I’ve been looking at the Interactive Illinois Report Card for District 150. Here are the total expenditures of District 150 for a period of eleven years, 1997-2008; in the last column, I converted all the amounts into constant 2008 dollars to make it easier to compare apples to apples:
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Looking at the inflation-adjusted dollars, and acknowledging that it does appear to have started a downward trend, you’ll nevertheless notice that from 1997 to 2008, operational expense per student has increased over 17%. However, if you look at enrollment over roughly the same period (1998-2009), the trend is different:
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I wanted to include the 2008-2009 data so you could see that enrollment did go up slightly that year. Nevertheless, enrollment from 1998 through 2009 fell by 9.4%. As a result, operating expense per student has increased over 24% — from $9,184 in 1997 (in inflation-adjusted dollars) to $11,398 in 2008.
Questions: Why have operational expenses continued to climb while enrollment has been decreasing? Why are expenses $25.4 million more in 2008 than in 1997 (in inflation-adjusted dollars) when enrollment fell by over 1,400 students? Where is the money going?
Frustrated, I have lost a bit of faith in your objectivity–the “at this time” says something, doesn’t it? No, it is too early to know if this team will be effective. I would be happy not to be cautious if I knew the school board was being cautious–watchful, whatever word fits.
You seem so confident that you know what direction this board wants to go–I have seen no evidence of a direction. Do you ever listen to board meetings–much of the time board members ask questions that show that they haven’t read the documents in front of them–yet they cast their “yes” votes. I have no doubt but that everyone on the board and the administrators are sincere in their desire to move the district forward. More than sincerity is needed. I don’t excited about hearing the word change–change doesn’t always mean progress.
Ungrait’s specialty is magnet and charter schools. If that’s the direction the district is headed, you will be happy and I, not so much. I want to hear some concrete statements (not just platitudes) to explain the direction in which the district is headed–and I think it’s past time that we hear exactly what this new administration has in mind. Have you heard any kind of specific plan for the future? I don’t want to be surprised when the plan is all in place with no warning.
Samuel and wacko – If you still think there is a conflict of interest, then I can only hope you are part of the ineffective staff that has been let go. We are trying to move forward and neither of you seems to really have a clue. And wacko, it was “catholic contingent” I used once, not catholic mafia -that was another bloggers line. At least get your facts straight. Grind away.
Jim…
When did you get the idea that you were part of the ruling elite?
Your attitude is authoritarian and abusive.
“We are trying to move forward”… wow, that really sounds great. Perhaps you need to repent and go the other way. Forward hasn’t been working, and will continue NOT to work. Schools are not successful because administrators. Administrators are the PROBLEM, not the solution.
“I can only hope you are part of the ineffective staff that has been let go”
Could you try to be a bigger aardvark?
[Portion of comment removed by blog owner]
CJ, Charlie crossed the line with his [Portion of comment removed by blog owner]. Do we really want that kind of crap here?
“We are trying to move forward and neither of you seems to really have a clue”
What do my concerns about a possible conflict of interest have to do with moving forward? I don’t have a clue? That is a pretty arrogant statement Mr. Stowell! Jon may have made some good points, but my opinion is still that you should have abstained from voting. Sorry if my opinion ticks you off!
This document from the Illinois Council of School Attorneys gives some more information on what does and does not constitute a conflict of interest (PDF file):
Answers to FAQs: Conflict of Interest and Incompatible Offices
150 observer to the rescue!!!!
Is there any status quo you won’t defend?
Thanks CJ.
They posted the Director of Special Ed job this morning. I thought they hired someone for that job that was in training. Correct me if I’m wrong, but isn’t the salary being offered alot lower than those she brought in from NC?
The person hired for the Director of Special Ed was just an interim appointment.
Yes, Sharon. This is true. But, that person was hired to train the next Director. The next director must be fully trained now, after one month. Legally, it is my guess, they must post the job even though they already have someone in place. I was just wondering if the person they are training has changed her mind.
Just Wonderin. I’m not sure that I understand what you just stated. I thought the person in place (Jane Clark) was hired for 6 months. I think she is a retiree from the area, so she probably can’t work much longer. I would just assume that the district is now trying to find a permanent director. ??? I’m not sure of anything.
Sharon, yes, Jane Clark was hired to train the new incoming director. It is my belief that the new incoming director has already been chosen, is already a district employee and Jane has been training her. Thus, I do not understand why they are advertising for a new director when one has been in training for quite some time now.
Oh, that does seem strange–the posting for yet another.
Charlie, Jim does have a kind of how dare you question us attitude, doesn’t he?
Jim also made it very clear in his posting that if you don’t agree with them then you are ineffective staff and he is glad you were fired. Those were your words Jim, not mine.
Another bit of District 150 dishonesty. Brian Chumbley braggled about Manual’s 17 pt gain in reading. I knew that was deceptive for the following reason–thanks to Haney of the PJS for seeking out the truth:
Manual made gains in both reading and math this year, though results may not be as rosy as they are reported to the state.
A first look at the numbers show a dramatic 17.1 percentage point increase in the number of students meeting or exceeding standards in reading – literally doubling what it was last year – and a 23.1 percentage point increase in math, up from 9.6 percent.
But because Manual has added seventh and eighth grades to the school, the state tests taken earlier this year by eighth-graders are now factored into those the high school juniors take. Extracting those numbers showed juniors made a 4.8 percentage point improvement in reading and 7.1 percentage point gain in math – still fair improvements.
Manual’s “progress” is a smoke and mirrors game.
Thanks for fleshing that out Johnnie.
Sharon, why does it obviously irk you so much that there is real progress at Manual? Is it really reasonable to expect D150 or Manual to report the overall progress, then qualify it with all your expected “yeah buts?” Your comment at PJS regarding some of the methods being used was particularly petty. So what if they are using some of the same methods you did? The methods highlighted may not be new to the world, but are obviously new relative to those used in the recent past at Manual. Sorry, but I’ve observed your commentary here become progressively more anti-everything-except-teachers.
Jim, If I were a Board member, Charlie’s disapproval would be one of my measures of success. If he ever agrees with you,
Got cut off for some reason. Is Charlie the moderator today?
To finish, Jim, if Charlie ever agrees with you, immediately change course.
I agree with you, Jim.
No, the methods aren’t new to the recent past at Manual–I know that teachers have been using these methods for years. The restructured Manual’s motto from the get go was “Not business as usual”–their attempt to say that everything that went before them was bad. I was hard on the new teacher–she is just parroting what she has been told about the past. As to the “less than great” gain in AYP–if the 17 pts had been real, I would have applauded Manual, but I knew it wasn’t real. The administration would have used the phony scores to justify maintaining the $200,000+ a year Johns Hopkins program. Ravitch states in her book that whenever AYP scores make major gains, a red flag should go up–well, a red flag went up when I saw Manual’s gain.
150 Observer, you may know more than I give you credit for knowing–so please tell me what do you know that would make you say that “methods)are obviously new relative to those used in the recent past at Manual.”
Charlie–I love it!
Sharon, where’s your red flag for Central’s double digit AYP increase then?
I guess it’s comforting for some to think that the Manual teacher quoted in the article was just “parroting what she has been told” rather than being able to have an opinion for herself.
Sharon, I never said anything about Manual. You have the wrong guy.
As for Central, under the leadership of a top flight principal, Randy Simmons, they have done a helluva job there for the last few years.
District 150 Observer–No quarrel here about Randy (Manual grad and former student of mine–and I don’t mean to imply any credit on my part). Also, Peoria High did make a 10 pt gain in reading scores last year. I might want to call attention to the fact that two of the seven Peoria High English teachers are from the “old” Manual–teachers that so often are blamed for Manual’s failure, so I guess now they can get credit for the 10 pt. gain at PHS. I wasn’t surprised by PHS’s gain–I actually expected it from what I had heard all year about the work the teachers had done with the students.
Also, the AYP both schools actually reached is as significant or more significant than the gain itself. It’s the same as saying, “Whoopee, I have saved $1,000; now I can buy a Rolls Royce.” I contend that the scores at all schools fluctuate up and down from year to year within a 10 pt or so spread. Very few, if any schools, have made a steady increase in scores. Trewyn has its range but it isn’t the same as Lindbergh’s.
Jon, a new teacher at Manual can have her own opinion on many subjects but not about what happened at Manual before she arrived there. I have heard the administrators’ speeches–sounded very similar to what was quoted in the paper.
I just learned that the teacher quoted is not a new teacher to District 150–just new to Manual.
the words used by anderson-loy sound exactly like jenkins mantra…..lol
I would add that Central has a trend going—it has shown more academic improvement for the last 3-4 years than any high school in the district.
Sharon said:
“Jon, a new teacher at Manual can have her own opinion on many subjects but not about what happened at Manual before she arrived there.”
Really? She really can’t have an opinion? Because she wasn’t there? Last I knew you have never been to an Edison school, but you sure seem to have an opinion about it. Is it fair to dismiss your opinion as you did that teacher’s?
Manual High School 15.3 1.7 17.0 10.7 -1.1 9.6
Peoria High School 30.9 -1.0 29.92 4.0 -4.3 19.7
Richwoods High School 64.6 1.2 65.86 0.4 4.2 64.6
Woodruff High School 21.1 1.8 22.9 14.8 3.3 18.1
Please notice columns 2 and 5: percentage change from 2008
http://www.psd150.org/employees/docs/staffnews/Staff_News_9-9-09.pdf
Here is the latest “dashboard” for Peoria High
http://www.psd150.org/AcademicAchievementDashboard/Dashboards/achievement%20detail.html
Latest scores Reading : 29.9 Math: 19.7 and Science: 16.7
Jon, you do have a point–except that I did do a study comparing Edison’s AYP to the AYP of other 150 schools, so I am not totally ignorant of what happens at Edison. Also, I have never, never criticized the teachers at Edison–they are what makes Edison work–a company in New York has little to do with it; they just collect the $800,000. Besides I just stated that Loy is not a new teacher or new to District 150–I don’t know how much she knows about what happened at Manual before she recently arrived. However, I know that she is wrong to assume that she is bringing a whole new experience to Manual students.
I sort of had to laugh about the small group work as I recall distinctly when Taunya Jenkins came to my classroom to observe my teaching (when she was a Manual dean in maybe the 1980s or early 1990s). My students were working in groups on Macbeth–she was impressed then with “my” teaching methods, if I recall correctly. Also, a side benefit was that I didn’t have to “perform” for my evaluation. 🙂 By the way, I liked Taunya–she was a good dean.
While I am at it, there were some teachers at MHS that worked really hard with the students to achieve the 4.8 pt gain in reading–sorry to have focused only on the exaggeration of the increase without giving credit to the teachers and students that did work hard.
Sharon said:
“However, I know that she is wrong to assume that she is bringing a whole new experience to Manual students.”
In looking at that article, I simply don’t see where she assumes any of that. Here’s the section from the article:
“Their science teacher, Lynne Anderson-Loy, said she’s thrown out the old model of students sitting in lines of desks, along with a few other traditions.
“I like them to interact – they learn from the collaboration,” Anderson-Loy said, adding classroom activities are now broken up into segments. “I’ve seen where it works.”
Who is making the assumption? Anderson-Loy, or Sharon Crews?
Jon, we can just go on forever can’t we? She says she has thrown out the old–that seems to imply that she is bringing in the “new.” Please continue to help me interpret this very simple statement. 🙂
She was very specific, Sharon. She said she’s throwing out the model “of students sitting in lines of desks and a few other traditions.” She NEVER says what she is doing is “new”.
Think of it this way:
I threw out my blue crayon and a few others. I like using a pen.
Sharon would probably assume that I threw out the entire box of crayons – use only the pen – and that I assume no one has ever used a pen before. She might also assume I never use ANY crayons anymore.
To help you interpret these statements, I suggest you start by NOT assuming the worst.
Jon, she didn’t use the word “new” or “old”–but have you ever heard of “new” traditions to be thrown out. If you throw out an old teaching method, you either replace it with something “new” or just stop teaching.
You said “traditions” (plural) so you know there are more than one. Let’s assume I have 64 and I throw out 3. I still have 61 “old” ones to use. I might use a few that haven’t been used in awhile, but they were always there. There is NO assumption of “new” in that example.
When it comes to Manual, D150 or administrators, you seem to look for anything to complain about. Rather than merely looking at WHAT she said, you infer some nefarious intent (she was criticizing former Manual teachers). If you go looking for things to complain about, you’ll find them, even if you have to make some things up (like this teacher’s intent on a simple statement).
Jon, you do love your analogies (comparing teaching methods to crayons–OK) are we talking about the same statement–this one from the PJS, “Their science teacher, Lynne Anderson-Loy, said she’s thrown out the old model of students sitting in lines of desks, along with a few other traditions. “I like them to interact – they learn from the collaboration,” Anderson-Loy said, adding classroom activities are now broken up into segments. “I’ve seen where it works.” If she teaches science, putting students in rows probably has never worked for any science teacher. Students should be up and about doing experiments, etc.
I’ll let Loy’s statement speak for itself. My main complaint about Manual is with regard to deception–this is the 2nd time, Manual has made deceptive statements about grades. I called attention to the first (probably at the beginning of last school ear) at a board meeting and now we have this deception. Also, saying “no longer business as usual” is, also, deceptive. It’s all an attempt to sell a program with no credible evidence that it is working. And a 4.8 increase in AYP, still leaving the school a long way from meeting AYP, is not proof of a working program.
I think if you go back and listen to Monday’s exchange between LaToya Kennedy and Martha Ross, you might get an inkling that, at least, one new administrator sees the reality of the situation. The exchange was subtle. I will have to try to remember to listen on Monday when the board meeting is finally aired.
nontimendum: If you honestly believe that Manual is any better than it has ever been then you are truly too far gone to even attempt to reason with.
I am simply fed up with this back and forth Sharon. There are wonderful, exciting things happening at Manual, as well as other schools in the district. Your comments and negativity have become a running joke with TEACHERS! (not principals or admin on Wisconsin) Many shy away from making comments at board meetings, in the newspaper, etc. for fear of winding up in one of your blog comments. I hope that the public starts to realize that Sharon Crews does NOT speak for all the teachers of District #150, in fact many are ashamed to claim her.
And by the way, Anderson-Loy is not new to the district. She is actually very active in the union, and has been teaching quite a while. She is a phenomenal teacher, and you should be ashamed of your comments, Sharon.
Fed Up, I already stated that fact–that she is not a new teacher. I only disagreed with her. I didn’t pass any judgment on her teaching at all–she, however, subtly passed judgment on all those teachers who choose to teach children who sit in rows, etc. Please speak to the main issue at hand. Do you approve of the way the AYP percentages for Manual were reported? I say that implying that the high school students made a 17 point gain when they actually made a 4.8 gain is deceptive. However, the fault doesn’t really lie with Manual, with teachers, with administrators, etc.,–the fault lies with NCLB that forces schools into this position of continually defending themselves. It is NCLB that led to the restructuring of Manual and it will be NCLB that will continually pass judgment on teachers and students. Personally, I hope we can all join together to fight this whole NCLB nightmare that is destroying the public school system all over this country.
Anderson-Loy was an elementary teacher at Whittier and Franklin Edison before Manual. I believe this is her first “middle school” experience. She worked for Kherat at Whittier and now she is at Manual, all facts. Yes, she is involved in the union. She has been “appointed” Manual-area vice president by the president, Bobby Darling, the Administrator on Wisconsin Ave. In fact, 5-6 positions have recently been appointed by Darling. Lucky them, everyone gets a big fat paycheck from the union and they didn’t even get elected……..
FedUp must not be a teacher in District 150. Because teachers in District 150 cheer Sharon on, to uncover what is not so transparent in D150. We appreciate the fact that she will tell it like it is. We encourage her to continue discovering what is wrong with the district.
She is giving Dr. Lathan & Co. the chance they deserve as they begin their administration. She has said repeatedly that she wants D150 to be successful. As a D150 teacher, I am so happy that somebody with D150 knowledge is trying to be part of the solution.
If FedUp is Jim…shame on you. You have been inappropriate on blogs, considering you are an elected official. It is encouraging that Laura has integrity, and stays away from name-calling and negativity.
For those of you who don’t want to know the truth about D150, spend a day in a middle school. Watch the fights in the hallways and students out of control due to the lack of discipline in the buildings. Watch teachers grieve for the children who are lost to prison one day, or out on the hill off Malone, forever gone. The teachers know that with appropriate discipline our students will live full and productive lives.
We have the school board from 20-25 years ago to thank for the mess in the middle schools when they took away the family school of K-8 and forced the middle school on Peoria. Peoria slowly deteriorated as families were torn apart…parents not having time to support several different schools.
Now we need to figure out how to reclaim ALL of Peoria. Sharon is helping us do that. It is nothing like you are portraying it, FedUp. We need more retirees to support our district. Sharon loves our district…she especially loves the children of D150.
Yes, I am a long time teacher in District #150. I am tired of the “few” on these blogs speaking for the masses. Sharon – thank you for the clarification. I agree that NCLB will continue to divide the educational community.
I gave my son an erector set for his birthday. I used to play with those when I was a kid. He played with it, and he enjoyed it, but he seems to prefer video games more. Whereas I really responded to the erector set as a boy, he really responds to those video games. There are some games we both responded to, like Legos and Risk. Eventually, though, he just decided not to play with the erector set anymore. He told us he no longer wanted to use it, and how much he enjoyed the video games.
At first I thought he was, however subtly, passing judgment on all those, like me, who played with erector sets. My grandmother even took him to task for assuming that his playing with video games was “new” (I had an Atari at his age) and that he wasn’t allowed to comment on the games I played with as a child, because he wasn’t there.
Only later did we realize that he wasn’t “passing judgment” or “assuming” what we thought. We were the ones passing judgment on him and making all of the assumptions. My wife suggested it was a “teachable moment” for us. (Well, his great-grandmother does still seem to think he was being rude.)
Jon, I have to ask, do you have a job? At least, I have an excuse; I’m retired and approaching senility.
Feb Up, thanks for letting me that we achieved some agreement. I really do believe that NCLB is proving to be a divider. I know that it caused most of the problems at Manual before restructuring was an issue. We have to remember that our elected officials can stop NCLB–we need to put the pressure on and to prove that it is a detriment to education. I think if we would just start showing the taxpayers how expensive it is, we could convince them to put pressure on the politicians.
Yes I do, Sharon (and sometimes I even comment while at work, but my employer doesn’t have an issue with it).
I was just joking, Jon–and you give me a straight answer–there is a first time for everything..
Whew…I’m glad you were joking. I thought maybe you were getting too serious there for a moment. Too much, too fast. I didn’t think our relationship was…uhhh…ready for that sort of thing. (I was hesitant, afraid even, to “assume” anything)
Oh, wait….. was approaching senility the part you were joking about?
RUKiddingMe: You accurately described a typical day at Manual, Lincoln or Trewyn in your posting. I know that there are readers who will deny that those sort of things happen on a daily basis at those schools but they do. What is even worse now is that suspensions have been almost eliminated with the new administration.
Just look at the number of police that it requires each day at Manual’s dismissal. Do you think that the problem students only wait until dismissal to start trouble?