I was reading the Journal Star’s article on the school board meeting last night and ran across this statement:
Also on Monday, the School Board […] Approved the one-time transfer of approximately $6.3 million from a debt services fund to the operations and maintenance fund.
Huh? If you’ve ever questioned school budgets before, you probably have encountered an official telling you about how each fund must be kept separate. For instance, if you mention that the school district should have access to plenty of money for operations by simply selling the houses along Prospect Road that they purchased prematurely, someone will tell you that you’re mixing up capital funds with operational funds. You can’t use capital funds to pay for operational expenses.
Well, correct me if I’m wrong, but doesn’t the debt service go to pay off bonds — bonds that are sold for capital expenditures? And how does the school board get around this provision in the Illinois School Code?
All moneys on deposit in the debt service fund shall be held in trust in the debt service fund for the benefit of the holders of the Bonds, shall be applied solely for the payment of the principal of and sinking fund installment, redemption premium, if any, and interest on the Bonds, and shall not be used for any other purpose. [105 ILCS 5/1E-80, emphasis mine]
How can the school board just, all of a sudden, transfer $6.3 million from the debt services fund to the operations and maintenance fund? Apparently these funds not quite as airtight as we’ve been led to believe.
NewVoice! Triple shot vente Pumpkin Spice Latte and I am good to go! Bring it! LOL
It seems to me Diane was right… I thought Hinton basically told Paul Vallas to take a hike, so Jim, if you have other information, please feel free to post it. I’m not seeing where any advice received from Paul Vallas is being implemented in Dist. 150. But, hey, I’ve been known to be wrong….
Good information, red, regarding Chief of D150. I feel like taxpayers are being taken to the cleaners, but perhaps Chilli is paying for these services and it is to our advantage. Jim, could you shed some light on this also please.
Oops! Has Jim’s blog identity been revealed? May be time to change handles. Jim torments me often–but I allow him that privilege since I once had tormenting rights over him. I don’t always agree with Jim, but I never, never doubt his sincere desire to help the kids in District 150. I know that many on this blog won’t accept my opinion–but I believe the same is true of the other board members and Hinton and Hannah, etc. I just know Jim better than I know the others. I hope I always disagree with only their ideas–not their motivations and personalities, etc. I know that recently several of them thought I was attacking their motivations and they let me know they were offended. I do believe they often have “blinders” on–and/or we just see things very differently. I am bound to see things from a teacher point-of-view because that’s what I was–not an administrator, not a board member, not even a parent. I will continue to point out the “other side” of their arguments, decisions, etc.–but at the same time I sincerely like and respect them. I do have a “walk in their shoes” philosophy. I would be curious to see how any of us (including me) would change our points-of-view if we became board members or superintendents–it’s easy to slip into the persona of a given job, etc.
I have no idea what Jim’s blog identity is, but he is obviously reading them since he is calling people and e-mailing them. I agree with you Sharon, in other circumstances we would probably all see admin and board members in a different light. But the fact remains they are where they are because they chose to be there and I still will hold them accountable. Do I envy them or want to be in their position? Absolutely not. I believe they have taken on the task of running a school district that isn’t easy and I believe their desire to improve the district is heartfelt. Yet, I am still aghast at some of the decisions that have been made and are still being made by this admin and this board. They should be held accountable, just as they believe you should be held accountable. It is their job.
The district needs programs like this:
http://www.challengeday.org/about_us/how-we-got-started.html
Instead they are doing this:
http://www.thepacificinstitute.com/v2/
Most of the current members of central office just don’t get it. They look at you like you’re crazy when you make suggestions on what to do about the behavior in the schools that disrupt learning every day.
OK, Sharon. What do you think is the common denominator for students at Washington (or Kellar, or any other school that is graduating exception students) ?
What are those schools doing different?
KCDad: I’ve heard and read criticisms of the system before, but I have never heard a good explanation as to how educational methods and curriculum should be different at the primary school level. What miraculous and differing formula do you propose for teaching the basics? There is a kindergartener in my life–he loves school at Whittier and every day he is excited about the new things he has learned (right now sight words) and comes home to learn a little more of the same. He learns from all of the adults in his life and from his 13-year-old sister and teaches his own 3 and 2-year old siblings. I agree with you that high school teaching methods and content need to change to better prepare kids for the jobs of today, but I don’t think it matters much what we teach or how we teach at the high school level–if they don’t know the basics, they aren’t going to learn advanced material of any kind. I believe (and I think research proves) that what happens from birth to age five is the most crucial time, the time that lays the foundation for learning. And those years are almost totally out of the control of the educational system. So I still don’t understand how you can lay all the blame at the feet of the educational system.
I knew that you would jump on my Washington Gifted student example. She did go to Whittier for 1st through 4th grades–and she loved every minute of school there. But she has had the advantage of nurturing adults in her life since birth. Frankly, I don’t think that the children who haven’t had that nurturing in the first five years are the ones you use as examples–the ones who come to school excited to learn (only to have the desire to learn sucked out of them). They probably haven’t had very many learning experiences in their preschool years. And some of the experiences they have had probably have been detrimental to learning.
KCDad – “What are those schools doing different?” I can’t speak to all schools, but my children attended Washington Gifted not that long ago, and they absolutely loved it and I believe they received a fantastic education. Is every teacher there perfect — no, but most are very good at what they do. The principal at this school is a leader and continually works at improving the school and addressing student needs.
Is every student at Washington from a wealthy home — absolutely not. Most are decidedly middle class, some barely that. Of course, the common factor these children share is their ability to learn, coupled with the fact that the majority come from families that are highly involved in their development. KCDad, you see to refuse to acknowledge that all students are individuals, each with a different capacity to learn and as Sharon has pointed out, some face numerous road blocks to success, before they ever enter the public education system.
I think Washington Gifted is a great example of public education that works. It is a school that specializes in a particular type of student and is focused on meeting that select group’s needs, instead of trying to be all things to all students, a model of public education that is clearly flawed and failing. The District would be wise to think about developing more schools like this instead of pouring all its energy and resources into failing schools. Are you reading this blog Mr Stowell???
It is a shame that Sharon has to hesitate to mention a school that Peoria and the District should be proud to spread the word about. It is a sad day in society when bright children and the parents that support them have to apologize for excelling in academics. If it appears that I have a chip on my shoulder and that I am “frustrated” with the District’s inattention to those within their population that are willing and able to learn, then you are highly perceptive.
re: Washington Gifted. Some years ago when my oldest was entering the fifth grade, he was offered Washington Gifted. He was a straight student at that point and some teachers felt WG was the place to go. So, we applied and he was not accepted because they only took X amount of students a year and he was 1 too many. As a PTO President at the time, my co-President also wanted her son in WG but he was a C student. Still no problem, she knew someone at the District who knew someone else higher up the food chain. (so to speak) He was accepted. This after the fact we were told the acceptance list was full for the year. So, with the fact that a C student got in by simply name dropping, I approached this same person at the District Office and confronted them with this. My son was immediately offered a spot. Imagine that, after being told they were full, we now could send him to the great Washington Gifted School. Now my son, being only 10 years old at the time knew what was happening and how simply politics were picking some of these students declined to go and stayed at Trewyn. I was told by people that this school was not only for gifted kids, but for students of employees, like teachers, who just didn’t want their kids “mixing” at an “undesirable” school.
Now say what you will but that was my experience with WG and although I am sure it is a nice school, it was crappy the way they screwed us around until we found the loophole.
Emtronics: I don’t necessarily agree–but I think the enrollment at WG is a bit more inclusive than it was–and also when your children were in school, their home schools were not ridden with the problems of today.
Emtronics – I am sorry to hear you had this experience with WG. My children attended as recently as 2007 and it is my understanding that an independent panel of educators, not employed by the District, review student profiles and develop the selection list.
When I look at the other students selected to attend WG from my children’s primary school, there were no surprises. The students in their classes that I knew to be strong academically seemed to be all accounted for and in attendance at WG.
I also know of several District teachers, in fact one that taught at Washington, that wanted their children to attend Washington but they were not selected. It is my impression, because this is a sensitive issue, that the District tries to go out of its way to maintain a fair and impartial selection process, but no doubt, sometime thing run amuck.
“It is a school that specializes in a particular type of student and is focused on meeting that select group’s needs,”
Exactly… the kind of student that is already suited to achieve in this system. This is the same kind of student that would achieve in ANY setting.
As for you, Sharon… I have Stowell’s niece in one of my classes… tell him to behave or she gets it!
KCdad: Obviously, you can tell Jim yourself–I believe he reads just about everything we write. Someday we will find out your identity, right? Just joking! I’ve given some thought (very fleeting) to “hiding” my own identity.
Hey it wasn’t a bad experience at WG. It was exactly as I expected in the political world that is District 150 is. Maybe things have changed over the years because this happened circa 1992 and Ms. Crews maybe things weren’t has bad in those schools back then but they were bad none the less to my memory. Also, I sure would like to get in contact with Jim Stowell.