Peoria Public Schools

Martha Ross’s suggestions for District 150

100 Comments

Peoria Public Schools Board of Education member Martha Ross sent the following memo to Superintendent Ken Hinton and the other members of the board. I’m reprinting it here (with permission) for your information and comment:

Over the years I’ve served on the District 150 Board, when considering a vote, I have tried to make informed and sound decisions on all issues relating to the education and welfare of our children. What’s always foremost in my mind is that we hold the key to the future in how we treat, prepare and educate our students. I am of the belief that we pay now and use whatever resources we have to educate our students right or we pay later when we turn them out into the world unprepared to become productive citizens. I do realize that we cannot save all that come through our doors, but I feel that we are too quick to label, discard, discount, and or not give serious thought to what’s in their best interest.

My opinions are not intended to imply that any of you do not care and or are not interested in the children’s education, it is merely to voice my concerns, share my observations and offer my suggestions. That said, it is my opinion that some of the suggestions for “cutting” the budget bear a lot more thought to be able to avoid damaging the education and safety of our students.

The way I see it is that the following facts are apparent:

  1. We have far fewer students than we had 10 years ago
  2. We have far more staff than we had 10 years ago
  3. We need to balance our budget using sound strategies that can be duplicated
  4. We need to decrease this year’s proposed budget according to the financial information we have received
  5. We need to make those decreases without risking the quality of education and or the safety of the students
  6. We should value our staff, students, parents and community stakeholders

That said, I would like to offer some suggestions that have come from taking the time to think about this situation as well as listening to my community:

  1. Immediately affect a complete moratorium on all hiring, and freeze wages. It will soon be time for the March mid-year increases and this would protect the district from that additional outlay for salaries.

  2. Immediate and complete moratorium on all travel – except that paid for 100% by grants.

  3. Really close Blaine, place the property on the market and move those staff members back to the DLC. That makes more sense from a long-term cost savings standpoint.

  4. Keep all four high school sites but change the configuration to schools-within-schools

  5. Proposed vocational program could be located within Woodruff as a school-within-a-school.

  6. Current Fine Arts program could remain at Peoria High as a school-within-a-school.

  7. Since it’s been implied that Peoria High can accommodate a lot more students, leave the current 9th grade academy as a school-within-a-school.

  8. Create a 9th grade academy at Woodruff and Richwoods as a school-within-a-school with the separations needed to promote this concept.

  9. Create the “small” high school concept for the 10 through 12 in all four schools.

  10. Seek to qualify PHS and Woodruff as Title I schools to position them to receive more funded monies noted in President Obama’s economic stimulus proposal.

  11. Decrease transportation expenses by developing a plan to establish k-8 neighborhood schools so that most children can walk.

  12. List for sale or auction, real estate currently held by the district in inventory, including but not limited to the following parcels:
    • Riverfront (if any is left)
    • Prospect Road Property
    • Blaine Sumner Campus
    • Harrison – old campus and building site parcels
    • Irving campus (Future)
    • Kingman campus (Future)
    • Washington Gifted campus (to be explained later)

    This would also result in a cost savings in insurance premium expense and any custodial/maintenance and utilities expenses – if any – incurred by these sites. Additionally, the sale of these parcels would return them to the tax rolls and create a revenue-enhancing opportunity to the district for an increase in EAV.

  13. Look at savings related to the loss of the Medicaid Contract

  14. Close Washington Gifted, returning the kids (and their test scores) to their home schools. Offer a gifted component at each neighborhood school as Mr. Hinton mentioned will be included in the new Harrison model. Cost to run Washington Gifted is $1.325M. District no longer receives separate funds to operate the program — all costs now accrue to Ed Fund.

  15. The anticipated cost savings of a Peoria High/Woodruff merger are primarily derived from having larger classes (and hence fewer teachers). These savings can be achieved right now, in the current high schools without the disruption of these two schools which are located in the heart of the neighborhoods. Moreover, I am not suggesting that we do this in absence of a plan that includes working closely with the union groups, decreasing staff through attrition whenever possible and offering incentives.

  16. Right sizing is going to require time and planning so that we do it right the first time.

  17. The citizens of the Woodruff community and other supporters have expressed their willingness to pitch in to help us.

    Finally, perhaps we should take advantage of the benefit of the HB0217 that is an act that amends the property tax code to allow a certain area to be named a special service area.

  18. 35 ILCS 200/27-60 provides that the corporate authorities for a municipality that establishes a special services area may petition the circuit court to make the Woodruff community a special service area. This could bring in the immediate revenue needed to provide the time needed to address the right sizing of the District as well as time to develop a sustainable plan for District 150’s future health.

This plan makes a lot of sense. Of the plans I’ve heard so far to fix District 150’s budget woes, I like this one the best. It’s worth some serious consideration. I especially like items 1, 2, 3, 11, and 12 because they deal directly with many of the issues on which District 150 has received the most criticism.

100 thoughts on “Martha Ross’s suggestions for District 150”

  1. I’ve been usually disappointed with Mrs. Ross, who has become better known for her failure to vote on hot-button issues and for her excessive playing of the race card, than for her positive contributions to the D150 Board. However, her suggestions mostly seem well-thought out and reasonable. While I don’t agree with closing Washington Gifted School (one of the district’s bright spots), most of the others seem like they will save money without detracting from the District’s main mission- educating young people. I’m hoping to see more of this kind of thinking from board members; who seem like decent folks, but have failed to challenge the administration in the past.

  2. I don’t see the word “consultants” mentioned anywhere in this plan. Is she advocating freezing employees wages but keeping expensive consultants? In my opinion, the consultants need to go now.

  3. At first glance only–I, too, like this plan. Most of all, it proves that Martha has indeed been listening to all that she has heard from teachers, the public, etc., in the last few weeks. While I understand Martha’s reasons for wanting to close Washington Gifted, I am not sure that now is the time to consider closing it. Much improvement will need to be made to the home schools before I would spring this on the parents of potential students for Washington Gifted.

  4. Second glance: Martha has always been a proponent for an alternative school. I’m curious as to why she left it out–at least, I don’t think that the vocational component that she mentions is a good substitute for a bona fide alternative school. Of course, I would definitely want the alternative school to be added to Martha’s list–and specific suggestions about consultants and top-heavy administration. However, still a good plan.

  6. “My opinions are not intended to imply that any of you do not care and or are not interested in the children’s education…”

    Well if you won’t say it Martha, I will.

    Quit trying to justify and save your phony baloney jobs and do what is right!

  7. Our education system (not just 150) has been short-changing gifted students for a very long time. Now the gifted school is targeted for closure? Wake up and smell the poop, people, it’s our gifted kids who are going to be the next Bill Gates; the next Thomas Edison, etc. What are we doing to help these kids reach their potential? You close the gifted school and those with the money go to private school, and those who don’t have the money they… oh, who cares about them???

  8. A LARGE number of the children at Washington Gifted are the children of District 150 and Bradley University teachers.

    The critierion for attending Washington Gifted depends on who you are and your parent’s potential for gifts (monetary or otherwise).

  9. Emerge: You might well be right–and 20 years ago I would have agreed with you. However, many of the parents of Washington Gifted students are the ones who will definitely opt (and be financially able to) for private schools. The district just can’t afford to lose these families right now. The Edison families would be a better “risk” for staying in the district if Edison ceased to exist. Like it or not–if you have a 150 teachers’ directory handy–you would figure out that most teachers, administrators, etc., with families already live in areas areas around Peoria, not in Peoria.

    Also, I’m not certain I like the idea of two more Title I high schools. I understand Martha’s financial motivation, but not sure about adding the stigma of Title I to two more high schools. How close are PHS and WHS to having Title I status right now?

  10. Like Sharon, upon first glance, Martha’s plan seems to have taken into consideration the people of Peoria and the neighborhoods as well as what is best for the students. It seems more about right-sizing and looking at current research for school size (particularly at the high school level) than making “quick-fix” decisions based on possible (probable) faulty and seriously flawed financial data from the treasurer and superintendent and a 10-year-old recommendation from an outside consultant.

    I do have a question about the Title 1 funding. I have been told that if additional high schools are named Title 1, it will not increase the total dollars allocated to the district, but that those schools would then be able to access some of the Title 1 monies currently all going to Manual and future money from the stimulus plan. Peoria would not necessarily get more Title 1 funds. If so, that would not be a net financial benefit to the district, because although WHS and PHS could use Title 1 money, the district would have to allocate more dollars to Manual to make up for what they would give up. Add that to the additional constraints associated with Title 1 and that part of the proposal may not be beneficial.

    I also would like to add a component that calls for abolition of outside consultants, except in EXTREMELY limited circumstances and only if totally externally funded (grants, etc.) and with definite start and end dates. I would like to see a justification for every central administrative position, including assistants, associates, specialists, directors of, etc., and performance-based raises, bonuses, etc., that are reviewed by the board AND community representatives annually. All perks should be re-examined and cut or suspended immediately unless deemed essential and should be justified publicly if they are to be retained.

    There needs to be an alternative high school for disruptive students, because if these students can be removed from the general school population until they are prepared to successfully attend “regular” high school, the students who remain in the schools will have an atmosphere MUCH more conducive to learning. One of the auditing groups that went through PHS this year asked student groups what things they felt would improve learning, etc., at school, and in the group my son was in the majority said “get rid of the kids that don’t want to be here so the rest of us can learn.” So this needs to happen if test scores, etc., are going to improve. Perhaps Loucks can be used as the site for the alternative high school?

    Last, how about integrating the high school component of the proposed Math and Science Academy into Peoria High as yet another “school-within-a-school.”? PHS is the closest to Bradley and the medical centers and it would alleviate the problem of having students 4th grade through 12th in the same building, with a close enough location that some cross-grade education could take place, at either or both schools or at Bradley. Just a thought.

    Anyway, Martha’s plan just proves the point that there are a lot of good, viable ideas in the community for improving education and cutting costs. These ideas need to be explored in a timely way, not in haste now with regret later.

  11. My son went to WGS and it most certainly is not based on my name or the gifts contributed or in my case, lack thereof. That distinction would be more apt if you were referring to Richwoods High School, where my sons have/is attending and I have seen the favoritism for years out there. WGS is an awesome place for learning, and altho not perfect, it was worth it to him/us that he attended there. Since I am giving my opinion on D150 schools…………thumbs up to Northmoor (one kid w/o Edison, 2 w/), thumbs down to Rolling Acres.

  12. Reading through the comments above, it is easy to see that there are a lot of bright, thinking people who read – and participate – in the discussions on this blog.

    Using Mrs. Ross’ letter as a starting point, why don’t we – as an online group – come up with some more ideas. Let’s assume we are starting from zero to right-size the district, and let’s (at least for this exercise) leave our “sacred cows” out of the exercise (let’s just admit it – we all have one or two programs we really support).

    ImaSwede mentioned adding the consultants to the list. Great idea.

    How about adding termination of the Edison contract.

    Since the district seems to be going in the direction of all birth-8th grade elementary schools, let’s get that done – district wide – over a period of say 4 years. They could reorganize the primary and middle schools for each high school feeder area a year at a time.

    Then, if the early childhood program is contained within each elementary program, why not close Valeska and use that building for the new Harrison School facility?

    As for Washington Gifted, why not move the gifted program back into the neighborhood schools? Morton uses that model and it seems to work quite well.

    Using the letter of agreement between the PFT & BOE as a guideline, right-size the student to teacher ratio in each of the district’s schools.

    Right-size all employee categories through naturally occurring attrition.

    Through attrition, eliminate assistant principal positions in elementary schools with a student population of less than 500 students. This suggestion is strongly rooted in the district’s past practice of how and when the position of assistant principals was given to schools.

    Sharply reduce overtime.

  13. Emerge has it right about Washington Gifted. It should be closed. If this is really from Martha Ross, then I had her wrong. I like her thinking and ideas. It’s the best POSITIVE response to the District’s woes that I have seen yet. Way to go Martha!

  14. Emtronics – you’ve followed District 150 for a long time – do you have some suggestions for cost reductions to contribute?

  16. I know this may be an unpopular position, but I don’t believe that ANY school that is doing well, both in academic performance and parent satisfaction, should be messed with. There are so few successful models we need to leave well enough alone in that regard.

    Therefore, I believe the Edison model should be preserved as well as Washington gifted. However, I think that these opportunities should be expanded to include ALL interested students.

    With wise money management by the district, there is no reason this could not be accomplished.

  17. In keeping with the suggestion posted above by PrairieCelt I have a couple ideas – one is a cost containment issue and the other may appear to add expense, but in the end save money.

    First, from discussions I have had with District personnel let alone personal observations under the Hinton administration cell phones have proliferated to an alarming level. Whether they became a status symbol or a perceived need is debatable. I understand even some custodians carry them now instead of beepers. Needless to say I have to wonder if usage is controlled let alone monitored for ALL users. Furthermore now administrators have been upgraded to BlackBerrys!

    Second, re-instate a Purchasing Agent. Under the Guy Cahill era the time honored control system of having a Purchasing Department was abandoned. Any business – and let’s face it – District 150’s annual budget of over $150 million makes it a BIG business – needs a centralized purchasing effort to assure competitive prices are realized let alone preventing abuse and fraud. Currently purchasing is a discretionary effort permitted by numerous supervisors. Some control comes from some bulk purchasing at the Ricketts Warehouse, but otherwise it is a loosey-goosey control of taxpayer purse strings. Think about that the next time you see District 150 employees “shopping” during business hours whether it be at Office Depot or Home Depot.

  18. Diane: I guess you know that I can’t agree about Edison–for the reason Terry mentions over and over and because of what Jeff stated Monday night. The $800,000 leaves the district–and as Jeff mentioned–that money would buy 25 teachers to keep classes from being overcrowded. How is sending that kind of money outside the district good money management–and you want to send even more? I am quite sure that if you’d leave the same students and same teachers (or even change the teachers and just leave the students) at Northmoor, you would get the same results. Also, how many times do you hear any administrator or board member bragging about Rolling Acres? There are non-Edison schools that are quite competitive with Rolling Acres. Maybe I haven’t been listening but I hear Northmoor and Franklin (because of its recent math scores) mentioned as the shining examples. Edison doesn’t seem to be quite so successful at the middle school level–certainly not at Loucks.
    However, all in all, I’ll echo everything what most are saying–that Martha has the best suggestions so far.

  19. I hadn’t read Neal’s post when I made my comments about Rolling Acres–maybe I know more than I thought I did. There may be good reason for the board and administration’s silence about Rolling Acres.
    When did they get rid of the Purchasing Department? I missed that big mistake.

  21. Ok–three in a row for me, but just go to the Peoria Public Schools site and compare Rolling Acres to Lindbergh and Von Steuben. A few weeks ago I did a five year comparison of Rolling Acres with other middle schools with similar demographics-sent it to the board. So if other 150 schools are competitive or even superior to Rolling Acres, what is the argument for spending $800,000 a year? Is Northmoor really worth that? And I contend that Kellar’s scores are competitive with Northmoor’s.

  23. Sharon
    The Purchasing Dept was eliminated shortly after Cahill came to the district. Just ask any sizeable business which purchases very diverse materials and services from multiple vendors if they would think that control point would be a prudent cost savings. Besides, as CJ pointed out recently the auditors have been highly critical of the poor internal accounting controls which provide appropriate checks and balances. There are actually stringent state of Illinois school business laws surrounding purchasing price levels needing sealed bidding – but if it’s done “nickel, dime” those laws can be circumvented. BTW no, I was not a purchasing agent, nor have one in my family tree for that matter, but I have a good sense of smell and know when some lax business control MAY BE “stinky”.

  25. Sharon, the parents who fight to keep Edison open are no different than the parents we stand beside as they fight to keep Peoria Central and Woodruff open. Every child and their parents for that matter find their “niche” and grow comfortable with things being a certain way. If Edison is what they have come to know and feel comfortable with and it works for them, you can’t blame them for wanting to keep it.

    It costs approx. $1 million a year out of a $150 million dollar budget. Closing Edison would not change the financial condition of the district but it would I’m afraid add to the exodus of families leaving the district.

    The second part of my statement regarding Edison was that with sound financial management, there is no reason why Edison should not be available to any family who wanted it… even if we just emulate the model.

  26. A good way to look at Northmoor’s scores would be to compare it before Edison took over and now. I know that things change over the course of a dozen years, but before Edison Northmoor was one of the best primary schools achievement wise already.

    As a teacher at VS you can compare us to RA. About the same demographics and our scores have been close to theirs if not better. Also check out what RA scores were BEFORE Edison took over. It was considered almost the equivalent of Lindbergh.

    I asked awhile back how come we never saw the power point presentation of Loucks’ scores from last year……I know why because they were horrible.

  28. Diane: Do you know anything about the Edison model? I confess that I don’t have the faintest idea what it is. I just find it very difficult to believe that this is a magic model. Scott is right both Northmoor and Rolling Acres were great schools before Edison–why didn’t we use them as models? Edison is a business and they were able to sell Peoria on a idea. Why do you suppose Edison chose Northmoor and Rolling Acres? There was a method in their “madness” and Peoria has fallen for it.

  30. Sharon, I think Diane’s point it a good one. Edison is working. Parents support it and it has been proven effective for the students in Peoria. I won’t re-post what I did before, but even though you and Scott maintain that Northmoor, in particular, was as good prior to Edison as after, you only need to look at the data reported in the Interactive Illinois School Report Card to see the fallacy of that argument. Northmoor-Edison, in the face of rising low-income enrollment has improved test scores by 25-29% in the last 6 years. Only Franklin-Edison has made more improvement.

    I think that you continue to fall back on Edison as the root of all evils in D150, yet there are many things that could be done to improve the financial condition of Peoria’s schools without removing effective educational programs. You continue to cite your research in comparing schools, yet I would argue that you aren’t looking deeply enough at the data that is available.

    The bottom line is that even if Edison was removed from D150, that’s a drop in the bucket. We need real, massive change that doesn’t begin and end with the elimination of an effective educational model. Good ideas have been presented. They’re worth consideration. I would submit that you need to move beyond your hatred of the Edison program to look towards solutions that are long term AND aren’t punitive for students in our schools.

  31. JC–In the last six years? That wasn’t pre-Edison, was it? I believe Northmoor went downhill when it became an Edison school because students from out of the attendance area were brought in. And I believe that the scores improved when the enrollment went down considerably after the first year or so of Edison–because Edison was a bit more “careful” about the students chosen to go to Edison. You say Edison is good for the people of Peoria. For how many? That’s my point. If it’s such a great program and if it is indeed capable of raising the scores of a low income population, then why aren’t the schools with the the lowest income population given this opportunity? I don’t hate Edison; I just think it’s all about perception, not reality. Yes, I agree that parents would be upset if Edison were to be eliminated. However, parents were upset when Edison came in and many left District #150.
    I have a friend who lives in Rolling Acres; she campaigned against Edison as did many in her neighborhood, all of whom went to 150 schools at the time. Now in her neighborhood, the students no longer go to 150 schools. Parents either moved or put their children in private schools. I am saying that I believe Edison actually caused considerable damage to District 150 schools (in the areas north of War Memorial) by chasing people out.
    Clearly, Edison didn’t work at Loucks. When you say I should look deeper into the test data–I’m not sure I know what you mean. I compared the tests scores and the demographics of each school. How much deeper should I have gone?
    I hope that someone who is reading this blog can give me some very concrete examples of just what the Edison model is and how it differs from the teaching in non-Edison schools. Then tell me how difficult it would be to emulate the model if we got rid of Edison. How do the textbooks differ, etc.? Is there that much magic in the model?
    Is it possible as I have suggested earlier that the Edison model works better at the primary level and not so well at the middle school level? At least the scores at Loucks and Rolling Acres seems to suggest that.

  32. PrairieCelt sez: “…you’ve followed District 150 for a long time – do you have some suggestions for cost reductions to contribute?”

    I say: Why yes I do! What Martha said. FEH

  33. Sharon, a couple of points:

    1. Edison does not “choose” it’s students. You sound like Terry Knapp, who after the school board meeting where the board voted to retain the Edison program, stood outside the admin building heckling teachers and parents from Northmoor-Edison. We don’t “cherry pick” students. That’s not allowable. You ask for concrete examples of how Edison works, I’d like concrete examples of how we’re selecting our students. And, just as a question, if Edison “cherry picks” students, how did it go downhill after Edison. If you walk into Franklin or Northmoor, observe in the classrooms, I don’t think you’d make this same statement.

    2. You are a former educator. You obviously care about D150. I admire that. We don’t agree on this issue, quite obviously. If you want to see how Edison’s working, why aren’t you at the schools yourself, taking stock of the pros and cons of the program? I know that you’d be welcomed and then, perhaps, you’d find the proof that you need to come to peace with Edison.

    3. Concrete examples: DAILY professional development. EXTRA 45 minutes of school day. EXTRA prep classes (spanish/science). MORE personnel to support remedial and advanced learners (no enrichment of this magnitude for advanced learners in most 150 schools…I know. I checked). BENCHMARKS used in ALL other primary schools in the district. SUPPORT for teachers. HAPPY parents. EXCELLING students. NATIONAL BLUE RIBBON AWARD for eliminating the achievement gap. Could D150 conceivably replicate this program. Probably. But, as they found last year, it would be far more expensive for them to do so than it is to support the continued Edison contract. And, I really don’t trust them to do it. Their track record isn’t great, is it? You say that Edison drove families from 150…I know several that returned. Many families that I know now would leave the district if Edison ever left. We’re one of them.

    3. As for the data…first of all, I will say that I give data from the last 6 years because that’s what’s provided for analysis. If you look under the various tabs provided, you can look at trends for meeting/exceeding standards, data is provided relative to closing the achievement gap. You can look at specific grades, years, etc.
    Overall, though, on one hand you say that Edison went downhill, but the test scores now are amongst the highest in the state. They weren’t before…I don’t see that your example is reflective of the data.

    I post here because I am passionate about how much Edison is working for my family and for many others. Someone above mentioned sacred cows. This is mine. I’ve stated before that Edison is open to all students and I’ve been shot down. I will say it again, though…Edison is a choice model for families in Peoria. No, not every child in the district could fit into those schools. My point then and now is that if enough parents demanded it, the program could be expanded to meet demand.

    Okay…I think that’ll do it. CJ, sorry to hijack your Martha Ross thread for Edison-related posts…

  34. JC – Edison has been around longer than six years. As I said before go back to BEFORE Edison took over and look at Northmoor’s scores and compare to now. Obviously the District only wants to cite the improvements they have made over the last several years. A simple graph would be to put up the scores of Northmoor and RA BEFORE RA and then now.

  35. JC- Just to follow up after I read your new post, Northmoor and RA scores BEFORE Edison were higher than they are now and they still were some of the highest in the state. Just a question how is the computer you received from Edison holding up? Wasnt that one of the original perks? Sorry just had to ask.

  36. CJ- one final thing all the examples you cite about Edison schools are great except you are forgetting one thing (and I will use my school VS as an example) with ALL of that “extra” stuff ( longer day, extra prep, daily professional development, more support etc…) you cite about Edison, how much higher are RA scores compared to ours at VS? Not much, if at all and we have about the same demos. Compare Northmoor with Whittier and you will see about th esame thing. I am glad you love Edison, heck my brother teaches at RA. My point is if the District were to see what works INSIDE the district and use models of success we have already, scores and achievement could still be about the same as those at Edison schools with much less money being spent. Some would argue that for all th e”extras” you cite about Edison there scores should be even higher than they are sicne they are getting so much help.

  37. Scott…didn’t go to Edison to get a computer. Didn’t expect one. Just had to reply! 🙂

    Right now, I would say that Northmoor’s test scores are really darn good. And, until NCLB is adapted so that special education students’ scores aren’t compiled with the school’s to chart AYP, I don’t know that they’ll go higher. I would say the same for Kellar and a few others…just my opinion, though.

    We can argue this until we’re blue in the face (and I’m totally happy to). I think there ARE more constructive things for us to focus on that will make a much larger difference to D150 in light of its current financial straits…Edison was voted in and can be looked at year by year, per the board’s mandate. So long as it continues to be an effective model, I will continue to support it each year.

  38. Sorry, not CJ rather to JC – also can you pull up those Loucks Edison scores for us since it works so well……….

  40. The “Edison” issue is a red herring. The existance or non-existance of Edison will not change the fundamental problems of the District. In fact, bringing the Edison issue into the debate every time we have an issue with a BOE decision chips away at our credibility.

    It is similar to what the PJStar is attempting to do right now through their news coverage of the closings of schools. They will have their readers believe that the root of all problems in District 150 is that we have too many highschools. Like, closing a school will be some kind of magic bullet. At the same time, they fail to report on the massive overspending and budget irregularities within the district, or, investigate why we can’t crank out better students and test scores after spending over $11,300 per year per student. (And it’s NOT because we have an extra highschool!)

    My point is, that being “agenda driven” instead of “truth driven” will not help your cause, whatever that may be.

  41. Oh, Sharon, I just re-read that. I’m not saying you are agenda driven…hope it didn’t come across that way. On the contrary, I think you are an AWESOME advocate for all students.

  42. JC – Most of your pluses for Edison rely on the extra money that 150 spends on Edison over and above what is sent to the company–all the perks mentioned in your #3. Certainly, the extra 45 minutes per day is at District expense–and not offered to the rest of 150 teachers.
    Also, I would like to know how the students get into Edison schools if they are not chosen. I just love it when you say Edison is open to all students–it most certainly is not. All students are allowed to apply, but one of two things must be true.
    1 – There isn’t a very high demand for Edison, so they take only those who apply.
    2 – Not everyone that applies is “chosen,” and–to my knowleldge–no one is revealing how that “choice” is made.
    My guess is that you are an Edison teacher and 150 administrator with the “we” don’t cherry pick comment. If a teacher, how would you feel if–in the next contract–150 took away that extra 45 minutes of pay. If an administrator, then tell us how the students are chosen–if 200 apply and there’s only room for 100, how is the selection made?
    Also, once again I ask the question: Are Rolling Acres scores among the highest in the state? How about Lindbergh? Are any other Peoria schools among the highest in the state? I believe that Whittier has or has had that status.

  43. Diane and J.C. – I guess it’s time to get some real data instead of my just guessing. I guess FOIA request should be made–and will when I get time (after I get and digest the info from my Wacky Wednesday request). But maybe someone can help me out with this data.
    1 – How many students at Northmoor right now do not live in the Northmoor attendance area? How many do live in the Northmoor area?
    2 – From what areas are the others drawn?
    3 – How much does it cost to educate a Northmoor student compared to the cost at the non-Edison schools? (Won’t it be fair to include the 1/3 of the $800,000 sent to the company–the other 2/3 would be for Rolling Acres and Franklin?) My guess is that Edison students get more services, thus more money.
    4 – Why hasn’t the district made any plans to replace Loucks so that the Franklin Edison students can continue their education at an Edison school? Why are Northmoor students allowed that “pivilege”–but not Franklin’s?
    5 – How many Northmoor students continue their education at Rolling Acres? Are Northmoor students given first shot at Rolling Acres–in other words, what is the selection process for Rolling Acres?
    I’m on the way out the door–so I’ll end my list here.

  44. Sharon, I wouldn’t want to argue the Edison point until I’m blue in the face because as I said, I don’t think it’s that relevant of an issue in the grand scheme of things, and I think it holds us back from our larger goal which is enhancing student services and reigning in excessive administrative spending.

    This quote from JC sums it up for me [blockquote]The bottom line is that even if Edison was removed from D150, that’s a drop in the bucket. We need real, massive change that doesn’t begin and end with the elimination of an effective educational model.[/blockquote]

  45. “People feel lied to,” Warr said. “I – we just feel like we’ve been used.”

    By District 150???

    http://www.pjstar.com/news/x148715285/Lives-on-hold

    “More than 40 homeowners living near Lincoln Middle School have had their lives put on hold, anxiously awaiting the district’s plans to purchase their properties to make way for a new school. An appraiser working for District 150 even went through several, if not all, the houses last year.

    The sales were just a matter of time, they were told by various school officials. So they waited.”

    Maybe we need a real estate agent in charge of District 150…. what do say Diane?

  46. Sharon and Scott. Seriously, I read this blog, not because I agree with everything that is said here, but because I value seeing the other side of things. On occasion, I have changed my opinion about things because of well reasoned, well argued viewpoints. When the two of you are sarcastic and accuse me of being a plant, well…that erodes your credibility and makes me think that it’s not worth my time to provide a counterpoint to your discussion.

    As I’ve said in earlier threads, I am not an Edison teacher or 150 administrator. I’ll reveal my background (AGAIN) to reiterate this point. My name is Jennifer Friberg (the C is my middle initial, just so you aren’t suspicious about that, too). I worked as an SLP at Hines school from 1997-2005, at which time I completed my doctorate in curriculum and instruction and took a job as a professor at Illinois State University in the Department of Communication Sciences and Disorders. I took a 15% part time position at Franklin-Edison to help pay off student loans faster for one school year, then 150 decided not to retain part-timers. So, I now work a day a week at IBES as an SLP while working full time at ISU. My son is bright, curious, high-achieving student in second grade at Northmoor-Edison.

    No, Loucks isn’t around anymore. I have no response to that, other than to say that you speak the truth. You say that the district pays for things above and beyond…perhaps. But, you asked me what works in Edison schools, and I’ve provided that list.

    My family lives outside the Northmoor area. Here’s how it works. The kids that have Northmoor as a home school have first preference for attendance at the school. Families that opt out of the Edison program can go to other schools…at one time it was Kellar and Hines and one other, but I can’t remember. We had 2 kids come to Hines that opted out of Edison in my tenure there. After that, any child that lives north of Forrest Hill can apply for Edison. Students that already have a sibling in attendance have first priority, then it’s by date of application. We applied, were not given special treatment, and had to wait to hear if there would be room for my son. In my earlier post, I used the term “we” because I lump myself in with the Northmoor-Edison staff, admin, and families when I talk about the school We’re all in it together, which is yet another reason that the school works.

    Look, I’m happy to answer any questions you have about Edison from a parents perspective. I’m involved and obviously supportive of the school. By posting, I’m trying to provide the “other” perspective that isn’t often represented within your discussions. I encourage you to get the facts that you’re after. Again, I will say that there are much bigger things to accomplish in this district and you are minimizing your effectiveness and credibility by maintaining such a single minded focus on this issue.

    Thanks, Diane, for your supportive comments. I appreciate your ability to think of the “bigger picture” for the community and school district.

  47. JC- I wouldn’t try real hard with some of these people. They have their minds made up and it’s pretty much you either with them or against them.

    By the way, great letter and I agree that Edison is a good thing.

    I also am for the Keller Branch trail, the Riverfront Museum and closing Woodruff so if they could they would ban me from this blog since I have different ideas and opinions. At the very least they like to name call, accuse and make fun of.

    good luck

  49. JC — I appreciate your comments. I, too, like to hear “the other side” of the issue, whatever the issue is. I have no desire to ban anyone from the blog (as peoriafan suggested) for holding a different viewpoint from mine. I’ve only banned one person from the blog, and that was because the person was libeling me. I don’t want this blog to be an echo chamber.

    Please keep commenting!

  50. CJ,
    I know you wouldn’t ban me but I think some of your regulars would if they could. They just can’t seem to stand anyone who does not agree with them.

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