/docs/Educ._Enhancement-Budget_Align._1-14-09.pdf
It was posted on the website the night of the meeting.
Prairie Celt: Your analysis is right on!
Serenity: I have a comment and a questions (for which I do not have a firm answer.
First of all, your comment seems to assume that the school closings have to do with restructuring. I don’t think that is the case–just a cost-cutting measure that, as C.J. has stated, just might skirt NCLB standards for another four years.
This is the question. Am I right about this: It is my understanding that Peoria High and Woodruff–because they are not Title I schools, are subject only to state, not federal, guidelines for restructuring. Also, I believe state requirements for restructuring are not as drastic that Manual as a Title I school was asked to follow.
Of course, merge the two schools and you will probably have a Title I school (especially, with the new boundary lines that send Von Steuben and Hines to Richwoods).
Why is there no agenda on the #150 website for tuesdays meeting? Is there no public agenda? It was to be posted friday per the website.
Also why is the Prospect property up for sale to help with the money crunch? They sold White school. Unless they still plan to move Glen Oak there.
Diane – My former English teacher was able to address my comments without trying to attack. Evidently she understood the post. The answer is more complex than a yes or no. There are several “remedies” for failure to address NCLB mandates. Change of school leadership, change of personnel, and school closure are several of the options.It isn’t a “you – them” to me. It should be a “we”. We are not going to all agree on a lot of the challenges that face the District. I’m listening to all viable ideas.
Sharon there is a difference in guidelines for Title I schools vs. non-Title I schools. Somewhere I have the brochure – will try to find it and get back to you.
Yes, Jim, I did understand your post. Your “we need facilities realignment and improvement, a strong vocational pathway, an engaged alternative program” – This part was vague in that you didn’t let us know how the closing of Woodruff and Peoria High and the creation of a new school would help. I am assuming that if we listen to the discussion at board meetings we will find out the details–long before a plan is approved.
I know that you and I don’t agree either about what was planned or what is happening at Manual (unless you’ve changed your mind), so I am begging that this new plan won’t be more of the same wishful thinking–a plan for the educational needs for the kids who actually show up, not the ones everyone wishes would show up. I was most pleased that you acknowledge the need for “an engaged alternative program”–and I hope that plan includes a separate facility–not on the site of any of the present (or future) high schools. Someone on this blog raised the question of finding teachers for such a school. If an alternative school is run right, I believe there are teachers who would want to teach in such a school–they might even have to have some extra incentives, etc. Of course, a truly alternative school would require some vocational programs and teachers.
I am wondering why the agenda hasn’t appeared yet–as of 4:25 it wasn’t there.
Right now I am leaving behind my orange and black for the blue and gold of my own 1955 graduating class from Woodruff High School.
Sharon, I am not 100% sure. Here is a statement from: notice NCLB & IL law
The No Child Left Behind Act and Illinois law require the State to measure whether our school is making
Adequate Yearly Progress (AYP). AYP is based on the percent of students that meet/exceed standards on
state tests, both as a whole and by different subgroups. Schools must also meet minimum attendance or
graduation rates. If a school does not make AYP in the same subject area for two consecutive years, it is
identified for School Improvement.
http://webprod.isbe.net/ereportcard/publicsite/getReport.aspx?year=2008&code=S4807215000024_E.pdf
I am continuing to search.
Jim,
I understood perfectly well what you were saying, having the benefit of exposure to public education and explicitly, education administration. I specifically asked you to read it to YOUR family and respond with what they said, and you responded with a nonsense, arrogant, and glib response.
Maybe that’s the way you roll in your home, I dunno. I think you need to understand you’re not necessarily among friends.
I get the impression you think i don’t understand, that it’s a bit complex. But if I wrote that I have a Type 75 and have been published in the Journal of School Business Management, would your answer had been “I’ll dumb it down for ya’ next time”?
How about this, [NOTE – SPECIFIC CHALLENGE FOR REPRESENTATIVE DEMOCARY]
if you’re so open to having folks bring ideas into fixing this problem, then at first opportunity on Tuesday be a hero and make a motion which directs the administration to begin focus groups or a facilitated charette. Coordinate with one of your board colleagues to second the motion. Have the board OPENLY discuss the merits of public input.
If you can’t answer any of the points raised in CJ’s post with anything other than “it’s more complex…”, then, how about a simple yes or no to the above?
Out.
CJ: Excellent work. I am certain that an article on this will be forthcoming from the Peoria Journal Star…..maybe sometime next week. Perhaps Mr. Stowell could videotape himself reading his response to his family and post it on You-Tube or submit it to Funniest Home Videos …….strike that…..just send the video to HOI and let them run it in place of their soon to be ended newscast.
ed – bully for you! Efforts to set a host of opportunities, venues, and mediums to solicit input has already been presented to the Board and will be shared before tomorrows meeting. The “complex” reference wasn’t directed at you, it was in response to Dianes request for a yes/no. Prairiecelt was kind enough to provide more depth to the range of options. Thank you to that individual.
Sorry – it was serenity – not prairiecelt, but they have both provided insight. Thank you, again, to both.
It’s important to come together over such important decisions. Is the district following policy regarding parental/community involvement? I would like to see the board members be independent thinkers and not rely so much on what the administrators are telling them.
http://www.psd150.org/BOE/Policies/Section8.pdf
jim,
i take that as a no.
Why? Because I asked you to do something “AT” the meeting, not to be shared “BEFORE” tomorrow’s meeting.
Amazing, simply amazing.
over.
ed – how you take it is your choice. I look forward to the public input into addressing our budget deficit and the proposal the administration has put forward. Amazingly simple, it will be done.
District 150 has an enormous task ahead. These are times that call for innovation and collaboration. It’s disheartening to see a community so terribly divided. Whatever the reasons for the division, it’s obvious that the problems facing District 150 will not be solved via the traditional methods of ‘school reform’. Further, many feel that a school district can and should be run using a traditional business formula. How bizarre; we are not making widgets. It’s not always about a ‘bottom line’.
Instead of dismissing each and every idea presented by the current administration out of hand, how about listening to the proposals? If the time and energy that has been put towards protests and demonstrations was focused on working with the ‘bad guys’ perhaps progress could be made. What is transpiring is insanity…the same thing over and over while expecting a different result.
As it is, it seems that the pervasive theme is “Us vs. Them”.
The bottom line is that drastic and dramatic changes must be made for a district such as 150 to continue to serve students. The divisiveness in this community, whether we want to acknowledge it or not, inherently includes hot button issues such as race, poverty, and privilege. These are the elephants in the room.
Stop attacking. Stop the divisiveness.
Concerned parent,
You are right. However, I think many stakeholders have lost trust in the current administration due to past actions and behavior (and some current ones). That alone creates tension. Employees, parents, and community members feel central office does not listen. Maybe the administration leads through “power” and will do whatever they want despite what is right. I just am unsure why they approach such serious decisions the way they do.
While reading several NCLB documents today I found one tactic that is suggested to use to help raise achievement, it was:
Lengthen the school day and/or school year
See what I mean. (wacky Wednesdays)
Can we see the District 150 budget? Can we see where payroll for this administration is going? $4million deficit and incompetent schools sounds like a top heavy administration, incapable of handling its responsibilities, to me.
Why is a downturn in the economy, recession or depression have anything to do with an education budget? Have we been gambling away our educational funds in the stock market?
Concerned Parent: When did the board or administration ask for cooperation or input–certainly, not with the Wacky Wednesday proposal (or the earlier one to eliminate one hour of teaching time at the primary level every day). If the community had not rallied, the vote would have been almost immediate with no intention of discussion with the community or teachers (who conveniently were on summer vacation). The board pretended to listen to the parents, etc., on the Manual restructuring committee but that was all–just pretended to listen. When was the community or principals or teachers asked for suggestions before this “overnight”–(at least, since the last board meeting) decision to close Woodruff and Central? Maybe the board had more lead time–but certainly not at any public meeting.
Perhaps dramatic changes should be made, but should those changes be decided on with only one month (must be done by March) to iron out more of the details and look at the advantages and disadvantages of such a huge decision as closing a high school. And do you think that “over the summer” is sufficient time to prepare buildings (probably making extensive rennovations, etc.) and to shuffle and rehire teachers for the “new” combined schools–especially the high school. The district’s implemention of poorly thought out ideas follow the “by the seat of the pants” method “on a wing and a prayer.”
Much of what you said is correct: need for innovation and collaboration, certainly the part about schools being more than a business, etc.
However, those of us that have listened carefully for a long time have found that we have to listen very carefully and very quickly because decisions can be made very quickly in 150–seemingly with the hope that no one was listening. Please understand I’m talking about administrative decisions–because I think the board members have to listen just as carefully and quickly because many of these decisions (in the guise of proposals) are thrown at them with hasty deadlines for approval. I hope and do believe that some of them have begun to realize that they are often rushed into making decisions.
I have lived through and, as a teacher, been asked to implement many decisions that failed because the decision-makers never want to look at worse-case scenarios.
Jim – I understood you the first time and I agree. I think the idea of school consolidation is a good one financially and it makes it even better if it allows the District to circumvent the consequences of not meeting the NCLB requirements, which are likely, impossible for the general population of these two schools to meet. I hope the added resources that result can allow the combined Central/Woodruff school to offer an enhanced vocational education curriculum to provide meaningful education to those not college bound. And as Sharon so desperately continues to request, the alternative school is sorely overdue.
I think the idea of a “new” school is a good one for purposes of morale. Similar to when the two Catholic schools combined years ago. All students should feel on a more equal footing and be less territorial because there will be changes that all students will need to adapt to as the new school year begins.
I agree with Concerned Parent. I think public input is important but at the end of the day you can’t expect different results by doing the same thing. Touch choices are going to need to be made by the Board and not everyone is going to be pleased.
The agenda finally made it on the District’s website. Edison is up for approval for a 5-year contract. Information items: purpose of high school closings. The way the item is stated implies to me, at least, that a decision has been made. It isn’t stated as I would expect, something more along the lines of Pros and Cons to be discussed.
I believe the decision must be made by February 13th or 14th according to what I read on ISBE today. I just feel this is another decision they have made and waited until the last minute to bring it to the public. They now of course have to “hurry” with the decision.
Well at least its not like when they bought the Prospect properties. They told people after they did that.
kcdad, the budget is on ISBE
Actually its on the district’s website:
http://www.psd150.org/BOE/SchoolBudget08-09.pdf
It seems, at this point, that the community will fight any and every change and administration will fight any and all input.
There is a vocal minority of squeaky wheels. The make up of this vocal minority is not lost on the community as a whole…it is not representative of the community it purports to represent. It is certain that most of those who protest have a comprehensive understanding of the enormity of the issues facing the district.
District 150 and its constituency is at an impasse and neither side seems willing to bend.
How will you bridge this impasse? With protests? Demands? Ultimatums?
It only takes four votes–so it is up to the board to listen to whomever they please. That’s just the way the systems works. The opposition will try to get their attention, etc. That’s democracy. Then those who have to implement whatever decision is made and the students will just have to make do–that’s the way it is.
Ed- Give up on Jim- as my kids would say- he is a “tool”
Receipts/Revenues
Source of Funds Amount ($) % of Total Statewide(%)
State 60,122,441 38.00 27.82
Local 75,791,464 47.90 64.92
Federal 22,416,172 14.20 7.25
Total 158,330,077
Expenditures/Disbursements
Category Amount ($) % of Total
Instruction 84,904,977 52.67
General Administration 2,760,975 1.71
Support Services 58,716,379 36.42
Others 14,826,703 9.20
Total 161,209,034
Difference (Revenue – Expense) -2,878,957
This is all I could find… this is worthless. There is 14 million unaccounted for in “Others”… 58 million in “Support services”. I meant a breakdown of where the money is going. We all know it is going…
The District’s website doesn’t provide any clearer of a picture… AND the numbers don’t match… well the income matches… just not the expenditures. The District says 33 million for support services. I don’t see Wisconsin listed… unless they are outside government or other districts…
The job of a school board is not to micro manage. Too many people fail to understand the role of a school board. It it not the same as other typical governing bodies. The school board puts in place administrators they deem fit to carry out the roles and responsibilities necessary for running a school district. Incoming school boards are left to work with administrators previously hired. School boards are not governing bodies.
What is clear is that there are community advocates who are unclear of the purpose of a school board. There is a school board present who is weary of the relentless attacks at every turn and there is an administration attempting to save a sinking ship.
One wonders how many current school board members in district 150 would seek the position knowing what they know now. The issues facing District 150 cannot possibly be new; however, the stakes have grown far too high.
How many community advocates are familiar with NCLB? Again, rather than fight, fight, fight, who in the community is working towards a solution in a non-adversarial manner? How many schools have school improvement committees? How many ‘community advocates’ have sought to participate in those committees? How many ‘community advocates’ are part of their school of interest’s parent/teacher group? How many ‘community advocates’ have spent time in a school other than their school of interest?
Picket…protest…how do these actions demonstrate a willingness to the administration to be a part of a solution? Or are these tactics a way to get one’s name/picture on the news?
Concerned Parent: I have no idea how you feel about teachers, but I think they are a partial (I say modestly) answer to your question. Some, of course–especially, some on this blog–are going to say that teachers care only about their own working conditions and their own salaries. However, teachers do work day in and day out with students and in the school environment. People who rarely get close to a school or students (and that would be the administrators) sit at desks and make decisions. Most of them have been out of the classroom for years. Do you have any idea how seldom them actually show up at a school? When they have contact with students, it’s usually with the school leaders, not the school troublemakers–and then stand (sit) at meetings and tell everyone about the successfull students in District 150 and make decisions based on only these successful students. Then there are many out there all over the country (who also have lost contact with reality) who come up with all kinds of cure-all schemes, mostly designed to make money for themselves. They sell unproven ideas to administrators, who then get hyped about theoretical ideas not proven–or ideas that worked for their creators but may not work for those who lack their own passion (I hope you can understand that concept).
District 150 hires teachers whom they will brag about as being professionals, well-qualified, etc., yet they seldom or never consult the teachers whom they themselves brag about when it is convenient for good PR. Teachers do know about NCLB. They have actually seen the test. How many administrators or board members have actually seen or better yet tried to take the test? Teachers know about the practical concerns–the most important conc erns–that administrators just don’t get because they are too far removed from students.
Then, of course, there are school board members. They are attacked on all sides. However, there are no qualifications for being a school board member. Most of them are forced to make decisions for which they have had little or no qualifying experience or educational background. One teacher made the comparison with the board of directors of Caterpillar. How well do you think Caterpillar would be run if its board of directors was chosen in the same way that educational boards are chosen? Board members consider the administrators to be experts, but in many cases they aren’t experts–some may have been really good elementary teachers, but know very little about high school teaching. They may be experts in something, but not in all the areas in which they have to make decisions.
The district has at its disposal experts in every field, experts who deal with children every day–but they are almost never asked for any input in the decision making process. And if they aren’t experts, then the district is in really big trouble because they are the only ones who have to carry out all the plans made by administrators and board members. Now tell me how does it make any sense to leave them out of the decision-making process?
I hope that no one thinks that administrators got their jobs because they were dedicated teachers. The dedicated teachers are the ones still in the classrooms–the ones who continue to go back to school to take classes related to their teaching field and do not hold a Type 75 administrative certification, sitting around waiting to get the job that really pays the big bucks (and continue to get up every morning to face some of the problems that administrators know nothing about). I guess I’ve ranted enough for one day and night. Thanks to those of you who kept listening. I’m glad we all have this opportunity that none of us had 25 years ago (or 5, for that matter) to enter into this kind of dialogue–certainly, we all are learning something that we didn’t know because C.J. is willing to put the time and energy into providing us with this opportunity.
Yes, Ms. Crews, anyone who as followed the progression of events in D150 is quite aware of your perception of the status according to you. You served your students well.
For every teacher who disagrees with the current handling of the issues of D150, there are teachers who understand the magnitude of the issues facing the district. There are teachers who understand that times are drastic. These same teachers tread a fine line between knowing that change is hard and ugly and understanding that they have kids whose parents are angry, belligerent and obtuse.
How do I feel about teachers? There is no doubt that it is teachers who will make any paradigm shift/restructuring/retooling work. It’s what they do. Teachers will adapt and acclimate. Ms. Crews, the vast majority of administrators WERE dedicated teachers. The reality is that a career educator can and will make a lot more money by LEAVING education than by continuing. I think that it’s the truly dedicated educator who remains while being vilified and hung to dry during hard times.
Every school district has at its disposal experts. And sometimes, the recommendations that are made fly in the face of what the community perceives as the right answers. The community has yet to grasp the impact of what will happen if the district continues on it’s current path.
These are impossible times for public education. Public education is under constant attack from those who perceive vouchers as an answer. There has been an drive to privatize public education and it’s almost succeeded. Despite what it’s naysayers would lead us to believe, public education works. It’s worked for more than a 100 years. Is it perfect? No. Does it need to be revitalized? Yes.
Work towards a solution. Be a part of change.
I reviewed the District plan document and I have a couple of questions. What does the term “choice placement” mean and, in theory, how will it operate?
In re-drawing the boundaries to include new areas to attend Richwoods, I wonder why boundaries for other areas north of War Memorial, such as the Knolls were not re-drawn to be included to attend Richwoods?
One of the reasons some advocates of Northmoor Edison have fought so hard to keep this school of “choice” is that it allows residents living in nice areas but within the boundaries of underperforming schools to escape. Is “choice placement” going to operate the same?
Just as Sharon is adamant that there should be an alternative school, I think Richwoods should be transformed into a highly competitive college prep school that anyone with academic qualifications that lives in the District would be able to attend. I understand from some parents that Central can barely fill its honors classes, with as few as 8 to 10 students in classes, and I am thinking Woodruff honors classes may be similarly underutilized. Consolidation of college prep programming would provide for economy of scale.
The final item of the plan on page six states under the heading “Evaluation”:
7. By Fiscal 2010-2011 enrollments begin to increase, families with choices return to the district from private/parochial/homes schools, and students/parents choose programs that meet their needs.
This is only going to happen if the District seriously ups it ante in curriculum and exclusiveness of it college prep program, along with enhancing the curriculum of some of it northern primary and middle schools.
Concerned parent: Yes, I was a bit hard on administators and board members in my last post. As for board members, because there are no qualifications–doesn’t mean they are incompetent. It simply means that they have considerable homework to prepare to make decisions that often require knowledge of school law, etc. They also have to know what has happened in 150’s past to understand the present, etc. Also, they are dependent on administrators and others to give them adequate background and sound advice, etc.
About the administrators, in the last few years some who have very little experience in the classroom have been promoted to administrative positions. They didn’t have time to become dedicated teachers. That recent trend was on my mind when I made my earlier comments. Of course, blanket statements like the one I made are certainly an invitation for disagreement. So I certainly understand your disagreement.
I do think its possible for teachers to “understand the magnitude of the problem” and to see a need for change without agreeing with District 150’s proposed solutions. I am not necessarily in favor of teachers and/or community members being part of the actual decision making–that’s why we do elect board members to do that for us, etc. However, I do think that administrators and board members should be open to hearing their opinions in the early stages. That’s my complaint with this latest decision and others–there is no “early stage” in planning; the decisions are made too hastily to be implemented with little time to work out the details. The decisions are sprung on teachers and the public with little time to react. And first reactions are always more negative until people adjust to new ideas. Frankly, right now–even though I understand the emotional ties people have to their alma maters, etc.–those loyalties should not play a part in the decision as to which high school to close. I am a Woodruff grad, but that isn’t my reason for being against closing Woodruff. I’m just not certain yet that closing a high school will be good for District 150’s future right now. I share your desire to maintain a strong public school presence in Peoria–but that has certainly eroded in the last 50 years.
Frustrated: If there were a true alternative school, it is possible that all the high schools could eventually maintain more enriched classes. What you are proposing, of course, was the original plan for District 150 (before Woodruff was built). Manual was Manual Training High School for those who were not going to college and needed to be “trained” for jobs right out of high school. Peoria High was the college prep school. With such an arrangemet, care has to be taken to be sure students aren’t pushed onto the wrong path.
As a side note, the Manual advisory committee wants to rename Manual to Manual Talent Development School. In light of the meaning of the word “manual,” the new name doesn’t make much sense. In fact, taking away the word “training” made “Manual” a very confusing name to those who didn’t know its history.
George – better to be a tool used to build than a screw that has come loose.
Concerned parent: How long have you been on the school board?
The change necessary is getting rid of the school board and district administration and going to localized control with the high school districts. Let’s put our overpaid principals to work running their schools and employees.
If even one of the school board or administration has read Paulo Freire or Frank Smith, Michael Apple or Jonathon Kozol, Henry Giroux or Allan Blloom, Maria Montessori or Thoma Gordon I will be VERRRRRRRRRRRY surprised.
I have read them. They are about learning. Perhaps the Wisconsin bureaucrats might think about being about learning someday. “Oh but it is our job to worry about budgets and revenues and expenditures”… fine… then you are no longer a part of the education process and you need to get the hell out of the way.
Frustrated, unless the district can radically improve its perceived reputation and increase student achievement by the 2010-’11 SY, item #7 is extremely optimistic – more like a pipe dream or nice fantasy, really.
Here is the reality: parents don’t want to send their children to schools they believe are failing and unsafe. Parents don’t want to send their children to schools where principals never leave the safety of their office and discipline is not administered uniformly across the board. Parents don’t want to send their children to schools where there are staff members who don’t believe all children can learn. Parents don’t want to send their children to schools with administrators who don’t listen to their concerns.
The administration and Board of District #150 appear to be living in the state of denial. Nothing will improve until they can see the situation for what it really is, or the citizens elect new board members who are not in denial and they hire a new administrative team who actually have experience fixing the problems the district faces. Until then, things are just going to get worse.