Well over 100 people crowded into the banquet room at Godfather’s Pizza Thursday night in reaction to District 150’s proposal to balance the budget by closing and consolidating schools. Included in the crowd were teachers, students, coaches, staff members, parents, alumni, and other concerned citizens. The meeting started at 5 p.m. and lasted about an hour and a half. Terry Knapp was the moderator and several people spoke. Here’s a small sampling:
My thanks to Terry, Jeff Adkins-Dutro, and Hedy Elliot-Gardner for letting me publish their comments. Jeff and Hedy are running for union president and vice president, respectively.
In case you didn’t catch it, the plan is to hold a protest outside the District 150 offices on Wisconsin next Tuesday at 5:30 p.m., prior to the board meeting. School board meetings are normally on Mondays, but next Monday is the Martin Luther King, Jr., holiday. The goal is to have 300-400 people from demonstrating against closing Woodruff High and other schools slated for closure.
The concerns with closing schools are many:
- Larger class sizes — When Manual was restructured, the district emphasized that it was important to establish/maintain “small learning communities.” Now they want to combine schools that will lead to large classes of 29+ students. To make matters worse, the district is also trying to take special education children out of their special classes and integrate them into regular classrooms. So now, in addition to having larger class sizes, teachers are going to have the added pressure of helping special ed kids keep up with the rest of the class.
- Mixing rival gangs — I’m not up on Peoria’s gang situation, but several attendees who are aware of it expressed concern about putting a lot of kids from rival gangs in the same school building. It poses a number of security problems.
- Combining of athletic teams — Kids who are able to make the cut for, say, basketball in their respective schools now will end up being cut from the team when players from both high schools are combined to make one team. For some of those kids, sports is what keeps them in school and keeps them connected; and being cut from the team will raise the likelihood of them dropping out.
- Edison schools not on the chopping block — No one can understand why the district wouldn’t cut Edison schools’ contract before closing down schools. A lot of money could be saved by getting rid of that private, for-profit company’s contract.
- Consultants/administrators not on the chopping block — At the same time the administration is talking about closing schools and cutting teachers, they are adding more administrative staff. Why wouldn’t they cut the fat in the administration before they start making cuts that impact students?
As I listened closely to the rally Thursday, I noticed that this was not just about schools closing. There are some deeper issues that are frustrating the teachers. Consider that the teachers and principals found out about the District’s proposal to close and consolidate schools from the press. The assistant principal of Woodruff first heard it on the 10:00 news Wednesday night. It’s bad enough that the administration doesn’t consult their teachers and staff for input on these matters; the least they can do is inform them of their plans before they tell the news media and general public.
There was also frustration that no union representatives were at the meeting Thursday. Many teachers were incensed that Peoria Federation of Teachers president Scott Schifeling wasn’t at the meeting Thursday night, nor was anyone from the union’s executive board. An attendee who had talked to several board members reported to the group that they weren’t attending the meeting because they “felt slighted that they weren’t invited.” Not exactly the way to inspire confidence among the teachers.
Expect a lot of protesters Tuesday night, and a lot of people lined up to speak to the school board during the public comment period of Tuesday’s meeting.
Sharon, I don’t disagree with your analogy. If memory serves, the certified contract has language covering program changes, school closings, etc. that goes something like “tenured staff will be given preferential consideration for their top three preferred vacancies” (perhaps you can provide the exact language). If you have ten staff members who all prefer one vacancy, common sense tells you that all ten can’t have that job. The principals will still have some discretion in their selection of staff. But, they still should have a job – maybe not their first or second choice, but they will be employed.
Diane, Thanks for your response. I was unaware that the district had this opportunity and turned it down!
Many things that the district decides to do , do not make sense.
Sharon, I agree that all the things that Edison students have should be available to all students. And, they are. I can (and will) say that Edison is available to all families in 150. It is. Simply stated, Edison schools are choice schools. We have the choice to pursue them as parents.
As for the planning time, I do think that all teachers should have it. It’s one of the 3 tenets of the most successful public schools in the country, as stated on this blog during the length of school day debates several months ago. And, yes, if this planning time takes place outside their normal work time, then teacher should be paid for it. That’s a whole different argument, though, that is totally separate from this discussion. The point is, Edison works. You may not like my numbers, but they’re accurate (and available for public consumption on the Interactive Illinois School Report Card) and reflect trends in performance in Peoria.
Obviously we aren’t going to agree on this. I put my thoughts out as a counterpoint to your preliminary examination of the Charter Oak vs. Northmoor data. I’m simply saying that I support Edison, it works, and I will do my best to promote Edison’s successes in Peoria. If I didn’t feel like it worked, I’d be the first to ask for it’s removal and would enroll my child elsewhere.
ImaSwede and PrarieCelt- You are both right!!!!
It goes to show “it is all in who you know”!!!! OR are related to!
Manual says that they are offering the John Hopkins program but it surely isn’t evident in the 8th grade curriculum.
Manual also said that they hoped the “good” kids would influence the “bad” kids. NOT GOING TO HAPPEN!!!!!
JC- Wording is what makes a difference in this discussion of Edison Schools.
Yes the Edison schools are stated as “available” to “all”, but as Mrs. Crews stated, if every parent in 150 “chose” to send their student to Edison schools it would seem to me that a great deal would have to be turned down due to “overcrowding”.
So it doesn’t really seem to me that they are available to “all”.
Prairie Celt: The three-preferred-choice method for tenured teachers is the way that it worked for the ousted Manual teachers. This method worked rather well at Manual, I think. For instance, Jeff Adkins-Dutro had one year less seniority in 150 than did the teacher who took my place when I retired; she chose Richwoods and Jeff had three other choices and chose PHS. The principals had some say, but the seniority method really went unchallenged, I believe. Because it was cut and dried–the fairest way–I don’t think anyone was unhappy.
The reassignment of administrators, deans, counselors, etc., from Woodruff and the other schools being closed will be a bit more difficult. Surely, there won’t be that many administrative positions to go around–so some may have to go back to classrooms.
If Woodruff is closed, I’ll be curious to see how the reassignment of teachers and administrators will take place. I have heard that the District may essentially close both Woodruff and PHS and then start from scratch in reassigning teachers. That is why I think that the PHS teachers should also be involved in the Tuesday protest–I believe they will be affected by this. I don’t think that people recognize how attached students become to their teachers–this complete reshuffling of students and teachers can cause problems that the district just doesn’t anticipate. That certainly happened at Manual.
Angela: The John Hopkins program hasn’t been offered yet at Manual. It starts next year with only the 10th-12th grades. Of course, I think that placing the 7th and 8th grades at Manual has created many problems–they should be sent back to their home schools and everyone should admit it was a bad experiment.
JC–I still don’t understand how you can say that Edison is open to all students–that certainly isn’t the case with the middle school or have I missed the opening of an Edison school to replace Loucks? And the Edison method certainly did not work at Loucks. Isn’t there some guideline that says that only students north of Forrest Hill can go to Rolling Acres? I still maintain that theoretically it would be impossible to put all students in an Edison school–so it is not an opportunity for all–there must be some selection process that keeps the schools from being overcrowded. “Choice to pursue” and “choice to go” to Edison are two very different opportunities.
I have a question for anyone who knows the answer.
With all this talk about closing and consolidating, why is there no mention of adding any of those students, that will be displaced, to Calvin Coolidge or Whittier?
Thanks for your responses.
Mrs. Crews- The district admitting that they are “wrong” is like getting Gov. Blagojevich to admit he has done “wrong”.
Again…….NOT GOING TO HAPPEN!!!!! 🙂
It takes a very humble person to admit OPENLY when they are wrong.
Serenity: What is the website address for Champion–for the listing of 150 salaries. She was last the principal in 2006-2007–is there any chance that the $133,000 salary could be her salary as principal? I didn’t know that she was presently serving as a consultant? When was she hired?
Mrs. Crews, I believe this is the correct site.
http://www.championnews.net/district.php?did=909&year=2007
Regarding the salaries of district employees, I just simply do not understand why some are paid so much.
I know some teachers on this list and I know of some of the administrators.
Why are administrators paid, many times, double what a teacher is paid?
To me, a statement is being made that teachers are not a very important component in the education of our children.
Simply put, “many teachers are under paid”.
Angela–I agree. I also do not see that teachers are overpaid as some on this blog have implied. I don’t know much about comparable salaries, but is the $40,000 to $50,000 too much for a teacher with 15 years experience and a master’s degree, etc. I’m biased, but I believe administrative salaries seem to be much too high.
I just looked at the Champion list–I think Arthur Perkin’s salary is for 2006-2007, her last year as a principal. A teacher who retired at the same time is still on the list–so it probably isn’t the 2008-2009 list.
Why is this administration and board willing to pay consultants instead of teachers when classes are overcrowded? Does anyone have a list of all the consultants? How long they have been consulting? And what the heck are they consulting about? How long has the position for Asst. HR been open? With all the unemployed I can’t believe there isn’t a qualified HR person available.
Mrs. Crews, I am not a teacher but, I do think teachers should be biased and that they deserve much more than they are paid. Teachers are truely the HEART & SOUL of education. Teachers have to have a heart and a soul to deal with all that they deal with in this district.
Without teachers we wouldn’t need administrators; it’s time administration starts realizing that and showing more appreciation and respect for teachers.
Sharon: The language the district used to describe the action they are taking with PHS and WHS follows:
“Close Woodruff and Peoria high schools but reopen the Peoria High School campus with students, sophomore through senior year, attending the new Peoria-Woodruff high school.”
A lot of people have missed this – they are closing both PHS and WHS. On the North St. campus, they will open a NEW high school, grades 10-12, with the students from the old PHS attendance area and the WHS attendance area, excluding those students from Hines and Von Steuben. The North St. high school will have a new name, etc.
The 9th graders from those former high schools, will attend a 9th grade academy in the old Loucks facility – according to the district, for one year. They also mentioned expanding or adding on to the North St. campus to accomodate the increased number of students.
If they “double” the student population at the North St. campus, there will be too many students for the deans and counselors to handle, so it is only logical that additional deans and counselors will be needed. They will probably require 2 assistant principals and one principal. I strongly suspect a new principal will take over the helm at the new North St. campus high school.
Anyone interested in the future of PHS & WHS – staff, parents, alums, etc. – should be there Tuesday.
Mrs. Perkins (who I dearly love, its not about her its about the district), “helped out” last year at Sterling Middle School. I am just going from the Champion website. I thought the salaries were from last school year. They won’t post this year’s salaries until next year.
Prairie Celt: I agree. I know that all of the Woodruff and PHS teachers have been called to take part–I hope the PHS teachers understand the implications of closing both schools to reassign teachers, etc.
I think the Edison School really seems to be working and parents whose children attend there are satisfied. Isn’t that a good thing? The District finally has selected something that works, so I am really confused why anyone would advocate to eliminate this program. The argument that others students don’t have it so good is a weak one. If that is the case, then parents and the community should be making their demands known to the District that an Edison-like program should be expanded to all.
Angela – I am so glad you joined in our blogging community. I am very interested in hearing about your first hand experiences at the new and improved Manual. Sharon and I have had a philosophical debate for some time now on whether “good” students belong at Manual. I am of the mindset they do not. Sharon, who is one of the most thoughtful and sincere bloggers, believes they need students like your daughter at Manual in hopes that they can raise the bar for others. After hearing your experiences and the attitude of the administration, I think not. Instead, I think Sharon has got in Manual what she has been advocating for – an alternative school!
I am not clear whether your daughter is in 8th or 9th grade. If she is an 8th grader I would see if you could get her transferred to Washington. Sometimes openings occur in 8th grade at that school and those on the wait list are not interested because students are already settled in other schools by this grade and so they operate with less than a full 8th grade class. If she is a Freshman, I would explore getting your daughter in the pre-IB program at Richwoods which would allow her to attend Richwoods all 4 years. Good luck!
If in fact D150 tows this line of thinking, it is terribly unfair to the student who excels. Why should they be charged with the responsibility of setting a good example for other students? Isn’t that the job of parents? What a bum deal for the exceptional student!
If the Edison model is working it should be retained, but its qualities should be offered to other students as well. The only way that could be achieved is if they make cuts in other areas (or re-allocate building funds?) and begin offering more educational services to students instead of taking them away. When that happens, more families will return to the district. Voila! Problem solved.
Angela, you are correct, of course, but you need to go one more step… without the students there is no need for the teachers either. It is the students’ needs that need to be addressed. It is the students’ interests that should be the number 1, 2 and 3 items on the budget discussions… NOT buildings, administration and not teachers.
I swear, if you put the students from District 150 in a state of the art multimedia library / museum with a decent recreational facility with no adult supervision for 6 hours a day, you will get the same or better academic achievement as you getting right now. Teachers are meant to be trailblazers and guides, not drill sergeants and animal trainers.
It is a privilege to be a teacher. It is an honor to be a witness and participant in this miracle of learning, bestowed on far too many undeserving and ungrateful.
Frustrated: I think that my own conflicts about Manual (that have been hard for me to work out) have caused you to be confused about my position. No, I certainly do not believe that students like Angela’s daughter belong at Manual today. In fact, the eighth grader in my life (now at Washington Gifted) lives in West Peoria (Manual district), but there is no way that I would want her at Manual. One Manual parent who has been extremely loyal to Manual (served on the restructuring committee, etc.) has just pulled her daughter out to home school her. I wrote at length and often to the board that they should not expect students to opt to stay at Manual if they were given a choice to leave.
My point about the “good” students is that District 150 schools that “chase away the good students” will never succeed. That has been my message to the board. I don’t believe the present or the past administrations have done anything to make Manual and a good many other schools fit for students who really want to learn. I believe that effort should have started with discipline–if you can’t get the attention of students, you can’t teach them.
If you read one of my most recent posts about my desire for an alternative school–I certainly think the present Manual would be the logical place for an alternative school.
My main complaint about Edison is that it doesn’t work at all schools; it didn’t work at Loucks. Where they are allowed to handpick students it does work–and, of course, the students choose but are also “chosen.” Northmoor was one of 150’s top schools before Edison–Edison cannot be given credit for all of Northmoor’s success.; they had a headstart.
However, I realize that many parents would be angry now and would pull out of 150 if Edison (especially, at Northmoor) were to be taken away. Of course, many parents left because Edison came in–nobody wants to acknowledge how many “good” students were lost to 150 at that time–never to return. The study I did for myself (and to send to the board)–the one that included my recent post with a comparison between Northmoor and Charter Oak proved to me, at least, that other 150 schools (dependent on the calibre of its student body) are successful. For instance, are parents unhappy with Kellar? I’m just not at all certain that the money spent on Edison can be justified when the district seems to be so short of money.
Once families begin to leave a school–as happened in the 1990s when so many West Peoria parents left Manual behind–150 has done little even to try to draw them back. I remember the principal saying, “We don’t need them anyway,” That’s my complaint–not that good students are leaving Manual and other schools, but that 150 does nothing to find out why and to try to fix the problems. Instead they concentrate on keeping kids from dropping out (by letting them get away with all kinds of bad behavior)–kids who end up dropping out anyway after they have created chaos in the classrooms.
“If in fact D150 tows this line of thinking, it is terribly unfair to the student who excels. Why should they be charged with the responsibility of setting a good example for other students? Isn’t that the job of parents? What a bum deal for the exceptional student!”
Exceptional student… oh my, Diane, you are the nightmare of all of educators. All children are exceptional. It is WE who trivialize and compartmentalize them into little more than folders with different colored tabs on them.
It is privilege that allows some students to be prepared for school (why does one have to “be prepared” for school?), to have the social and linguistic and physical necessary to participate in our anglo public indoctrination programs. Duh… no wonder white affluent kids from the suburbs do better in school… that is where the teachers come from. That is certainly where the administrators before that came from and certainly where the policy makers came from before that.
Why can’t you understand… teachers DON’T teach, they either lead and guide, or they train. Students learn. Education occurs in and by the students. Students ALWAYS learn. The problem with our system is that they often learn the WRONG things: Achievement through victory over someone else, “Objective” evaluation, Social hierarchy, Follow orders, Conformity, “You are not good enough”, “You are not smart enough”, “You are not _____ enough”.
I didn’t say “white affluent kids” I said exceptional students. Students that work hard, apply themselves and get good grades. That can be a student of any color of the rainbow. You don’t have to make this a race/poverty/class issue, KCDad. When are people going to start thinking of all kids as just students, and not low-income, high income, African American, hispanic, blah blah blah. They are all students and we should have the same expectations of every one of them. Call that unrealistic if you may, but until you stop making excuses for someones behavior because of how they are labeled, you continue to give them reasons as to why they cannot succeed.
Well Sharon, I guess we are on the same page then. I agree that Dist. 150 chases the good learners away, or at least certainly does nothing to entice these families to stay. I am afraid I cannot agree with your Edison analysis though. Northmoor demographics in its day were much more middle class than that of the present day Edison. So, I still maintain that what Edison has achieved is impressive.
My children attended Kellar in the recent past and though I was not unhappy with the school, I thought the District should have been offering so much more. My biggest problem was that the classes were taught to the level of the lower middle and those that were stronger learners, and there were considerable, just languished. I remember going into first grade and helping with reading class. The focus of the class was “teaching” reading but 1/4 to 1/3 of the class could read simple chapter books already at the beginning of first grade. I don’t blame the teacher in this case, in fact, she wanted to do so much more but the “system” and administration not only did not encourage it, they frowned upon it. So for a good part of our families time at Kellar, I “home schooled” so to speak. My children read more challenging material at home, did a few math workbooks at their level, and took many extra curricular classes such as piano, dance, swimming, soccer, anything to stimulate and challenge them.
During our families’ tenure at Kellar, my husband convinced several of his co-workers with young children to give Kellar a try. They too were “frustrated” and sought a more demanding educational pace and a far better after-school program. These families left Kellar and now attend Peoria Academy, because financially they had a choice.
Frustrated,
Do you think that that could be a function of what teacher he had? I have a first grader at Kellar and we asked around to find out who the “toughest” teacher was and requested that teacher. (please don’t tell my kid!) Anyhow, she is tough, and I am amazed at the speed at which he is learning. I have compared notes with other Mom’s in other first grade classes and I don’t believe they are teaching as advanced as she is. I’m telling you she runs that class like a drill seargant, but my son responds well to that kind of instruction (I know what you are thinking heh heh) and he is doing very well.
As a teacher, I certainly understand not just the temptation but almost the necessity of teaching to the middle. Of course, as things got worse at Manual, in the basic classes there was no top–just some middle and mostly low.
As far as Edison is concerned, I think we will have to let 150 make that decision. Some of us will lobby for ending the contract; others for keeping it. I do see both sides and am quite glad that I do not have to make the final decision on that issue. I do fault the administration for not, at least, putting it on the list for discussion as a cost-cutting measure.
I’ll try one more time to explain my position. I believe (but, of course, can’t prove) that if you would keep Northmoor’s student body as it is right now and took Edison away, but kept the extra classes, common planning, etc., the results on NCLB tests would remain the same. I might even risk being “drawn and quartered” to suggest that common planning could also go. I think we were all educated by teachers who did not meet every day to discuss student progress. Just curious–does Peoria Academy or Peoria Christian have common planning time for teachers?
Also, I disagree so much with the NCLB way of measuring. Although, Northmoor does seem to have made steady progress, most NCLB scores are erratic–changing up and down from year to year (within a more stable range such as between 80-90%). Of course, that will be the case most of the time because a different group of students is tested each year. The district hypes these little 1 to 5 percent changes as though the change is significant–it just reflects a difference in skill level of individual students from year to year–not that the teachers have gotten better or worse at teaching the material. So did I make that as clear as mud???
I think most of the schools have stayed within a particular range (dependent on the demographics of the student body). Northmoor so far has been maybe in the 83 to 90% range; Washington Gifted stays at 99-100%; those at the lower end stay in ranges such as 30-40% or lower. The sad part is that by 2014 all schools are expected to be in the 100% range.
As far as satisfaction with a particular school is concerned, that will always be subjective and vary from parent to parent, etc. Frustrated: The “extras” you provide your children is what good parenting is all about. Anyone who thinks that any school or program can provide all the educational opportunities a child needs is crazy–especially experiences to fit each child’s needs and interests. What happens every evening, every weekend, every summer is just as important to a child’s education as what happens at school. For instance, the 6-year-old in my life loves fishing–he knows how to fish, can identify types of fish, etc., and most importantly has learned to wait very patiently for a fish to bite. Nobody at school taught him that but it is just one of many experiences his parents offer him–experiences that no school will be able to give. That, of course, is why income difference problem is a good indicator of a child’s success at school. The more affluent, the more outside of school educational opportunities a child will receive. Asking public schools to fill that gap is a monumental task–yet I assume we would all agree that the attempt has to be made. But I do agree that filling the gap should not hold back the students that have not been deprived at home.
Diane- I have done the same in handpicking teachers’ I heard were the most demanding and like your children, mine respond to this type of teacher best. But my complaint doesn’t really center around teacher quality but curriculum offering. We have lived out of the Peoria area on several occasions, two of which required us to go to private schools and I found at those schools that the curriculum for a particular primary grade was more aggressive. For example, my oldest transferred to Kellar in third grade from a private school. In her previous school in 2nd grade she was performing multiplication and was expected to be in the process of mastering timetables through 12. It has been a couple of years now, but I believe at Kellar they were just introducing multiplication in 3rd grade and really concentrated on the times tables in 4th. So my complaint is not with teacher quality but the pace of the curriculum. I realize that all students are not ready for timetables in 2nd grade but some are. I think public schools, if they are to survive, must begin to work with pods of students and their families, meeting their unique learning needs and expectations, whether they are accelerated or otherwise.
Sharon – I agree with so much of what you say, especially your observation of the NCLB testing. I am reading a book by Charles Murray called Real Education, Four Simple Truths. One simple truth he sets forth is that “abilities vary,” that children differ in their ability to learn academic material. A second truth he postulates is that “half of children are below average” in their ability to learn. If you believe the “truths” he states as being even just somewhat true, then you realize the NCLB measurement systems really seems to be a waste of valuable teaching time and resources. He suggests a much better measurement system which judges whether the student is progressing. As you know, if a primary student takes the pre-test in the Fall and scores in the 30% there is no magic wand that a teacher can waive to make that child reach the 85% by the Spring test.
“I have done the same in handpicking teachers’ I heard were the most demanding and like your children, mine respond to this type of teacher best.”
Your child responded?? We are not training pigeons and rats, people!
Children WANT to learn. Every single one of them. The problem with the “hardest” teachers is that they are hardest because they ONLY appeal to a small percentage of children. That small percentage does “respond” well. Just as a small pecentage would respond well to Electro-convulsive schock therapy or prozac. Our jon as teachers is to nurture and stimulate that curiosity and hunger to discover new things.
I am about the easiest teacher in the world (no objective testing, no right or wrong answers, assignments have no due date other than before the semester ends), and about half my students think my class is ridiculously easy and the other half think I have the toughest class they ever took. It isn’t about me at all. It isn’t about the class. It is about the student’s willingness to participate in the learning process. It’s about their understanding that learning has meaning and purpose. (not a grade or a diploma or a bonus on their weekly allowance) All of my students (with the few exceptions that sleep through the semester) come out of my classes having learned something about the subject and having learned about themselves and the world around them. I get messages from my students 6 months, or 6 years after class telling me how they are still learning about stuff we talked about in class… how they are still asking questions and seeking answers about the stuff we talked about in class.
I am not a great teacher by “District” standards, hell, I couldn’t get certified in this area because the fat, overpaid, lazy idiots in HR at 150 didn’t know anything about the State’s alternative certification programs, and wouldn’t bother to learn.)
Maybe this explains why I think they need to turn the Wisconsin building into an home schooling educational supply store.
RE:
Northmoor Demographics
White Black Low Income Reading AYP Math AYP
2005 55.7 36.1 33.9 73.6 83.9
Charter Oak Demographics
White Black Low Income Reading AYP Math AYP
2005 45.7 42.9 44.2 84.3 86.7
Sharon… why are math higher than reading?
Math can be drilled, reading must be cognitively acquired. You can not drill reading.
Frustrated: I do believe we are on the same page–since I clarified my own position. Your example of raising scores from 30 to 85: that is exactly what NCLB and District 150 expects. Another example of this thinking is that when the juniors failed (or passed) the test, the junior teachers were blamed or praised for doing such a bad or good time. By the time a kid reaches high school, the language and math skills expected of them are very complex and accumulative–the skills build on one another and have or have not been developing since kindergarten; the blame or praise cannot possibly be placed on one teacher.
Kcdad: I am being facetious and I apologize, but I am glad that you don’t train doctors. I just don’t know how to respond to your teaching methods. They may work for you; actually, I am sure that your methods would work with some kids–or perhaps the kids have also learned in other teachers’ classes, so that yours is a nice diversion away from the accountability of most classrooms. I am just not at all convinced that education would take place if all classrooms for all age groups were run without any demands. I have friends who just took their kids out of a “learn at your own pace” Montessori school. They are very bright children (kindergarten and 1st grade) who were behind in their skills–they are now thriving at Peoria Christian.
Kcdad: I partially agree with you about the math skills being easier to teach because of drills, etc. But that is only in the lower grades. Have you ever seen the NCLB high school math test–no longer about drills.
In my early years of teaching Glasser tried to sell us on “Schools Without Failure”–that was the cure-all method of that day. I suppose the fact that we do have a competitive economic system does have something to do with our teaching methods–and that would be the basis for your philosophic disagreement with grades, etc. All of which makes me wonder what kind of classroom methods would be in place in a country with a communistic economic and social system.
Sharon – You mentioned that “if you would keep Northmoor’s student body as it is right now and took Edison away, but kept the extra classes, common planning, etc., the results on NCLB tests would remain the same.” Can’t say I agree with that statement.
If you had effective administrative leadership with depth and success in curriculum and instruction, and strong management and change management skills, I believe your statement would be correct. But, really now, you have observed this administration’s abilities (or lack thereof) since the fall of ’04. In your heart of hearts, do you really believe this group could even maintain the same level of success at Northmoor as we have seen under the Edison management? I don’t. I think that if the district votes to terminate the Edison contract, the programs at Franklin, Northmoor and Rolling Acres will unravel because the principals will not receive the same level of support from Wisconsin Avenue that they have from Edison.
As to whether or not the district should continue with the Edison program, that’s a discussion for another topic. If you want to look at dollars only, then it would make sense to terminate the contract. But there is more involved in the decision than just dollars – think the term for that is “value added” – there are childrens futures at stake here.
I agree–our talking about it isn’t going to change much. There are valid points on both sides, and I don’t think you have much to worry about–the district hasn’t even put Edison on the list of possible cuts. Too many “ifs” here to prove whether or not Northmoor, etc., would survive without Edison. Please don’t forget that it is District 150 teachers that make Edison work–Edison doesn’t have any administrators in Peoria, so I don’t think they do much more than pick up the check.
Sharon, you are a very vocal advocate for teachers and they need that, but we’re still missing a piece of this. The school code defines the job description of a building principal – in part – as the instructional leader of the school. The district job description also includes the same language for a building principal. Part of the Edison model includes a salary stipend for Edison building principals and oversight by a regional Edison rep. Those reps, although not based in Peoria, kept in close touch with the principals and were frequently in town. That is the support of which I was speaking. The teachers alone cannot make the model work. It takes strong leadership from the principal and support of the principal, in this case, from the Edison organization.
A frequent comment of district, non-Edison, principals is that no matter what they do, they receive no support from Wisconsin. A poster above mentioned something similar when he/she said that when Kellar teachers tried to offer something to the very bright children to keep them engaged, the administration wouldn’t allow it. How long do you think the folks on Wisconsin would take to start chipping away at the model without the Edison organization in the picture? The first thing they would do would be to end the stipend to the principals, and that would be a disincentive. It would just go downhill from there – we’ve seen it in other areas, why wouldn’t they do the same things here?
I have to stop staying so close to the computer. I did forget about the oversight of Edison reps–I stand corrected. Well, I have to admit I really know very little about the extent of the oversight. I hope all of you can look at the situation before NCLB and after NCLB. There was not this much stress, etc., among teachers–and teachers were allowed more freedom to do some creative teaching to fit their own students, etc. That all ended–now passing the test is all that matters. Personally, I believe NCLB has done more harm than good–and I wish someone would do a study of how much NCLB actually costs–just the cost of the tests, administering the tests, grading the tests alone is monumental–to “bring home” the cost to the taxpayers. The district administration is paranoid about NCLB and they pass on that paranoia to school administrators who pass it on to teachers who undoubtedly pass it on to students. Also, now administrators have this new tool for evaluating teachers. Nothing else matters, so, of course, teachers aren’t going to “waste” time on learning experiences for advanced kids. 150 keeps grasping at straws to come up with some new miracle way to get kids to pass the test. At Manual, we once had NCLB pep rallies for juniors the day before the test–that worked well!!
RE: Principal/leadership at Edison. I am not an Edison parent and thus have no firsthand information, however, every Edison parent I have spoke with praises the capable leadership of the principal at Northmoor and has cited examples of swift personnel action she has taken to correct unsatisfactory situations and/or parent concerns. I have to believe there is support for her type of leadership by those at Edison that she reports to.
Conversely, in past dealings with a number of principals at Dist. 150, as a parent and otherwise, my impression is that they are fearful to take action for fear of failing to please upper administration and that they are really not charged with the responsibility to act independently in any meaningful way. So it is no surprise that principals are reluctant to take aggressive action on personnel issues or pursue innovative learning initiatives, when they are more likely to get punished for it, than praised.
Frustrated, I so agree that our trouble is coming from poor leadership. If they district hired capable principals the schools on this side of Peoria would stand a chance. Then again if the school board were capable leaders themselves we wouldn’t be in the situation we are in right now. It makes me sick to think of the type of graduates we will sending into the world from Peoria in the future. We have great teachers, plenty of good students, but no real leadership. Problems are swept under the rug and there are no consequences for bad actions. New schools/boundaries won’t make our problems go away. The school board wants to make it look they are being productive while, honestly, they are only adding to the financial troubles our district is in. They need to look at the long term effects on our students. This is their future!
after 88 posts most include neg. Edison comments. So I was correct- the teachers really are still just pissed about Edison still being around, not so much about closing Woodruff.
Wrong Peoriafan–just went to a meeting tonight about closing Woodruff and Peoria High. And I am the only one who has posted negative comments about Edison. If someone else on this blog has opposed Edison, please point him/her out because I missed it and would appreciate some “company.” You seem to imply that Edison is a threat to teachers–why would you think that? Edison teachers belong to the union and have tenure, etc. And District 150 has just voted in a tax levy–coincidentally the amount needed to pay Edison for a year.
By the way, does everyone understand that both schools will be closed (both will lose their charters)? And then a “new” school with a “new” name will open in the present Peoria High building.
Peoria fan, if you are claiming that the only reason this plan is being opposed is because of bitterness over Edison, I would suggest that the reverse is true. It is clear that your only goal is to keep Edison open. Let’s just stick to the issues, shall we?
New Name!!!
Will it be voted on like the Riverfront Museum???
The teachers and administration love to cowtow to the mislead fear of gang on gang wars in our schools.
I first moved to the Northside in 91. Came from Princeville, and didn’t know squat about the streets. Learned the hard way, and dealt with going to Woodruff. Woodruff was allowing known gang members to attend. No problem for me, until one day I got accused of stealing money from a known gang member(while class in session, teacher went to bathroom for a minute). This led to me being invasively searched, both by a dean and security guard. After the money was not found, I was pushed further for a false confession, as the dean asked me to take a lie detector test. The gang member had virtually complete control over the situation.
And the moral of the story: Grow some gonads peoria, and drown the gangland fear out.
kcdad – why do I have the sick feeling it might be something like Ken Hinton High School?
Peoria Public Schools has reached a dilemma! As I read the comments it is, however, enlightening to know that this website is getting information to those of us who take the time to read and respond. CJ you are one of the few bright spots…Where is the Peoria Journal Star and its commitment to our children. There has been no superintendent who has stayed off the headline as KH. This is the fault of the board members who refuse to be concerned that the direction the district is headed is in a free fall!!! Until they, the board members take ownership, we will only continue to remain an inferior school district. After watching the last board meeting, it became more evident that the school board members ask one question…get a rediculous answer from the superintendent and never ask a second question.
Ken Hinton at the last meeting basically stated that until we get our financial house in order we cannot educate our children. What a put down to all our teachers and building adminstrators. The financial disaster is due to a failed comptroller…You can no longer blame previous administrators it is the Hinton Superintendency and this Board and its president that has failed our children miserably. Martha would have far more effective….
If board members need a question to ask…here goes!
1. Where is the evaluation for all the Wacky Wednesdays that our children have
not been in school? Remember when you voted for them you required the
district to give you an update to see how each school used their time!! I
would love for Jim Stowell to respond to this!
Go ahead and respond, Jim… tell kpower to correct her own inaccuracies, first!
How dare they question the administration of District 150 when there own lives are filled with wasteful spending, cronyism, deceit and bureaucratic inefficiencies?
One main problem kcdad….kpower is not a her!!!!! Would you like to acknowledge the inaccuracies…..I agree with you that this board is filled with wasteful spending, cronyism like it has never existed, deceit abounding…and inability to answer any question with a specific answer.
Not a her? … danggit… and I had such hopes of us getting together and maybe making a little kkid.
Shhhhhhhh (I am actually on your side… but I’m trying to tease Jim Stowell about his rabid defense of the administration)
kcdad — TFF! Even though we disagree a lot I can appreciate your platform. This nation was formed from people with different ideas agreeing to live together. Too bad we have fallen so far from that ideal. Hope you find someone to be your baby-mama soon! Should be interesting.
Hot in the city – Kcdad was being sarcastic. He is in essence agreeing with kpower. (I think).