Up until now, we’ve just seen some general information on the proposed math and science academy charter school. But now the Peoria Charter School Initiative has released its “Design Framework” — a detailed, 41-page document that goes over everything from curriculum to cost:
Peoria Charter School Initiative Design Framework
Take a look at it. What do you think? I haven’t had time to thoroughly read over it, but I did note that they’re planning on longer school days (8:00-3:20) and more school days per year (200). It seems whenever anyone wants to improve education, more time spent in school is part of the solution — everywhere except in District 150’s regular schools, that is.
Just wanted to make a quick comment before I read it—
the length of the school day mentioned in this document mirrors the hours at MHS. They start school at 7:40 and end at 2:40.
Now off to read.
Yes, about the hours at Manual–and does anyone believe that lengthening the school day at Manual will lead to Manual making AYP this year or anytime soon? Also, some Manual teachers–because of an unfortunate agreement with the union–are already sitting at Manual listening to speakers (who probably have never been in a classroom or hated it when they were) tell them how to teach.
Not everyone will agree with this, but I am pleased to see so many references to a college prep environment.
Financially speaking, it was recently reported that the MST school would not pay rent for a building to be supplied by D150. That was somewhat understandable when you remember that the plan was to fund the school with only 80% of the per pupil costs incurred by D150 today. The school will also use D150 to provide for the additional special ed requirements.
However, the school now anticipates receiving 90% of the D150 average. To put that into perspective, know that in 2008, the district average was $11,383 per student. 90% of that would be $10,244. The state average is $9,907. A comparable district, in terms of size, student profile and academic achievement is Rockford, where the average is $9,370.
In other words, the school will get more than the state average, more than a comparable district like Rockford, but it won’t have to pay for special ed and it will get a facility for free. I’m not saying I’m against it – I’m just saying it ain’t cheap – and it ain’t as cheap as was initially proposed.
Also, 5 weeks ago I responded on the Peoria Charter School’s website (main page invitation) to become involved. 3 weeks later I received an email reply thanking me for my interest and letting me know that they would contact me again soon to see how we can work together. I’m still waiting.
That said, this “design framework” is better than I expected (and Sharon, though I read this very quickly, I didn’t spot any obvious spelling or grammatical errors!!).
One more thought:
To be able to start a school next year, the plan is to likely hire a charter school operator. One of the qualities they seek is a not for profit organization. I guess that would exclude Edison, unless it has a not for profit arm?
“more time spent in school is part of the solution — everywhere except in District 150’s regular schools, that is”
Tell us how to get there.
Last night was a good first step, Eyebrows.
Eyebrows: Thanks for listening to us and responding on this blog–I will visit yours more often, too. With all that’s going on, I have almost forgotten my main theme. If District 150 doesn’t establish a quality (not a dumping ground) alternative school first and foremost, all of the other plans for the high schools and middle schools will not bring any academic improvement. In fact, things will continue to get worse. Right now I believe putting 7th and 8th graders at WHS and PHS–just as they are at MHS would be a way out of part of the mess the district is in right now. Probably a middle school could be closed. Then someday if enrollment would increase because of the changes that an alternative school would bring, just maybe we would still have the high school facilities in tact for expansion.
Also, I can’t say it won’t work, but I am willing to bet that changing boundaries to send more kids to Manual will not work. West Peorians have already found alternatives to Manual–no one will entice them back to Manual, especially now that they know what restructuring has really meant. I believe that if Manual were repurposed into a vocational/alternative school that enrollment would certainly increase. At that point, there might be a good reason to close another high school or maybe enrollment would go up because the other three high schools might start to bring people back into 150.
Jon: I don’t expect to find errors in this document–iI doubt that it was written by 150 personnel. I’ve just read through some of it. People can really get off on writing all this idealistic stuff. It all sounds so good on paper.
Sharon – If your good friend wasn’t passed over for a job as a teacher at Manual, would you be giving Dr. Kherat, whom you previously supported, a chance to succeed?
As a matter of fact, Jeff just stopped by and wanted to write his own response (which he will do later), but he was just dropping kids off and had to be on his way. However, he gave me permission to quote him. First of all, Jeff is my good friend but not my only Manual friend who was passed over–all of whom are now quite happy in their new positions. First of all, my own feelings from the beginning were that I believed Sharon was going to be in over her head–that being a very successful primary school principal with a school whose good reputation preceded her was not preparation for all the problems at Manual. Jeff vacillated from day one as to whether or not to apply at Manual. He finally decided to go ahead and see what would happen—he knew, as all Manual teachers knew, that they would get jobs in the district, so there was no risk. If “Just Asking” happens to be Jim Stowell—which is my gut feeling but my “second guessing” has failed me before 🙂 –then he knows that Jeff stood up at board meetings early on (when he was already at Peoria High) in support of Sharon, especially after she gave her one and only honest speech before the board when she surprised everyone by her candor about the problems at Manual. I believed then and believe now that she would never have or take that opportunity again—that those who chose her for the job would never allow her such public (or even private) honesty again. As Jeff just said and told me I could quote him, when Sharon decided to “cover up” the problems at Manual and to make outrageous statements about how wonderful things are at Manual, he could no longer support her. We had already lived through one administration that refused to acknowledge the problems at Manual—already had seen the end result of ignoring problems—had already been blamed for not raising AYP scores. As he also said, if he had stayed at Manual and, if things had gone as they have, he would have done everything in his power to organize a “no-confidence” vote. However, Sharon chose a faculty of mostly first-year teachers (at least, in District 150), so none of them would have had the courage to speak the truth about Manual. Sharon already knew Jeff (and liked him), but I’m sure she knew that he would not have kept silent. I would have been very surprised if she had chosen him. I’m not sure how long it will take 150 to admit that all their plans at Manual are to no avail—that the only measuring stick for Manual’s success is, unfortunately, the NCLB test—and that the AYP at Manual will not improve. Hershel Hannah or someone in a similar position will in five years say about the new faculty and administration as he did about the old, “They had their chance.” By the way, I certainly do not blame the new Manual teachers for Manual’s continued failures—if asked, I would support them to the hilt. I sincerely wish that Sharon were still at Whittier and that I could visit with her and tell her (as I once did regularly) about the problems at Manual. I am very sorry that I no longer can support Sharon. At least, next year she will have to give up her favorite saying that we heard over and over again, “It’s no longer business as usual at Manual.”
Sharon: I appreciate your honesty. Jeff’s honesty too. I believe that that is what our community really wants — honesty — no smoke and mirrors — no whitewashing — our community wants the truth.
I believed then and believe now that she would never have or take that opportunity again—that those who chose her for the job would never allow her such public (or even private) honesty again.
… “cover up” the problems at Manual and to make outrageous statements about how wonderful things are at Manual, he could no longer support her.
… We had already lived through one administration that refused to acknowledge the problems at Manual—already had seen the end result of ignoring problems—had already been blamed for not raising AYP scores.
… everything in his power to organize a “no-confidence” vote.
… he would not have kept silent.
Again, thank you for being courageous enough to write the truth.
I noticed that the school will occupy some other space during the first year. And they will then occupy a school that has state-of-the-art science classroom/labs. Who will be installing these state-or-the-art facilities in the rent-free school?
About the real topic–the charter school: Remember the district (last week) lost its $2 million benefit for authorizing a charter school. So what is the gain for 150?
Also, thanks, Karrie. I believe that honesty and facing problems head on are the only ways to solve problems–a novel approach. Maybe administrators just have too much at stake. Teachers are so used to being blamed that admitting to problems is not that hard.
Sharon-
“I believe that honesty and facing problems head on are the only ways to solve problems–a novel approach. Maybe administrators just have too much at stake”
I know of at least one administrator that was sent packing when she used this approach.
Keith: How true and how unfortunate. A Manual grad (now in college) whose sister is still at Manual just stopped by and added to my list of horror stories from Manual. Things were so disorganized this year that her sister had one hour with no class, so she just roamed the halls. There are kids who were extremely loyal and happy at Manual–they will finish at Manual because they don’t want the hassle of starting a new school for their senior year, but their siblings will not go to Manual. Ask the juniors and seniors how they felt about losing teachers like Jeff Adkins-Dutro–how much they hated walking into the school last year and seeing very, very few familiar teachers’ faces in the halls and in their classrooms. I was just told that the classes are chaotic because of Sharon’s change of putting special ed kids in with basic students–and then labeling classes as enriched. From the FOIA I did, 96 out of 140 sophomores suddenly became “enriched.” Kids feel cheated, but they are smart enough to know that the new teachers aren’t to blame–that the administrators have told teachers that their work is too hard–to make it easier, etc. The band director was micro-managed by Sharon, who canceled concerts, etc. Kids who had been in band for two years quit band. If I’m not mistaken, the band director is leaving and, for the first time in its history, Manual may have no band this coming year. Sharon already did away with orchestra last year. 150 just stands by and watches the total destruction of a school. Actually, they don’t stand by–just two board meetings ago, they took turns teling about the wonderful things that are happening at Manual.
I heard from a substitute teacher today who told me about the following situation. Apparently a Biology teacher quit so there was a “rolling sub” in the classroom. Someone else assigned to the class was reviewing the answers for the test the next day. They were spoonfeeding the actual answers to the test. (That is one way to improve grades). While this was going on, two students in the back of the class were rolling dice and had money on the floor. Apparently they were gambling during class. This sub attempted to take the students to the office but they ran off.
Keith: Was that at Manual or another school–Heaven forbid that there would be two. My info was in error–Manual has hired a new band teacher–not sure what happened to the first, but that band will probably be an early bird class which may or may not keep kids from wanting to be in band. Also, it was probably more Taunya than Sharon who micromanaged the band.
It was at Manual
Herman Blume: You guys have it real easy. I never had it like this where I grew up. But I send my kids here because the fact is you go to one of the best schools in the country: Rushmore. Now, for some of you it doesn’t matter. You were born rich and you’re going to stay rich. But here’s my advice to the rest of you: Take dead aim on the rich boys. Get them in the crosshairs and take them down. Just remember, they can buy anything but they can’t buy backbone. Don’t let them forget it. Thank you.
Just a few questions:
75 students per grade it appears… is that 15 per class or 25?
they are devoting as much time to science and social studies as time between classes… 225 minutes per week.
What are 21st century literacy skills? “The Language Arts curriculum will utilize theme-based structure which will focus on both traditional language arts and on 21st century literacy skills.”
1 hour required computer technology plus one “mandatory” elective computer tech class…. isn’t that 2 required courses?
This line just baffles me: “1 credit is 225 minutes of instruction per week, total of 150 hours in a year.”
So why is Math 4 credits (450 minutes per week)
and English is 5 credits (450 minutes per week as a part of Language Arts-I presume) and World Languages is 2 credits?
Science (225 minutes) is 4 credits and Social Studies (225 minutes) is 3?
How many teachers the first year for 225 kids and 7 class periods?
(if 7, that is 32 students per teacher… if there are 15 or 25 students per class there will need to be at least twice as many teachers… remember in the first year there are three grades / 225 students /7 class periods…
Who exactly is PCSI and why are we thinking they know anything to do with education? Oh, they are business people… and they mean business, right?
(Don’t even begin with Cindy Fisher… )
Kcdad: Thanks for the analysis. I believe you have proven they know nothing about education–or math!
I ordered it… it certainly has good reviews. The introduction is compelling.
kcdad/Sharon – I believe you are misreading the information. In your analysis, you are mixing the minutes of instruction quoted for the MIDDLE SCHOOL program but comparing that to the stated graduation requirements for the HIGH SCHOOL program.
To help explain the line that baffled you: 225 minutes per week is 3.75 hours per week. There are 200 instructional days, or 40 weeks. 3.75 per week X 40 weeks equals 150 hours in a year of instructional time for a 1 credit course.
As I’ve stated before, I should stay out of all discussions involving numbers–I was just trusting Kcdad.
I thought there was only ONE program 5-12. Forgive my misunderstanding. So any talk about the high school program won’t take effect for 3 more years…?
So 4 x 1 year math and science classes, 4 x 1 1/4 years of English, 3 years of Social Studies (History, Sociology, Psychology, Economics, Political Science, Philosophy), 2 years of foreign language, 1 year each of PE, Art, Computer (with one more year mandatory), 1 year in college pathways????, 1 other elective each year… only 2 if someone actually wants 4 years of a foreign language for college.
I gotta tell ya, squeezing all those Social Science disciplines into 3 years is going to be tough. But then again… we wouldn’t want our next generation to understand anything about world or US history, economics, politics, philosophy, psych or soci would we?
They need a job. That’s all they need to know.
Did you want to address any of the other anomalies I brought up?
Keep trusting Sharon.
Kcdad: Did you forget a comma or are you tellling the readers to trust me? 🙂 I definitely agree that this charter school is going to cheat kids in the social studies area. I’ll be curious to see what literature they will be covering–or if literature has any role in 21st century literacy. I have these same quesions about the new Manual curricula. How much will be lost by condensing year courses into semester cources? 150 seems to believe that 90-minute classes for one semester provides the same amount of time as 60-minute classes for a year. They are so wrong. Manual teachers were not consulted, so they are now trying to figure out what material can be eliminated. I hope 150 breaks precedence and consults teachers at the end of the year to see how this new time schedule is working in reality–not just on paper.
I should let it go, but I need to correct my grammatical error: “90-minute classes for one semester provide (not provides).
Unless you mean that the unit of 90 minute classes… rather than the separate idea of many classes each of ninety minutes… you know what’s cool about English… if it sounds right, it usually is.
I did forget the comma, I shouldn’t exhort people to trust you, just love you.
In other words, “90 minutes classes” can be considered a single concept and therefor treated singularly in regards to the verb.
Kcdad: Yes, I did consider whether or not “classes” could be considered a singular noun in this case–thus, forgiving myself of the grammatical error. Of course, I totally disagree that if it sounds right, it usually is. And I’d rather be loved than trusted any day.
“Did you want to address any of the other anomalies I brought up?”
Let’s start with the math:
“75 students per grade it appears… is that 15 per class or 25?” The document is not detailed enough to definitively discern that info. Why do you think it is one or the other, and not something in between? For example, you could have 10 FT teachers for 225 students, or an average of 22.5. Of course to do that, some of those teachers would have to teach students in multiple grades.
“How many teachers the first year for 225 kids and 7 class periods?” Again, why do you believe there are only 7 class periods? The classes periods appear to be 45 minutes. School hours are 7 hours and 20 min. Let’s assume there were 9 class periods. That would be 6 hours and 45 min, leaving 35 minutes for lunch, for example.
I’ll give you credit that a “mandatory elective” is an oxymoron. And while it states there will be two mandatory computer tech classes, from reading the examples of elective classes, I suspect they meant to say that the “mandatory elective” is computer networking, not tech.
It seems to me the other anomaly you bring up is that there is a heavier emphasis on math and science. I wonder why they would do that?
Remember that this is a choice school. If a parent or student wants more math and science than the current programs, then they choose to go to a math and science school. No one in the district forces them to go to this school. Alternatively, if you choose to have more fine arts, your child can go to Roosevelt Magnet (up till a point). If you like the current curriculum, you can go to the 3 or 4 “standard” high schools.
It’s been a while since I taught middle-school aged students, but is 45 minutes the standard length of classes? I realize this is a “choice” school, but I question specializing at this level. Specializing at this level indicates that the parents will be choosing their children’s career pathway? Actually, it is Caterpillar and other businesses who desire to steer the workforce in their direction. (Kcdad, this time I believe 45 minutes does take the singular verb “is”).
45 minutes… can you even take attendance for the state in that time?
7 hours and 20 min
Wow… how convenient to a parent’s work schedule. Is that what it is now in 150? No wonder kids hate school so much… it’s just like work.
if you have 10 teachers for 225 students and average 22.5 in a class, your teachers would have no breaks, no prep periods, no time away from the students at all… more likely you would 12 teachers for 225 students with a 22.5 student to teacher ratio. (Because two teachers are always on break.)
Kcdad: In this non-union school, do you think there’s a chance that teachers won’t get a break? I agree about the 45-minute classes and about the time needed to take attendance for the state. I don’t remember how long my breaks were when I worked at Cateripillar–that will probably be the standard for breaks at the charter school. Everything will be from their point of rerference. 🙂
7 hours and 20 minutes while at school.
35 minutes is lunch – same for the teachers. Therefore, the teachers are teaching 6 hours and 45 minutes. That leaves an hour and 15 minutes for each day (before or after the 8 – 3:20 instructional period) for breaks and prep periods to match a 40 hour work week. Granted, many teachers already work more than 40 hours a week – my wife being one, for example.
Let’s assume each teacher was required to be at school 40 hours a week (not including lunch). That could look like being at at the school from 7:30 – 4, with a 1/2 hour for lunch.
Now there are 180 instructional days in a year in this plan. Like most teachers, my wife works a lot more than that.
Let’s assume a “typical” job has 5 days/wk, 52 weeks a year (260 days), less 10 holidays and 20 days vacation/personal time. In other words, 230 actual work days.
To be on the same playing ground, the teacher has to work 50 more days during the year than there are instructional days (230 – 180). Some of that will come before school starts each year, much for longer days during the school year, weekends, etc. The point is, that’s 50 days or 400 hours a year, just to be on the same playing field as the “typical” full time job.
And the starting salary is $45k, with bonus potential.
Do we really need to be arguing about how many breaks and how often and whether it’s 10 teachers for 225 students or 12?
Jon: Let’s look at it this way. How many hours of preparation (grading papers, preparing lesson plans, etc.) would you estimate per class hour with students? By the way, have you seen the “documents” called lesson plans that are required of teachers nowadays? Also, consider the extra time required for posting grades as required by Skyward now. Also, consider that the hours spent with students are hours spent with the students–no time for restroom breaks, etc. It used to be worse when teachers had to walk to the nearest teachers’ restroom to use the phone to make necessary personal calls or even to call parents–also, an added task expected of teachers. At least, I assume they are allowed to use their cell phones–but not during class time. I’ve always wondered why it is assumed that college professors should work fewer hours in the classroom than do teachers K through 12th. College professors aren’t even expected to maintain interesting bulletin boards. Jon, your last statement seems to imply that class size doesn’t matter either. Besides the problems that occur during class time with larger classes, each student increases the “take home” workload for the teacher. There is definitely a difference in time required to grade papers for a class of 30 as opposed to a class of 20.
I’ve lost track–is $45k the starting salary in 150? Or is it the proposed salary for the charter school? The charter school may start high. Will the charter school have any kind of salary schedule or will merit pay be the order of the day?
Sharon, of course I care about class size, but do you really think the proposal is for an average class size of 30?
Let’s assume it is 20. Let’s further assume that there are 9 class periods with each teacher getting one for prep. In year 1, with 225 students the personnel costs are projected to be 990k (and that does NOT include admin, which is a separate item – I do assume the personnel costs to be teachers – they increase proportionately when students are added – admin does not). That means we are paying about $4,400 in teacher costs for every student. If each teacher has 20 students, the total comp (salary plus benefits) is $88k. But, since you would teach 8 of 9 class periods, the total would be reduced to $78k on average per teacher. I would guess the base average salary in such a case would be closer to $60k, with $6k going to the pension and $12k for the benefits package.
So, do you think we can find enough teachers willing to make an average salary of $60k to teach an average of 20 students for an average of 6 hours of instruction per day for 180 days of the year, knowing full well that there will be extra time necessary to adequately do the job? I think so.
My real point is that we are delving into minutia that none of us know the answer to yet.
But to answer your initial question, let’s assume those 6 hours of instruction require 4 hours of extra time per day. 10 hours/day for 200 days (180 instructional plus 20 extra) = 2000 hours. Divide that by $60k and you get $30/hr for every single hour worked.
There are a lot of assumptions in your vision of this project. I think some of us would like the assumptions either confirmed or refuted. I, for one, would refuse to put in 8 hours at a school setting. I am a teacher, but an adult human being first.. I want to be able to go out for lunch if I so choose, I want time between classes to prepare, and I want to know how many students I am expected to teach… there isn’t ENOUGH money to get me to get in some regimented, prison like school setting… 45 minutes, 5 minutes between classes and 45 minutes again… NOTHING (see the results we have been getting) can be learned in that time period.
Here is an example of the problem… in my college class today, a lecture on Religion in Sociology, I asked my class of 30 students if anyone had read the chapter assigned. NO ONE had read it. So I packed up my stuff and started to leave class. I told them I wasn’t there to pour information down their throats, and if they didn’t want to participate in the learning process, neither would I. Several of the students spoke up and said they didn’t learn anything by reading the text and they learned more by listening to me and participating in class discussions. THIS is what w are turning our students into… they aren’t learners, they are temporary repositories of information from the teacher until test time is over.
“But to answer your initial question, let’s assume those 6 hours of instruction require 4 hours of extra time per day. 10 hours/day for 200 days (180 instructional plus 20 extra) = 2000 hours. Divide that by $60k and you get $30/hr for every single hour worked.”
Let me guess… you are a business man. How come business people are so good at counting money, but nothing else seems to count?
Forget about money for a minute. How many hours do you expect teachers to spend on school work every night–at the expense of time with their own families? Four hours a night–that is close to how much time I spent (not to mention weekends), but I didn’t have to meet the demands of a family. In fact, I didn’t realize until retirement that I didn’t have a life. No, not true–teaching was my life.
Also, who says the teachers at the charter school are going to have benefits? I’ve asked the question–but have not received an answer–about retirement. There was much talk originally about Bradley professors moonlighting (or daylighting) at the charter school. How many of these teachers will be part-time and receive no benefits at all?
I’d like to see this hourly breakdown of salaries for other salaried professionals. In the end, none of this matters to the parents who will be sending their kids to the charter school. Also, in the economy I have no doubt that the charter school will find teachers. However, remember the new Illinois law states (I believe) that 70% have to be certified teachers. When you say $4,400 per student for teacher cost–don’t we have to throw in the cost of secretaries, custodians, counselors, etc.
kcdad,
what is a “business man” and why do you say “How come business people are so good at counting money, but nothing else seems to count?” Would your statement be decried if you inserted “black” for “business”? Or try “Polish”, or “rich”. Is it thus OK to make seemingly negative generalizations about some groups of people and not others? For the record, I am neither of those.
Why do you not practice the open-mindedness you seem to teach your students? Why do you say you want your students to think for themselves, but then tell Sharon to “trust” you.
You sound as if you like the college profession, though I imagine I offend you in some way when I am trying to be nice with that one. I don’t doubt that you would not want to be a teacher in this school, nor would you likely want to be a mechanic, or store salesman, or any other profession that might require you to be in one place for 8 hours a day. That’s your choice. It all comes back to choice. For you, for me, and with this school, a little more choice for our children.
Sharon, here is what is stated in the document:
Personnel
1 Since school days will be longer as will school years, Teacher’s salaries will start
at $45,000 per year.
2 Additionally, an average bonus of 10% is assumed for each employee
3 MSTCS will pick up 80% of the health, vision, and dental premiums and 100% of
the life and long term disability. It is assumed that the cost of health benefits will
increase 15% every year. It is also assumed that 60% of the MSTCS staff will
have families and 40% will be singles.
4 9.5% of salaries will be paid into Illinois State Teachers Retirement System by
MSTCS.
As I said before, as to secretaries, custodians, etc., there are separate line items in the budget for those
“45 minutes, 5 minutes between classes and 45 minutes again… NOTHING (see the results we have been getting) can be learned in that time period.”
I respectfully disagree. People can learn in 45 minutes. It all depends on the circumstances.
I taught American Government two years ago. I had 45 minutes three times each week. I taught the equivalent of a high school class to eighth graders. After one year, they had all learned the contents of both the US and IL Constitutions, as well as a great deal about current events.
Would my methods work at Manual? With 98% certainty, I can say they would not.
It was a small, private school, where the headmaster administered real discipline, including suspensions and expulsions (when necessary). All the parents were teachers in the school. I could also count on the parent’s support to resolve the situation. Finally, mutual respect (student-student, student-teacher, teacher-student) was taught and reinforced
Those individuals who were involved in the school were completely committed to the excellence of the students in it. Therefore, much was required of both the teachers and the students.
How does this NOT equate to Manual? Think about how long each of these statements has been going on:
* the students of the south end have been told “Your grade school is just not that important to keep open” and “We know you’re just getting used to your school, but we’re closing this one too because schools north of 150 need more money”
* the city of Peoria told the people of the south end “We have too many needs in other parts of the city (such as museums, hotels, and new developments in the northwest part of town) to justify sidewalks, new roads and other improved infrastructure where you live.”
* the teachers at Manual (and at other D150 schools, for that matter) have been told that they won’t be supported by the administration if they try to discipline or punish students
* our society has promoted the message that children are inconveniences
* generations have been told that “self-esteem” is infinitely more important than “respecting others”, everyone is “entitled” to what they want, and bad outcomes are always someone else’s fault
SO… you take kids who have grown up listening to these messages and who don’t see any value in education and throw them into a jr/sr high academy with a bunch of new teachers. Then you tell the teachers that you expect them to meet AYP.
And the administration wonders why it’s not a success?
And kcdad:
I completely support your decision to walk out on the class that wasn’t prepared. I have gotten after my own kids when they didn’t complete their assignments in time. It’s just a sign of respect to the teacher that students complete the work that’s been assigned to them, whether or not they “got anything out of it.”
Jon? Are you an kidding? “Black” and “Businessman” interchangeable? Businessmen count money… bottom lines… profits… that is their religion, their raison d’être. What has it to do with race, ethnicity or… what was the other? Oh yeah, wealth. At least you got one correct. I’d pass you just for putting in the effort.
“average bonus”??? for what? to maintain the illusion of being non-profit?
“9.5% of salaries will be paid into Illinois State Teachers Retirement System by
MSTCS.” HOLY payola batman!!!! Is that 9.5 % of the $45,000 or in addition to?
Martha: “they had all learned the contents of both the US and IL Constitutions”
Yes, you are probably right. I think I could get 8th graders to memorize pretty much anything in that amount of time. It is NOT enough time, however, to do any critical analysis, discussion or question and answers about a topic.
We didn’t do as much Q/A or analysis as other classes did — ones that met every day — but it also wasn’t all lecture. They were required to do oral presentations on current events every other week, and the other students were encouraged to ask questions (and if they didn’t, I DID). I posed open questions almost every day about what was going on in the news (to see who was paying attention) and asked how it was relevant to what we were studying. I’d ask questions about the readings (ones from the text and extra materials). I did as much as the students could handle. I didn’t teach my class like any of the other teachers taught theirs, so it took them a little while to get used to my methods.
Note: I said a small school. I had five students. It was a school that was committed to individualized attention.
Jon: I hadn’t taken the time to look over the grammatical errors–couldn’t resist. These are the errors I found on just pages 2 and 3:education,
Page 2
the imperative for the U.S. is to increase its capacity for
economic, scientific, and technology innovation.
Not parallel: educational, economic, scientific, and technological innovation
Based on these recommendations, the District 150 Board of Education convened a
group of community leaders, school administrators and parents in 2008 to evaluate
bringing a charter school to Peoria.
Dangling modifier: The District 150 Board of Education is not based on these recommendations. The sentence should possibly read:
Based on these recommendations, a proposal to bring a charter school to Peoria was submitted by a group of community leaders…..
Please note: the charter school is not yet officially named and for convenience purposes will be referred to throughout this document as MSTCS.
Convenience cannot modify purposes.
Should be: for purposes of convenience
They will be skillready (not a word)
for post-secondary education and to meet the workforce needs of a global
economy. MSTCS will be located in the City of Peoria and will serve any child within the
Page 3
District 150 boundaries regardless of their academic or socio-economic background. Comma needed – boundaries, regardless
MSTCS will use a standards-based, college-preparatory curriculum that focuses on
mathematics and language arts at middle school level and math, science, and
technology at the high school level.
Confusing: Should be ….language arts at the middle school level and on math……
High school graduation requirements will exceed the traditional public school in Illinois
Requirements do not exceed the traditional public school
Should read: High school graduation requirements will exceed those of the traditional public school….
so that each teacher can customize their instruction according
Singular vs Plural error: Should read – teacher can customize his/her instruction or
Teachers can customize their instruction
It is important to personalize education and relationships between teachers and
students.
Meant for humor only: In this day and age, do we really want to personalize relationships between teachers and students? Sounds like a Jay Leno joke.
By extending the school day, week, and year, students will have more time in the classroom to acquire the academic knowledge and skills that will prepare them for the nation’s best colleges and the world beyond.
Students did not extend the school day, week, and year
Should read: By extending the school day……., the school will provide the students….
Humor only: The world beyond – would that be the hereafter?
parents, and the larger community prior to enrollment and throughout each student’s
educational experience.
“I had five students.” WOW. (Actually out of my class of 30, I may actually have 5 students)