Candidate forums for school board have been hard to come by – apparently they’ve been at some PTA meetings, etc. – but if you don’t have kids in the school you don’t hear them. I think it’s unfortunate. The school board candidates (no Farkash) did come to League of Women Voters event last month at Jumers.
I really hope you all get out and vote for Laura. I am thrilled that she is supportive of a strong college prep program in a centralized location, i.e. Richwoods. And, she is willing to get that alternative school going for Sharon. So . . . at least Sharon and I might possibly get something from our “wish lists” if she is elected.
I’d like to thank all those who came out tonight and voiced their concerns for our children, parents, and staff of children of Kingman, Tyng, and Woodruff schools. Stay united as teachers and as taxpayers in Peoria and keep what’s best for our students!
The speeches tonight definitely weren’t run-of-the-mill. I was very impressed with the Kingman representatives. Certainly, I hope the board thinks long and hard about what they heard tonight. And, Frustrated, Jim Stowell did mention an alternative school–but nobody else jumped on that band wagon, tonight anyway. I wonder how long board members will continue to put up with Hinton’s scolding them and talking down to them like they are 3rd graders.
Sharon, Did you watch the follow-up discussion on CH 17 later after the public comments? Some (not all) of the same old tired rhetoric from the same old tired board members. I don’t even know why one of them is even there. He could literally turn on a tape recorder of 4 or 5 statements and have someone else hit “play”.
diane,
i missed it, what was said? what was tired? serious question, i am interested.
erik
Erik – I’ll try to call you today. I lost your e-mail. Can you e-mail me please?
I have an appointment this morning and I have to vote. Yes, Diane, I listened to all of it–didn’t leave until the end. (Is that what you meant or was there a discussion after the board meeting?) I’m trying to collect my thoughts to be objective. Everyone knows that cuts have to be made. I think that many of us are still baffled as to why this financial catastrophe wasn’t predicted sooner. It’s more the “how” things are being done and “when” they are to be done than “what” is to be done. For instance, why couldn’t Hinton tell teachers and parents where the Kingman students will go next year. The fact that he couldn’t or wouldn’t make that announcement at the same time he announces the closure makes us think that this is not a well thought out plan. Also, as to the when–Kingman people were prepared to move–not just in four different places. They were promised something much different a couple of years ago.
And, of course, the Edison program was brought up by many. We don’t understand why the “satisfied customers” at Northmoor are more important than the “satisfied customers” at Kingman, Tyng, and Woodruff. And the Edison program does come down to Northmoor–one school. I am hearing so many bad things about Rolling Acres where the customers don’t seem all that satsified. Also, I personally don’t understand why Woodruff (which, of course, wasn’t mentioned by name) instead of Manual, which has the lowest enrollment and the least chance of an increasing enrollment in the future. Jim Stowell did mention the need for an alternative school.
Later–again thanks to Beth for a great speech.
I wish I could vote for you, Beth, but I wish you the very best.
diane, et al;
i can be reached at ebush at peoriacounty dot org or platois4u at yahoo dot com
i am coordinating a public presentation similar to last night regarding the state of the budget (what was termed the “base assumption model”), what the options proposed by the administration were/are, exactly, and then I would like to have an ability for the budget committee to do some “what if” scenarios of our own.
Not so much to test expense side impacts, but to insure the product we offered up as being a useful tool is so. So, at this point, I don’t see why the budget committee can’t publicly ask of the software what happens if all schools are kept open (base assumption) and some of the measures such as Edison are instead plugged in.
What I need to make clear is two things:
1. We (the budget committee) are working on matters of process and financial planning and management. In no way do any of our questions or thought processes impact the actual decisions regarding expense side reductions currently being considered by the district. At one point last night, one of the Kingman teachers wanted to wait until the budget committee produced its “finding” and issued its recommendations, in a lot of ways what we’re doing doesn’t impact what was discussed last night at all.
2. We do not speak for management, administration, PFT, or any other group associated with the district. It may be clear to some, but it is not to all so I need to keep saying it.
#2 is important because when we kick the tires of the budget module next week, we (the budget committee) are doing so to satisfy our evaluation of the budget module as a product.
erik
Meeting –
April 16
6:00-7:30
Neighborhood House
Peoria, IL
Erik: April 16–good date as it will be after the PFT elections; then District 150 teachers will no longer be in limbo as to who will lead them.
Another of the big questions that remains unanswered–and not sure if this new program can address it–but
No one seems to be counting the cost of the school closures. There is no doubt that the need for transportation will increase. The district has been complaning that there aren’t enough bus drivers and buses now–so what will change to allow for increased busing next year and the next?
Of course, there is the cost that District 150 continues to ignore. Over the last 20 years, every decision the district has made has convinced some families to leave the district and/or the city. Per pupil revenues are a major source of income, right? So why does the district continue to ignore its own role in this loss of enrollment? Of course, I believe that no new programs or new schools or school closings are going to resolve District 150’s main problem: discipline and the lack of safety produced by this problem. Until 150 deals with that issue, none of its plans will be successful in drawing people back into the district or keeping them in the district.
(applauds Sharon) Discipline and lack of safety are big issues in our schools. It’s the number one cause (IMO anyways) of lack of student achievement. That’s one of the many reasons that the teachers from Kingman and Tyng are up in arms about “dispersing” our students to 4 schools. It’s WAY different teaching a class of 18-20 students than trying to teach 24-28 students.
Erik – Here is something I am scratching my head about.
If you had the data to plug into your last evenings software model regarding the financial consequences of closing schools, then WHY was that SAME DATA NOT available to the Board of Education members last night?
Ms Wolfmeyer asked Ken repeatedly for the numbers and he said he would “provide” them. Well that data must certainly already be available if they were plugged into your “Scenario 2” and “Scenario 3” assumption models so WHY DIDN’t the school board already have it?
Diane and Erik: That’s the part about the promised transparency that I don’t understand. If the public sees only the results but not the numbers, are we going to trust this tool any more than we have trusted other financial reports? Even more ridiculous is the fact that the board members don’t have the numbers. But maybe things are getting better–the board did ask for the numbers.
“But maybe things are getting better–the board did ask for the numbers.”
sharon – there is a meeting next week, come to it. i’ve asked that last night’s presentation packet be put on the district website.
diane, I don’t know how to answer your questions as I’m not part of management/administration. Our committee is operating independently of anything the administration is doing. we advise the board.
after last night, it occurs to me our role is confusing some. to that end, i will make a more concerted effort to define.
Erik: We’re still talking about the April 16 meeting, right? Whether I come or not, Jeff Adkins-Dutro will probably be there–hopefully, as the new PFT president. My role might be to watch the children or I might come to the meeting–but the information will get to me. Again, Erik, thanks for these efforts. I don’t know if you understand yet the degree of skeptism that many of us who have a history with District 150 bring with us to the table. The fact that 150 even uses the word transparency or asked you to help create trust is undoubtedly a very significant step forward. (I wanted to put transparency in italics, but I didn’t check the instructions C.J. relayed to you earlier).
Sharon,
Yes, April 16, I’ve already corresponded with JAD today.
You’re right, I don’t understand a lot of things. I’ve apologized for that numerous times in the past and will continue to show a willingness to correct my ignorance. However, there are some things I understand perfectly well, but no one has asked. In the end, the intent of my heart is simply to help.
lunch is over…
Erik, what is it that you understand perfectly well? 😉 I’ll be your Ed McMahon…
I hope this is the appropriate spot to receive some feedback on a board member’s reply to my e-mail. this board member stated that they are considering cuts in administrative positions as part of reducing the deficit. Then the board member went on to ask if I, as a staff member, was willing to commit to an 8 hour day in the new contract as part of student achievement. They also stated that they felt the staff was the only labor union who had a contract which provided a 6% increase that would increase our pension amount. I stated that I was unwilling to reply until I had background and facts to support my reply. Does anyone have the research and background available so I can reply objectively?
angel in pink- stowell and hinton need to bargain the contract for the teachers if they don’t like what is in it. they signed off on it. love how this deficit is teacher’s fault when they never ask teachers for any input…way to go stowell! oh, i forgot …teachers are so valuable, right? you’re in hinton’s back pocket.
Angel in Pink – That’s Jim’s position and I doubt that he’ll be changing his mind. He simply doesn’t acknowledge the average teacher’s work load and how many hours of work (and how much of their own money for supplies) teachers give to District 150. In the past, Hinton has actually disagreed with Jim’s suggestion of lengthening the work day. I hope you all understand that the Edison and, I believe, Manual teachers already work extra time per day and each year–and get paid extra for it. Personally, I feel that is very unfair as teachers in other schools would like that deal, also. I guess Jim woulld like to take away that extra pay from the Edison and Manual teachers and make all teachers work the extra time without extra pay. Maybe just taking away the time and pay from Edison might help the budget.
I was one of the happy recipients of that pension plan–that I believe was part of the early retirement offer that was supposed to save the district money so that they could replace teachers who were high on the salary schedule with first year teachers. I honestly don’t know if that was a one-time thing or if current retirees get the same benefit. As I’ve said before–I am not very good at the “numbers” thing, so someone else will have to explain the details. I do wish Jim’s brother Jerry had stayed with District 150 so that he could join us in giving his little brother a piece of his mind. Ha!
something from last night’s board meeting just bothered me diane. it’s selfish of me to even address, but…
Hector Ramirez was a student of my wife who was killed by gang violence. He was shot multiple times and died in the arms of the Gifford Street alternative High School police liaison. The officer’s name was Gary Neal who is a strong man, good to the community.
I didn’t know Hector from the year I spent as a building substitute teacher for Streamwood High School in the 1998-1999 school year, but violence was/is a factor that effects the whole school. My wife was in Streamwood from 1998 to 2006 and at Gifford Street alternative from 1998 to 1999.
My wife broke up gang fights in the classrooms. Not because of a fear of anyone getting hurt, but because she didn’t want them kicked out of school. It was their last chance.
Her experience was often 90% discipline and 10% teaching. Being a building sub, I was fortunate enough that kids came to know me, but prior to that…I *get* admin saying “you’re writing too many referrals”. My wife wouldn’t write referrals, she insisted on keeping them in the classroom.
There was also the times my wife didn’t know about, where I worried about her safety. She was surrounded by six foot tall, 200 pound 15 year olds with discipline problems. She can hold her own, don’t get me wrong, but a husband worries.
Achievement? At the time, U-46 was really struggling. NCLB was in it’s first years and kids were being told they were being left behind. I get it. She led small learning communities which are effective in that regard. I helped, as a significant other does for their educator spouse, as much as I could. Still do…
She was part of teams whose efforts led to three consecutive years of improvement in the Achievement Gap for low income prior to moving to the role of stay at home mom. When we moved here, to Peoria, Manual was her first and only interview. Unfortunately, there wasn’t time in the hiring cycle to get on board.
I’m working with a teacher at Manual and will have the honor of standing in front of the kids once a week discussing economics through Jr. Achievement. I, in no way, equate that to the role of an educator, but these are glimpses to what I understand and how I came to do so.
I left the private sector because I didn’t like working for greed. I came back to the public sector because I enjoy seeing the fruit of my labor. I’m in local government instead of education because I try to be a creative person in finding solutions to difficult problems. Education, as it works in America today, suffers greatly from an structure and environment that doesn’t allow for creativity.
Maybe we can sit down and discuss over a pint of sarsaparilla some day. You might be compelled to ask what does all that have to do with making advisory recommendations regarding budget process and financial management practices…
O.K . . . . I got a story now. I was at the home of an Indian couple the other evening and the gentleman and my husband were discussing their educational backgrounds, primarily their math education. It was remarkable to learn that our Indian friend was studying a level of math in 8th grade in India, that my U.S. educated husband did not encounter until his junior year of high school.
So, Erik, though I think it is admirable that you and your wife have dedicated so much of yourselves in helping those students that find themselves in an alternative school setting, I am concerned where that really leaves the quality of public education in the U.S.
Even before NCLB, the U.S. has been focused on raising the bottom half and has neglected the top half. Please don’t stone me to death here and brand me an elitist. I am a realist. The U.S. does not produce enough college graduates to fill its technical jobs and yet I do not see public education altering its available resources to address this matter. I read in the news during the Presidential election coverage citizens bemoaning the fact that so many jobs have gone overseas and a living wage now a days is so hard to find – – – is isn’t hard to find in the U.S., if you are prepared for the right opportunities. I guess I just see a disconnect in U.S. public education and the U.S. job market. I see that same disconnect happening in Peoria schools.
Erik: I, of course, am listening in. I’m glad you shared these experiences of yours and your wife’s. They do give you credibility–as more than someone just looking at numbers. I, also, spent years protecting kids that maybe shouldn’t have been protected, etc., from suspension, expulsion, etc. Their numbers weren’t as great as they are today–and, I think, teachers as protectors worked very well until administrators (deans, etc.) started being too lenient. Before I was able to “bargain” with kids, work with them to get them to change their behaviors, etc., and “protected” them from the deans, etc. I could be the “good guy” and the deans the “bad guys”–which, for the sake of the kids, is the way it should be. Things are different now–support staff like deans make excuses for kids–become their enablers.
Terry gave his speech to point out that many (even most) who are looking at the numbers do not have these experiences (that money absolutely cannot be the only consideration)–strangely enough, even Ken Hinton has probably not had those experiences–certainly not the situations so prevalent in the classrooms today. Of course, he does not know your background. I have had some sense that you had insight into the problems our teachers face. Ken’s brother Adrian probably did have some of those experieces. Adrian and I started teaching the same year at Roosevelt (1962). I credit him with teaching me so much about how to understand black teen-agers in those years just before and during the civil rights movement. I knew nothing about black culture in those early years–little to nothing about the bigotry that faced these kids every day, so I am grateful to Adrian.
Frustrated and I were writing simultaneously. This is the one topic about which we seem to disagree–while agreeing on most others. I don’t think we actually disagree because she certainly has a point about catering to the lower end. Unfortunately, I think the private schools have picked up the slack, so to speak. Instead of working to change the focus or to balance the focus, parents leave the public schools to go to private schools where their children are challenged, etc. I believe this trend started in other places before it hit Peoria so hard. Because so many have left the public school, the public school is left with a majority at the lower end–so, of course, the focus seems skewed.
District 150 has not done enough to achieve a balance–to meet the needs and challenges of both groups. Everything is complicated by the discipline problems. Actually, teaching and learning are both close to impossible because of the discipline problems. Therefore, we desperately need a viable alternative school.
Sharon – My previous post was not meant to condemn the idea of an alternative school. You sold me on that idea some time ago. I guess it was more to point out what a sad state of affairs society is in that alternative schools are necessary, especially with educational dollars in such short supply. I agree with you that private schools and homeschooling, for that matter, have become a refuge for some seeking a competitive education but such opportunities can be out of reach for even middle class families. So, I would have to disagree that such alternative schooling is able to pick up the slack. And in the case of Peoria, I do not believe the private schools offer a more rigorous education just a more pristine environment, free from the challenges that students of poverty bring with them to the classroom.
I think with some creativity and realignment District 150 can do a better job of servicing all students. Washington Gifted is a great example of that. I think other schools could be created without the “gifted” moniker that could cater to students that have demonstrated some moderate ability to learn and behave themselves. It does not have to be an all or nothing proposition. Hopefully, if the chaotic conditions of the District can ever be calmed, the Board and Administrators can see this.
Erik, you don’t owe anyone an apology for being new to Peoria and District #150. It is the district’s – and the public’s – responsibility to brief you on the background and issues surrounding #150’s current problems. From my perspective, you seem to be the only individual who understands his/her responsibility to communicate with the public, taxpayers and stakeholders of the district. Well done.
That said, I do have a question about your presentation Monday evening. Is it possible for you to share the assumptions upon which you based your scenarios for the presentation? For example, you demonstrated a scenario that included the closing of three schools. What did the committee assume was the disposition of those buildings? Were they to be sold (with the proceeds relieving the Ed Fund) , were they to remain empty and held by the district with utilities, insurance, and other expenses still occurring, or were they to be used for other district purposes (think the Blaine-Sumner facility)?
Prairiecelt;
Thank you.
The budget and planning committee had nothing to do with the three cost reduction scenarios presented Monday night. Those three options were populated by the administration.
I have asked for the presentation to be put up on the district’s website and will follow up with that today. I would also not the superintendent informed the board he would be distributing the exact cost savings by initiative (school closing, etc.) yesterday, which I will also ask be put on the website.
I’ve asked for materials to be placed next to the meeting announcement of the April 16 meeting.
Those three options were populated by the administration
Garbage in, Garbage out.
I appreciate the frustration over what to do with the schools… our best achievers are being ignored and are becoming bored, the worst performing are being chased out or worse coddled into complacency, and the vast majority of those who are “meeting the standards” are doing so DESPITE the school’s efforts instead of because of them.
Look at the results of homeschooling, and private schooling efforts.
The answer isn’t in fixing the school system. The answer is a NEW school system based on the ideas and ideals upon which this system was supposed to be based.
Go back and read Dewey. Go back BEFORE Sputnik and see where our schools were heading in the 40s and 50s… When even an eighth grade education might make you a part of the “greatest generation”.
Erik – does the administration have cost/expense breakdowns by building so that the proposed closings of Irving, Kingman and Tyng can be studied using actuals? Somewhere in my memory is stuck the idea that the administration doesn’t use actuals but some sort of percentage-based cost/expense calculation. Hope I am mis-remembering!
kcdad, you are correct that the district is “dumbing down” their programs and, hence, the kids. The kids they don’t want to deal with, they expel or apply enough pressure that the students drop out. One more reason why they all should go and be replaced with a less tired, less effective and worn out team – a team that actually understands their mission and focusses on their core business (education) and student achievement. A compelling argument could be crafted that the reason the district is in the mess they are is because this administration and board did not focus on their core business and, instead, became more concerned with building programs and real estate development. It often appears (at least to me) that they dabbled in perception management – especially in the case of financial matters.
PrairieCelt;
This may be a good opportunity to contact your school board rep and ask them about expense breakdowns. Sorry I can’t be more helpful, but I simply don’t know.
erik
As usual Frustrated, we end up on the same page. Kcdad, certainly, I also agree that we have dumbed down the system. However, with regard to the education of the 1940s and 1950s, we weren’t trying to educate the whole populace then–certainly not before the 1940s. For instance, in my own family, my father didn’t finish grade school, my mother didn’t finish high school. I was the first in my family (all generations) to go to college–and that almost didn’t happen. I was out of high school working at Caterpillar and then LeTourneau before I made an independent decision to go to college. It wasn’t just the black population that suddenly came into the school system–especially into high school–after the 1950s. The public schools weren’t prepared for this explosion in enrollment and change in the population. They have just never figured out how to do it–now is the time (way past time).
PrairieCelt, I especially agree that the district is in “perception management” mode–in all areas.
I would like to see a pie chart that divides that 85% amount of the budget that goes to the education fund.
PrairieCelt, you can probably answer this question? What expenditures actually come out of the education fund besides teachers’ salaries: administrative salaries, textbooks, programs, etc.????
Let’s see a pie chart that shows the percentages for all these education fund expenditures.
Erik: You’re right–we need to get those figures about individual schools and the figures I requested. I’m beginning to believe you about this new financial tool–it does have potential. Now all we have to do is to get the district to plug in the right numbers.
Sharon – the Ed Fund covers pretty much everything except some of the federally and state funded programs and granted programs. This would include Title funds, some Special Ed funds, any grants awarded, Health Life Safety funds, PBC funds, etc. However, some funds are useage-restricted and cannot be used to cover all expenses; for example, tuition reimbursement expense cannot be paid from Title funds and so charged to Ed Fund. This is true even though the teacher’s or other staff member’s salary is paid by Title I. Transportation and Bldgs & Grounds can usually be excluded from the Ed Fund as these are, or at least were, paid from separate funds and/or accounts (their funding is really more complicated, but I simplified it for this posting).
Erik, I have spoken with a BOE member and that individual is as frustrated as the rest of us. It seems that even though requests for information come from a Board member, the administration rarely complies. So, now what? Guess that leaves FOIA requests.
I asked the board how the transportation costs did not change in any of the scenarios and was told by Dr. Gorenz that those costs are well provided for by the state. I thought the district is implementing a 3-bell schedule and has moved buses to the southside in order to reduce transportation costs. This confuses me. Also, I thought we were in a terrible mess due to late payments from the state.
teachingrocks:
the ‘mess’ is due to expenditures exceeding revenues since, as far as I can tell, calendar year 2000.
the transportation fund is the only operations fund with positive cash flow, positive balance sheet, and positive fund balance. it’s a gem in the rough. it also confuses the picture when included in analyzing the operations funds. if you look solely at ed fund, and then solely at O&M fund, there you will find the problems. IMO it is not proper to include transportation fund in the operations picture because the sources are restricted and distort the fiscal state of the annual budget. the fiscal condition of each fund should be measured on its own merit. it’s one of our pending recommendations.
late payments form the state are limited to categorical payments. general state aid payments are being made on-time. categorical payments are title one and such.
Teachingrocks: Yes, confusing at best. Why is the district interested in reducing transportation costs if they don’t pay them? At this point, I have no confidence in the board’s ability to answer these questions–Parker’s question Monday night proves that the board does not have these answers. I don’t think they have even asked the questions before. I believe that Hinton promised the answers “tomorrow”–that would be yesterday.
PrairieCelt: I would be more than happy to file a FOIA for this information. I just need help in writing an “intelligent” request. I would like to get a hold of a complete list (as complete as possible) of all the programs, etc., that come out of the education fund. I guess it would be well to list all the Title I (and state or federally funded programs) to ask if the district bears any of those costs.
Okay, so I’m still confused then as to why the district was making moves to decrease transportation costs if they don’t worry about them in the first place. Is there ever a time when increased bussing will increase district costs?
Teachingrocks: You would think that adding at least 200 students from Kingman going in 4 different directions would increase busing costs–and the need for more buses and drivers, wouldn’t you? If the board is even contemplating using Loucks for anything–9th grade or whatever–won’t most of those students have to be bused? Of course, the TJ students are being bused this year–which, of course, should have added to current transportation costs.
Sharon – and the right “scenarios”.
Kingman has nearly 400 students and only around 100 are being bussed right now. Even sending them to Glen Oak and Irving is quite an increase. I’m still wondering where the other two schools are that Hinton is planning on sending some of our students to in the Fall. Heck, he may not even know.
Erik: Sorry, you were answering the question while I was writing my last post–you have given more insight.
Erik’s “the fiscal condition of each fund should be measured on its own merit. it’s one of our pending recommendations.” That indeed sounds like a great idea–certainly would help “unmuddy” the waters.
Someone did address at the board meeting on Monday the increase in discipline from having all these students on busses. There are students at Kingman who’ve never even been on a bus for school. I wonder how student achievement will be maintained when all these students are spending their time in the office responding to referrals they’ve received on a bus. I guess I’m assuming too much in thinking decisions are made on what’s best for the students.
Teachingrocks: Yes, I believe your Kingman figures are closer to being accurate–at least, according to what I have heard from teachers. I suspected the administration gave out incorrect numbers Monday–not unusual.
I am a teacher at Kingman and when I asked the secretary to let me know how many students there were 1st-5th, she said 350. We have 2 kindergartens as well as pre-k classes there which I’m sure puts us at about 400. The figure I’ve seen is that we bus about 75 students currently. Mr. Hiles was spot-on when he talked about how late the busses are on a routine basis in delivering the students to our school and picking them up.
Erik – could you please explain, in a little more detail, categorical payments? For people who are not familiar with school district finance, it is confusing.
I hope the BOE and Admin adopt the recommendation to measure the fiscal condition of each fund independently on its own merit. That would go a long way toward more “transparency.” Does the Skyward system have the capability to accomplish that?
It is interesting to note that even though the district/BOE overspent through the ’03-’04 school year, the district still had reserves and didn’t have to borrowing via tax anticipation warrants. From 11/03 – 05/04, Hinton’s administrative team managed to consume all the reserves and found themselves without the ability to meet payroll.
Could that have anything to do with the 42 certified staff cuts (that were achieved through naturally-occurring attrition rather than the pink slip process) that Hinton restored shortly after he returned to the district, and the numerous “new positions” he created and staffed? The budget adopted by the BOE for the ’04-’05 SY was based on these cuts and the stabilization/non-growth of the district’s work force. Hinton blew that plan right out of the water!
Sorry, I mis-stated the dates in paragraph 3. It should read: From 11/04 – 05/05 Hinton’s . . .
Har-de-har-har, CJ
;P
I seem to recall a few C.J. Summer’s posts too.
This is the eve of the school board election and no one’s heard from Ms. Petelle since December? Hello? Is this thing on?
She’s updated her blog about the election
http://eyebrowsmcgee.blogspot.com/
Candidate forums for school board have been hard to come by – apparently they’ve been at some PTA meetings, etc. – but if you don’t have kids in the school you don’t hear them. I think it’s unfortunate. The school board candidates (no Farkash) did come to League of Women Voters event last month at Jumers.
I really hope you all get out and vote for Laura. I am thrilled that she is supportive of a strong college prep program in a centralized location, i.e. Richwoods. And, she is willing to get that alternative school going for Sharon. So . . . at least Sharon and I might possibly get something from our “wish lists” if she is elected.
I’d like to thank all those who came out tonight and voiced their concerns for our children, parents, and staff of children of Kingman, Tyng, and Woodruff schools. Stay united as teachers and as taxpayers in Peoria and keep what’s best for our students!
The speeches tonight definitely weren’t run-of-the-mill. I was very impressed with the Kingman representatives. Certainly, I hope the board thinks long and hard about what they heard tonight. And, Frustrated, Jim Stowell did mention an alternative school–but nobody else jumped on that band wagon, tonight anyway. I wonder how long board members will continue to put up with Hinton’s scolding them and talking down to them like they are 3rd graders.
Sharon, Did you watch the follow-up discussion on CH 17 later after the public comments? Some (not all) of the same old tired rhetoric from the same old tired board members. I don’t even know why one of them is even there. He could literally turn on a tape recorder of 4 or 5 statements and have someone else hit “play”.
diane,
i missed it, what was said? what was tired? serious question, i am interested.
erik
Erik – I’ll try to call you today. I lost your e-mail. Can you e-mail me please?
I have an appointment this morning and I have to vote. Yes, Diane, I listened to all of it–didn’t leave until the end. (Is that what you meant or was there a discussion after the board meeting?) I’m trying to collect my thoughts to be objective. Everyone knows that cuts have to be made. I think that many of us are still baffled as to why this financial catastrophe wasn’t predicted sooner. It’s more the “how” things are being done and “when” they are to be done than “what” is to be done. For instance, why couldn’t Hinton tell teachers and parents where the Kingman students will go next year. The fact that he couldn’t or wouldn’t make that announcement at the same time he announces the closure makes us think that this is not a well thought out plan. Also, as to the when–Kingman people were prepared to move–not just in four different places. They were promised something much different a couple of years ago.
And, of course, the Edison program was brought up by many. We don’t understand why the “satisfied customers” at Northmoor are more important than the “satisfied customers” at Kingman, Tyng, and Woodruff. And the Edison program does come down to Northmoor–one school. I am hearing so many bad things about Rolling Acres where the customers don’t seem all that satsified. Also, I personally don’t understand why Woodruff (which, of course, wasn’t mentioned by name) instead of Manual, which has the lowest enrollment and the least chance of an increasing enrollment in the future. Jim Stowell did mention the need for an alternative school.
Later–again thanks to Beth for a great speech.
I wish I could vote for you, Beth, but I wish you the very best.
diane, et al;
i can be reached at ebush at peoriacounty dot org or platois4u at yahoo dot com
i am coordinating a public presentation similar to last night regarding the state of the budget (what was termed the “base assumption model”), what the options proposed by the administration were/are, exactly, and then I would like to have an ability for the budget committee to do some “what if” scenarios of our own.
Not so much to test expense side impacts, but to insure the product we offered up as being a useful tool is so. So, at this point, I don’t see why the budget committee can’t publicly ask of the software what happens if all schools are kept open (base assumption) and some of the measures such as Edison are instead plugged in.
What I need to make clear is two things:
1. We (the budget committee) are working on matters of process and financial planning and management. In no way do any of our questions or thought processes impact the actual decisions regarding expense side reductions currently being considered by the district. At one point last night, one of the Kingman teachers wanted to wait until the budget committee produced its “finding” and issued its recommendations, in a lot of ways what we’re doing doesn’t impact what was discussed last night at all.
2. We do not speak for management, administration, PFT, or any other group associated with the district. It may be clear to some, but it is not to all so I need to keep saying it.
#2 is important because when we kick the tires of the budget module next week, we (the budget committee) are doing so to satisfy our evaluation of the budget module as a product.
erik
Meeting –
April 16
6:00-7:30
Neighborhood House
Peoria, IL
Erik: April 16–good date as it will be after the PFT elections; then District 150 teachers will no longer be in limbo as to who will lead them.
Another of the big questions that remains unanswered–and not sure if this new program can address it–but
No one seems to be counting the cost of the school closures. There is no doubt that the need for transportation will increase. The district has been complaning that there aren’t enough bus drivers and buses now–so what will change to allow for increased busing next year and the next?
Of course, there is the cost that District 150 continues to ignore. Over the last 20 years, every decision the district has made has convinced some families to leave the district and/or the city. Per pupil revenues are a major source of income, right? So why does the district continue to ignore its own role in this loss of enrollment? Of course, I believe that no new programs or new schools or school closings are going to resolve District 150’s main problem: discipline and the lack of safety produced by this problem. Until 150 deals with that issue, none of its plans will be successful in drawing people back into the district or keeping them in the district.
(applauds Sharon) Discipline and lack of safety are big issues in our schools. It’s the number one cause (IMO anyways) of lack of student achievement. That’s one of the many reasons that the teachers from Kingman and Tyng are up in arms about “dispersing” our students to 4 schools. It’s WAY different teaching a class of 18-20 students than trying to teach 24-28 students.
Erik – Here is something I am scratching my head about.
If you had the data to plug into your last evenings software model regarding the financial consequences of closing schools, then WHY was that SAME DATA NOT available to the Board of Education members last night?
Ms Wolfmeyer asked Ken repeatedly for the numbers and he said he would “provide” them. Well that data must certainly already be available if they were plugged into your “Scenario 2” and “Scenario 3” assumption models so WHY DIDN’t the school board already have it?
Diane and Erik: That’s the part about the promised transparency that I don’t understand. If the public sees only the results but not the numbers, are we going to trust this tool any more than we have trusted other financial reports? Even more ridiculous is the fact that the board members don’t have the numbers. But maybe things are getting better–the board did ask for the numbers.
“But maybe things are getting better–the board did ask for the numbers.”
sharon – there is a meeting next week, come to it. i’ve asked that last night’s presentation packet be put on the district website.
diane, I don’t know how to answer your questions as I’m not part of management/administration. Our committee is operating independently of anything the administration is doing. we advise the board.
after last night, it occurs to me our role is confusing some. to that end, i will make a more concerted effort to define.
Erik: We’re still talking about the April 16 meeting, right? Whether I come or not, Jeff Adkins-Dutro will probably be there–hopefully, as the new PFT president. My role might be to watch the children or I might come to the meeting–but the information will get to me. Again, Erik, thanks for these efforts. I don’t know if you understand yet the degree of skeptism that many of us who have a history with District 150 bring with us to the table. The fact that 150 even uses the word transparency or asked you to help create trust is undoubtedly a very significant step forward. (I wanted to put transparency in italics, but I didn’t check the instructions C.J. relayed to you earlier).
Sharon,
Yes, April 16, I’ve already corresponded with JAD today.
You’re right, I don’t understand a lot of things. I’ve apologized for that numerous times in the past and will continue to show a willingness to correct my ignorance. However, there are some things I understand perfectly well, but no one has asked. In the end, the intent of my heart is simply to help.
lunch is over…
Erik, what is it that you understand perfectly well? 😉 I’ll be your Ed McMahon…
I hope this is the appropriate spot to receive some feedback on a board member’s reply to my e-mail. this board member stated that they are considering cuts in administrative positions as part of reducing the deficit. Then the board member went on to ask if I, as a staff member, was willing to commit to an 8 hour day in the new contract as part of student achievement. They also stated that they felt the staff was the only labor union who had a contract which provided a 6% increase that would increase our pension amount. I stated that I was unwilling to reply until I had background and facts to support my reply. Does anyone have the research and background available so I can reply objectively?
angel in pink- stowell and hinton need to bargain the contract for the teachers if they don’t like what is in it. they signed off on it. love how this deficit is teacher’s fault when they never ask teachers for any input…way to go stowell! oh, i forgot …teachers are so valuable, right? you’re in hinton’s back pocket.
Angel in Pink – That’s Jim’s position and I doubt that he’ll be changing his mind. He simply doesn’t acknowledge the average teacher’s work load and how many hours of work (and how much of their own money for supplies) teachers give to District 150. In the past, Hinton has actually disagreed with Jim’s suggestion of lengthening the work day. I hope you all understand that the Edison and, I believe, Manual teachers already work extra time per day and each year–and get paid extra for it. Personally, I feel that is very unfair as teachers in other schools would like that deal, also. I guess Jim woulld like to take away that extra pay from the Edison and Manual teachers and make all teachers work the extra time without extra pay. Maybe just taking away the time and pay from Edison might help the budget.
I was one of the happy recipients of that pension plan–that I believe was part of the early retirement offer that was supposed to save the district money so that they could replace teachers who were high on the salary schedule with first year teachers. I honestly don’t know if that was a one-time thing or if current retirees get the same benefit. As I’ve said before–I am not very good at the “numbers” thing, so someone else will have to explain the details. I do wish Jim’s brother Jerry had stayed with District 150 so that he could join us in giving his little brother a piece of his mind. Ha!
something from last night’s board meeting just bothered me diane. it’s selfish of me to even address, but…
Hector Ramirez was a student of my wife who was killed by gang violence. He was shot multiple times and died in the arms of the Gifford Street alternative High School police liaison. The officer’s name was Gary Neal who is a strong man, good to the community.
I didn’t know Hector from the year I spent as a building substitute teacher for Streamwood High School in the 1998-1999 school year, but violence was/is a factor that effects the whole school. My wife was in Streamwood from 1998 to 2006 and at Gifford Street alternative from 1998 to 1999.
My wife broke up gang fights in the classrooms. Not because of a fear of anyone getting hurt, but because she didn’t want them kicked out of school. It was their last chance.
Her experience was often 90% discipline and 10% teaching. Being a building sub, I was fortunate enough that kids came to know me, but prior to that…I *get* admin saying “you’re writing too many referrals”. My wife wouldn’t write referrals, she insisted on keeping them in the classroom.
There was also the times my wife didn’t know about, where I worried about her safety. She was surrounded by six foot tall, 200 pound 15 year olds with discipline problems. She can hold her own, don’t get me wrong, but a husband worries.
Achievement? At the time, U-46 was really struggling. NCLB was in it’s first years and kids were being told they were being left behind. I get it. She led small learning communities which are effective in that regard. I helped, as a significant other does for their educator spouse, as much as I could. Still do…
She was part of teams whose efforts led to three consecutive years of improvement in the Achievement Gap for low income prior to moving to the role of stay at home mom. When we moved here, to Peoria, Manual was her first and only interview. Unfortunately, there wasn’t time in the hiring cycle to get on board.
I’m working with a teacher at Manual and will have the honor of standing in front of the kids once a week discussing economics through Jr. Achievement. I, in no way, equate that to the role of an educator, but these are glimpses to what I understand and how I came to do so.
I left the private sector because I didn’t like working for greed. I came back to the public sector because I enjoy seeing the fruit of my labor. I’m in local government instead of education because I try to be a creative person in finding solutions to difficult problems. Education, as it works in America today, suffers greatly from an structure and environment that doesn’t allow for creativity.
Maybe we can sit down and discuss over a pint of sarsaparilla some day. You might be compelled to ask what does all that have to do with making advisory recommendations regarding budget process and financial management practices…
O.K . . . . I got a story now. I was at the home of an Indian couple the other evening and the gentleman and my husband were discussing their educational backgrounds, primarily their math education. It was remarkable to learn that our Indian friend was studying a level of math in 8th grade in India, that my U.S. educated husband did not encounter until his junior year of high school.
So, Erik, though I think it is admirable that you and your wife have dedicated so much of yourselves in helping those students that find themselves in an alternative school setting, I am concerned where that really leaves the quality of public education in the U.S.
Even before NCLB, the U.S. has been focused on raising the bottom half and has neglected the top half. Please don’t stone me to death here and brand me an elitist. I am a realist. The U.S. does not produce enough college graduates to fill its technical jobs and yet I do not see public education altering its available resources to address this matter. I read in the news during the Presidential election coverage citizens bemoaning the fact that so many jobs have gone overseas and a living wage now a days is so hard to find – – – is isn’t hard to find in the U.S., if you are prepared for the right opportunities. I guess I just see a disconnect in U.S. public education and the U.S. job market. I see that same disconnect happening in Peoria schools.
Erik: I, of course, am listening in. I’m glad you shared these experiences of yours and your wife’s. They do give you credibility–as more than someone just looking at numbers. I, also, spent years protecting kids that maybe shouldn’t have been protected, etc., from suspension, expulsion, etc. Their numbers weren’t as great as they are today–and, I think, teachers as protectors worked very well until administrators (deans, etc.) started being too lenient. Before I was able to “bargain” with kids, work with them to get them to change their behaviors, etc., and “protected” them from the deans, etc. I could be the “good guy” and the deans the “bad guys”–which, for the sake of the kids, is the way it should be. Things are different now–support staff like deans make excuses for kids–become their enablers.
Terry gave his speech to point out that many (even most) who are looking at the numbers do not have these experiences (that money absolutely cannot be the only consideration)–strangely enough, even Ken Hinton has probably not had those experiences–certainly not the situations so prevalent in the classrooms today. Of course, he does not know your background. I have had some sense that you had insight into the problems our teachers face. Ken’s brother Adrian probably did have some of those experieces. Adrian and I started teaching the same year at Roosevelt (1962). I credit him with teaching me so much about how to understand black teen-agers in those years just before and during the civil rights movement. I knew nothing about black culture in those early years–little to nothing about the bigotry that faced these kids every day, so I am grateful to Adrian.
Frustrated and I were writing simultaneously. This is the one topic about which we seem to disagree–while agreeing on most others. I don’t think we actually disagree because she certainly has a point about catering to the lower end. Unfortunately, I think the private schools have picked up the slack, so to speak. Instead of working to change the focus or to balance the focus, parents leave the public schools to go to private schools where their children are challenged, etc. I believe this trend started in other places before it hit Peoria so hard. Because so many have left the public school, the public school is left with a majority at the lower end–so, of course, the focus seems skewed.
District 150 has not done enough to achieve a balance–to meet the needs and challenges of both groups. Everything is complicated by the discipline problems. Actually, teaching and learning are both close to impossible because of the discipline problems. Therefore, we desperately need a viable alternative school.
Sharon – My previous post was not meant to condemn the idea of an alternative school. You sold me on that idea some time ago. I guess it was more to point out what a sad state of affairs society is in that alternative schools are necessary, especially with educational dollars in such short supply. I agree with you that private schools and homeschooling, for that matter, have become a refuge for some seeking a competitive education but such opportunities can be out of reach for even middle class families. So, I would have to disagree that such alternative schooling is able to pick up the slack. And in the case of Peoria, I do not believe the private schools offer a more rigorous education just a more pristine environment, free from the challenges that students of poverty bring with them to the classroom.
I think with some creativity and realignment District 150 can do a better job of servicing all students. Washington Gifted is a great example of that. I think other schools could be created without the “gifted” moniker that could cater to students that have demonstrated some moderate ability to learn and behave themselves. It does not have to be an all or nothing proposition. Hopefully, if the chaotic conditions of the District can ever be calmed, the Board and Administrators can see this.
Erik, you don’t owe anyone an apology for being new to Peoria and District #150. It is the district’s – and the public’s – responsibility to brief you on the background and issues surrounding #150’s current problems. From my perspective, you seem to be the only individual who understands his/her responsibility to communicate with the public, taxpayers and stakeholders of the district. Well done.
That said, I do have a question about your presentation Monday evening. Is it possible for you to share the assumptions upon which you based your scenarios for the presentation? For example, you demonstrated a scenario that included the closing of three schools. What did the committee assume was the disposition of those buildings? Were they to be sold (with the proceeds relieving the Ed Fund) , were they to remain empty and held by the district with utilities, insurance, and other expenses still occurring, or were they to be used for other district purposes (think the Blaine-Sumner facility)?
Prairiecelt;
Thank you.
The budget and planning committee had nothing to do with the three cost reduction scenarios presented Monday night. Those three options were populated by the administration.
I have asked for the presentation to be put up on the district’s website and will follow up with that today. I would also not the superintendent informed the board he would be distributing the exact cost savings by initiative (school closing, etc.) yesterday, which I will also ask be put on the website.
I’ve asked for materials to be placed next to the meeting announcement of the April 16 meeting.
Those three options were populated by the administration
Garbage in, Garbage out.
I appreciate the frustration over what to do with the schools… our best achievers are being ignored and are becoming bored, the worst performing are being chased out or worse coddled into complacency, and the vast majority of those who are “meeting the standards” are doing so DESPITE the school’s efforts instead of because of them.
Look at the results of homeschooling, and private schooling efforts.
The answer isn’t in fixing the school system. The answer is a NEW school system based on the ideas and ideals upon which this system was supposed to be based.
Go back and read Dewey. Go back BEFORE Sputnik and see where our schools were heading in the 40s and 50s… When even an eighth grade education might make you a part of the “greatest generation”.
Erik – does the administration have cost/expense breakdowns by building so that the proposed closings of Irving, Kingman and Tyng can be studied using actuals? Somewhere in my memory is stuck the idea that the administration doesn’t use actuals but some sort of percentage-based cost/expense calculation. Hope I am mis-remembering!
kcdad, you are correct that the district is “dumbing down” their programs and, hence, the kids. The kids they don’t want to deal with, they expel or apply enough pressure that the students drop out. One more reason why they all should go and be replaced with a less tired, less effective and worn out team – a team that actually understands their mission and focusses on their core business (education) and student achievement. A compelling argument could be crafted that the reason the district is in the mess they are is because this administration and board did not focus on their core business and, instead, became more concerned with building programs and real estate development. It often appears (at least to me) that they dabbled in perception management – especially in the case of financial matters.
PrairieCelt;
This may be a good opportunity to contact your school board rep and ask them about expense breakdowns. Sorry I can’t be more helpful, but I simply don’t know.
erik
As usual Frustrated, we end up on the same page. Kcdad, certainly, I also agree that we have dumbed down the system. However, with regard to the education of the 1940s and 1950s, we weren’t trying to educate the whole populace then–certainly not before the 1940s. For instance, in my own family, my father didn’t finish grade school, my mother didn’t finish high school. I was the first in my family (all generations) to go to college–and that almost didn’t happen. I was out of high school working at Caterpillar and then LeTourneau before I made an independent decision to go to college. It wasn’t just the black population that suddenly came into the school system–especially into high school–after the 1950s. The public schools weren’t prepared for this explosion in enrollment and change in the population. They have just never figured out how to do it–now is the time (way past time).
PrairieCelt, I especially agree that the district is in “perception management” mode–in all areas.
I would like to see a pie chart that divides that 85% amount of the budget that goes to the education fund.
PrairieCelt, you can probably answer this question? What expenditures actually come out of the education fund besides teachers’ salaries: administrative salaries, textbooks, programs, etc.????
Let’s see a pie chart that shows the percentages for all these education fund expenditures.
Erik: You’re right–we need to get those figures about individual schools and the figures I requested. I’m beginning to believe you about this new financial tool–it does have potential. Now all we have to do is to get the district to plug in the right numbers.
Sharon – the Ed Fund covers pretty much everything except some of the federally and state funded programs and granted programs. This would include Title funds, some Special Ed funds, any grants awarded, Health Life Safety funds, PBC funds, etc. However, some funds are useage-restricted and cannot be used to cover all expenses; for example, tuition reimbursement expense cannot be paid from Title funds and so charged to Ed Fund. This is true even though the teacher’s or other staff member’s salary is paid by Title I. Transportation and Bldgs & Grounds can usually be excluded from the Ed Fund as these are, or at least were, paid from separate funds and/or accounts (their funding is really more complicated, but I simplified it for this posting).
Erik, I have spoken with a BOE member and that individual is as frustrated as the rest of us. It seems that even though requests for information come from a Board member, the administration rarely complies. So, now what? Guess that leaves FOIA requests.
I asked the board how the transportation costs did not change in any of the scenarios and was told by Dr. Gorenz that those costs are well provided for by the state. I thought the district is implementing a 3-bell schedule and has moved buses to the southside in order to reduce transportation costs. This confuses me. Also, I thought we were in a terrible mess due to late payments from the state.
teachingrocks:
the ‘mess’ is due to expenditures exceeding revenues since, as far as I can tell, calendar year 2000.
the transportation fund is the only operations fund with positive cash flow, positive balance sheet, and positive fund balance. it’s a gem in the rough. it also confuses the picture when included in analyzing the operations funds. if you look solely at ed fund, and then solely at O&M fund, there you will find the problems. IMO it is not proper to include transportation fund in the operations picture because the sources are restricted and distort the fiscal state of the annual budget. the fiscal condition of each fund should be measured on its own merit. it’s one of our pending recommendations.
late payments form the state are limited to categorical payments. general state aid payments are being made on-time. categorical payments are title one and such.
Teachingrocks: Yes, confusing at best. Why is the district interested in reducing transportation costs if they don’t pay them? At this point, I have no confidence in the board’s ability to answer these questions–Parker’s question Monday night proves that the board does not have these answers. I don’t think they have even asked the questions before. I believe that Hinton promised the answers “tomorrow”–that would be yesterday.
PrairieCelt: I would be more than happy to file a FOIA for this information. I just need help in writing an “intelligent” request. I would like to get a hold of a complete list (as complete as possible) of all the programs, etc., that come out of the education fund. I guess it would be well to list all the Title I (and state or federally funded programs) to ask if the district bears any of those costs.
Okay, so I’m still confused then as to why the district was making moves to decrease transportation costs if they don’t worry about them in the first place. Is there ever a time when increased bussing will increase district costs?
Teachingrocks: You would think that adding at least 200 students from Kingman going in 4 different directions would increase busing costs–and the need for more buses and drivers, wouldn’t you? If the board is even contemplating using Loucks for anything–9th grade or whatever–won’t most of those students have to be bused? Of course, the TJ students are being bused this year–which, of course, should have added to current transportation costs.
Sharon – and the right “scenarios”.
Kingman has nearly 400 students and only around 100 are being bussed right now. Even sending them to Glen Oak and Irving is quite an increase. I’m still wondering where the other two schools are that Hinton is planning on sending some of our students to in the Fall. Heck, he may not even know.
Erik: Sorry, you were answering the question while I was writing my last post–you have given more insight.
Erik’s “the fiscal condition of each fund should be measured on its own merit. it’s one of our pending recommendations.” That indeed sounds like a great idea–certainly would help “unmuddy” the waters.
Someone did address at the board meeting on Monday the increase in discipline from having all these students on busses. There are students at Kingman who’ve never even been on a bus for school. I wonder how student achievement will be maintained when all these students are spending their time in the office responding to referrals they’ve received on a bus. I guess I’m assuming too much in thinking decisions are made on what’s best for the students.
Teachingrocks: Yes, I believe your Kingman figures are closer to being accurate–at least, according to what I have heard from teachers. I suspected the administration gave out incorrect numbers Monday–not unusual.
I am a teacher at Kingman and when I asked the secretary to let me know how many students there were 1st-5th, she said 350. We have 2 kindergartens as well as pre-k classes there which I’m sure puts us at about 400. The figure I’ve seen is that we bus about 75 students currently. Mr. Hiles was spot-on when he talked about how late the busses are on a routine basis in delivering the students to our school and picking them up.
Erik – could you please explain, in a little more detail, categorical payments? For people who are not familiar with school district finance, it is confusing.
I hope the BOE and Admin adopt the recommendation to measure the fiscal condition of each fund independently on its own merit. That would go a long way toward more “transparency.” Does the Skyward system have the capability to accomplish that?
It is interesting to note that even though the district/BOE overspent through the ’03-’04 school year, the district still had reserves and didn’t have to borrowing via tax anticipation warrants. From 11/03 – 05/04, Hinton’s administrative team managed to consume all the reserves and found themselves without the ability to meet payroll.
Could that have anything to do with the 42 certified staff cuts (that were achieved through naturally-occurring attrition rather than the pink slip process) that Hinton restored shortly after he returned to the district, and the numerous “new positions” he created and staffed? The budget adopted by the BOE for the ’04-’05 SY was based on these cuts and the stabilization/non-growth of the district’s work force. Hinton blew that plan right out of the water!
Sorry, I mis-stated the dates in paragraph 3. It should read: From 11/04 – 05/05 Hinton’s . . .