A special meeting of the District 150 Board of Education is planned for Tuesday night. There’s only one item of public business on the agenda:
APPROVAL OF CONTRACT WITH HAZARD, YOUNG, ATTEA & ASSOCIATES
Proposed Action: That the Contract with Hazard, Young, Attea & Associates covering the Superintendent search and the Controller/Treasurer search be approved. Further, that the Community Superintendent Search Committee’s proposed total budget of $45,000 be approved and that the timeline for commencing the candidate search be changed to August/September, 2009.
The district’s search committee recommended the firm to the board last month. A March 25 Journal Star article reported, “Cost to hire the firm is about $21,000, not including travel costs and office fees.” Apparently travel costs and office fees are no small expense, based on the $45,000 to be budgeted for the search committee.
Current superintendent Ken Hinton plans to retire June 30, 2010.
UPDATE: I received this additional information from School Board member Jim Stowell:
The first story didn’t anticipate them doing a search for Controller/Treasurer as well. Dr. Durflinger and Dr. Butts highly recommended a search firm who might “draw out” better applicants than what applied to our posting on several sources, including all of the “free” postings offered through the state. I had suggested the same firm recommended by the supt. search committee, if they were willing to do it for a reduced fee (and possibly seize on some economies of scale or interest from a duo who might like to work together). The Board saw a list of applicants and will discuss whether to go the search route.
The budget committee at the meeting this week made the same argument–that transportation costs aren’t that much of a problem.
if you’re referring to our volunteer committee meeting which you attended, i don’t recall that being the sentiment of the conversation.
we asked/noted for clarification that the transportation fund is the only one with positive fund balance, from an accounting standpoint, but that includes booking a full year’s accrual of state payments to the transportation fund, which is unusual. we then noted, in response to Terry, that getting into transportation costs during our meeting wasn’t really the intent because we’re weren’t troubleshooting specific cost; we wanted to see data in, pictures out.
we also asked why the district doesn’t have to balance the budget by fund, like local government does. while it’s not as specific as city/county budget law, the district can balance the budget using all funds, but that annual budget plans that at the fund level are unbalanced need deficit reduction plans submitted with their annual budgets to the state.
we then argued that for the purposes of using the software, at that meeting, to target where the problems were, transportation costs at the fund levelweren’t that much of a problem, when compared to the ed and o&m funds.
Jim- I am glad you “try to be as accessible as possible.” I completely agree that “communication works both ways”. I sent you an email on 4/14 on my views on the Kingman closing that has still not been opened by you…. I’d love for two way communication!!
I’d also love for any board member would come to Kingman before you vote and meet the teachers/students you are voting to displace.
Also, the school district is getting a large sum of stimulus funds for title I schools- the amount has yet to be allocated but here is a link- Dist 150 is on page 19. Also based on the ISBE site, it looks like districts have the choice whether to apply for dollars for this fiscal year or for next.
http://www.isbe.net/arra/pdf/arra_summary_allocations.pdf
Thanks for the clarification, Erik. I knew I shouldn’t try to explain the numbers thing–I’m bound to get it wrong. I knew I shouldn’t try to explain any of it to Karrie–because she does understand numbers. Your “transportation costs at the fund levelweren’t that much of a problem, when compared to the ed and o&m funds”: that, especially, is the part that I didn’t state correctly (the “at the fund level”). Am I correct in assuming, however, that a reduction or increase in transportation costs might have bearing on the total debt of the district–but that if there is a savings in transportation, the savings would remain in the transportation fund– the savings can’t be transferred to the education fund? I think some of us are still confused about what impact the new bell schedule will have on the overall budget–if it’s just a savings for transportation.
I guess (according to Teachingrocks above) it was David Gorenz who said, “transportation is reimbursed well by the state.” I didn’t mean to put those words in the mouths of the presenters at last Thursday’s meeting.
My questions after receiving the response from Dr. Gorenz are: Is it the gas costs for transportation which are reimbursed by the state? Does the state reimburse for trasportation employees as well? I think the “transportation” savings might have to do with trying to run the busses with a smaller staff of bus drivers and monitors. Is that the scenario they are trying to create with a three-tier bell schedule? Admittedly, I don’t know much about this schedule so I am trying to get a clearer picture of its purpose. It seems to be one of the things they say will save money and I’m just wondering how.
Teachingrocks: I, also, still have the same questions. I think what Erik was saying is that the committee didn’t really address the question one way or the other–not their focus, etc. It’s up to the administration and board to clarify their reasons for the new bell schedule with regards to transportation costs. I don’t think they have explained the savings yet.
I appreciate Erik being here and clarifying whenever there is a question regarding his committee. I am not usually asking my questions to anyone in particular. I just know there are people wandering around here who know more about some of these things than I do and I’m looking for input on my questions. I also know there are times when I have some information which hasn’t been addressed.
teachingrocks – your contributions to the discussion have been very valuable.
Don’t forget the meeting tonight at Godfather’s at 6 pm. Maybe some wonderful plan will be hatched and all will be saved in PSD150.
Richwoods attendance area parents: Next year English1-2, English 3-4, English 5-6, English 7-8, Algebra 1-2, Geometry 1-2, World History 1-2—in fact, all courses presently taught over a one-year period will now be taught in one semester on a 90-minute block schedule plan. Anyone who believes that it is impossible to cover a year’s material in one semester will be pleased to learn that the courses are being condensed to teach only the material needed to meet NCLB AYP standards. NOT SO, THIS NEW CURRICULA WILL APPLY ONLY TO MANUAL HIGH SCHOOL. Under this plan, all students every year will go one semester and one summer without an English class. Does anyone believe that these students will be ready to take the English portion of the NCLB test their junior year?
I am repeating information that I heard from a person who I believe to be a reputable source; however, if I am wrong, I will be more than happy to retract this information. That’s why I’m putting it on this blog to see if anyone knows differently. I know this is the plan for the freshman year, but I had hoped it wouldn’t be the plan for all four years. This is the new plan offered by the Johns Hopkins programs so that the time freed up by not teaching the basic courses can be used to teach their “career pathway” subject matter—my guess anyway.
I remember the time when this kind of program would have been considered discriminatory—offered to minority students who couldn’t be expected to go on to college, etc. As you know, I am definitely in favor of an alternative school for both middle school and high students who cannot or will not conform to the rules of a regular high school. However, I am not in favor of offering all students in the Manual attendance area–or any other area—such a watered-down curricula with no option to transfer to another 150 high school. I can only imagine what would happen if such a program were to replace the course offerings at Richwoods.
Of course, as an English teacher, I fear that the English courses will become grammar and usage instruction only with very little literature. Personally, I believe it is great literature that causes young people to develop their intellect, to think, to learn values, to learn about and empathize with people from other cultures, to bring history to life, etc. I hate to see these young people at Manual exposed only to a utilitarian education. They will be expected to write, but they will have nothing about which to write except their own little (sometimes not so good) world.
Possibly more unneeded real estate purchased by 150: I already put this information (from 2008 BOE minutes) on the blog:
NEW SCHOOL SITE – Moved by Stowell, seconded by Spangler that the block known as block 115 bounded by Monroe Street, Caroline Street, Perry Avenue and Mary Street, that portion of block 116 bounded by Monroe Street and Mary Street not already owned by the District, the lots on Perry Avenue 1503 through 1515 and lots 701 through 707 on Mary Street, be designated as the site for a new birth through fourth grade school replacing the current Irving Primary School and Kingman Primary School.
I learned from another reputable source that there is a good possibility that at least two houses have already been purchased for this new school that was supposed to replace Irving and Kingman. In light of current information, this plan seems to have been tabled. Does anyone know if any of this land has already been purchased by 150?
Your source is wrong, no homes have been purchased, and the scope and scale of that project is most likely suspended.
I figured you would know and would answer–don’t know until you ask, thanks!
Also, might I suggest looking at recent comments from Sec. of Ed. Arne Duncan in Fridays Chicago tribune. Basically, no willingness to change the way we operate in the state, no federal money.
Jim,
Since you have received your board packet and other info that Hinton promised would you care to share with us how much of a savings in ED Fund dollars – not Title 1 dollars that is the estimated savings to be realized from closing Kingman and Tyng? The Title 1 dollars will merely follow the students to whatever other Title 1 school they are bused…or if they no longer will attend a sanctioned Title 1 school then the Ed Fund will pick up their cost so where is a savings? Even if you don’t answer here I hope you’ll raise the question tomorrow night. And if you’re not real sure on the difference between supplanting and supplementing may I suggest you learn real quickly. Springfield is real touchy when it come to playing with Title 1 dollars. Surely you remember the spanking D150 got near $1 million dollars a couple years ago.
It is actually one of many questions I will be asking tomorrow. Based on the variables as presented, each school closing was expected to generate nearly $1.2 mil in cost savings. We are already getting good input from our internal auditor, along with Dr. Butts and Dr. Durflinger and proper internal controls should hopefully prevent a repeat of that debacle.
It is regrettable that JS has refused to address the real issues…How are Title I funds going to be addressed to meet the students’ educational needs. The dollars can follow the student….if only we knew where the students will be attending school. Those of us who are parents do not even know where our children will be going next year. When was the last time the district administration/board cared about the emotional trauma these students will be going through. Have we thought about going into the two schools and meeting with the staff and the students. Does anyone read research in this district….Changing schools is one of the most traumatic experiences for any child especially Pre-School- Middle School. How many of you like to be thrown into a room where you know not a single person….Do you know how attached students get to teachers, administrators, custodians, lunchroom workers…Oh once again you school board members and administrators do not care about our children. When will you learn to have a definitive plan before you jump in…Oh yes you jumped into Wacky Wednesdays without a plan and now no one will talk about them. I can only assume they failed…We all have budget problems but none of these district financial woes were created by our children…it was an inept comptroller that the president of the board is still defending. I guess the whole board is because not one board member challenged the presidents remarks at the last board meeting.
Hey Jenny – there are a number of reasons to select Dist. 150 (1) shortened school days— so your child will not get too tired out, (2) overcrowding in classrooms – wrestling for a seat is all part of the design of the District’s expanded P.E. offerings, (3) primary school will begin in the middle of the morning – that way you have a official reason for being late to work every day, and (4) expansion of Title I schools – your friends and acquaintances will be so crazy to get in on this opportunity that they will want to buy a home within the District and thus your property values are bound to go up. Oh, I am sorry is that not what you are seeking????
My point — When the Board is rendering its decisions, it cannot always be focused on putting out fires but instead must also direct resources to attracting new families to the District. I have not seen any such activity of that nature lately.
Seriously, like Diane, our family prefers a more urban lifestyle and we were also seeking a learning environment for our children with a diversity of racial, cultural, and socio-economic backgrounds. What I guess we were not prepared for in seeking the aforementioned was the diversity of academic abilities that comes with it. As Diane said, you have to make the right choice for your family and evaluate all the factors that come into play at the schools you are considering for your child. It sounds like you and your friends are already on the right track, in that you are thinking ahead as to what is the best fit for your families. Good luck!
Jim,
Thanks for the comeback. You said that “each school closing was expected to generate nearly $1.2 mil in cost savings”. So is THAT what the most recent Hinton report has stated? IF it is – then I will assure you that $1.2 mil from EACH is ONLY the Title 1 money which is re-distributed and NOT a savings for the Ed Fund…and isn’t the whole closure idea to save Ed Fund money? Please logically think through the input that Hinton is supplying you – it does NOT make sense. I’m not being critical of you personally, Jim, but you need to do the math! Kingman and Tyng are NOT draining the ED Fund and the other non-Title 1 funds of any $1.2 mil per year! Anybody telling you that is, is blowing smoke or hasn’t yet figured out D150 financial reports.
Jim, your “Also, might I suggest looking at recent comments from Sec. of Ed. Arne Duncan in Fridays Chicago tribune. Basically, no willingness to change the way we operate in the state, no federal money.” I assume you were writing in response to my criticism of Manual’s new plan–or to what were you referring? That “unwillingness to change the way we operate in the state” is a bit vague. Also, am I to assume that you are agreeing with Sec. of Ed Arne Duncan–is he the one Obama appointee with whom you agree? He is possibly the one with whom I have the most reservations. However, you might be right; he could be a deciding factor in how our federal educational dollars are spent. Might isn’t always right–but I guess we have to play the game federally and locally.
Once again, I have asked questions of Mr. Stowell which he has disregarded. He makes statements about communication goes both ways, but when he’s asked direct, thought out questions which deserve an answer, he quits communicating. I find this quite frustrating. Here are my questions again:
Why does everything have to be done so quickly and with, what seems to be like, very little thought? We still haven’t heard where our students will be attending school next year. How can this be possible? Why is it that Kingman teachers will be sent out all over the district this year and Irving teachers will slide right into the new building at the end of the next school year? Why is it that there isn’t a document somewhere which shows how the savings are figured for next year with the closure of Kingman?
Here’s another one: It seems like the plan for constructing the new school near Lincoln has been tabled. What is this new school which Irving teachers will be going into after the 2010 school year?
I have responded to everyone through the Dist. 150 site who had questions. You say quit communicating, I say you’re not listening. There is not “very little thought” being given, and to summarize a lot of issues for brevity -it’s 2:50 am – if we don’t show a capability to deal with the projected deficit, we run the very real risk of not getting financing for the working cash bonds. That means meeting payroll would be questionable after May given our cash flow constraints. For everyone: It’s over a $6 mil hole. It’s labor and facilities. If we defer, we defer a bigger problem. Not acceptable. What new building will Irving teachers “slide right into”? There will be no money for additional construction unless we get our financial house in order!! These are daunting logistical and emotional challenges as we right size the District. I apologize for the human suffering this brings about, but in my opinion, these are steps that need to be made.
Jim – I agree. Please do what you need to do so that we can thereafter focus on a brighter future for the District. Get some rest.
I hope you all noticed Mr Stowell’s comments.
Let me simplify:
“if we don’t… we run the very real risk of not… meeting payroll.. It’s labor and facilities…. Not acceptable….no money for additional construction unless… I apologize for the human suffering this brings about, but in my opinion, these are steps that need to be made.”
Since there is not one mention of students , learning or anything else the school is supposed to be concerned with i can only presume that that is the human suffering is he is referring to… he certainly wouldn’t have meant someone losing a job…
And of course… here comes a typical response from the public… a public disempowered, and left out of the decision process and information cycle… PLEASE…PLEASE PLEASE SAVE US!!!!! YOU do whatever YOU have to do so that we can thereafter focus on a brighter future… tra la la la la la la
Yes, we get what we deserve… the school district exists for the administrators, the contractors and the employees… the students just are minor problems that must be dealt with.
Frustrated: Jim hasn’t answered any of my questions about Manual either on this blog or in his e-mails to me–I know Manual isn’t important to you, but it is to Jim. All he told me was to read the research about the success of the Johns Hopkins program–that doesn’t answer my questions. Also, he didn’t address any of the issues you just addressed to Jenny in your previous posting. He didn’t really answer the questions that Teachingrocks asked as to where the Irving School students will go in 2010. I only recently realized that their promised new school won’t be built after all–and no one (not really up to Jim yet) has mentioned where these students will be going, but the BOE will be voting on Irving’s closing. He hasn’t answered any of the questions about Title I money at Kingman–and, therefore, how much education fund money will actually be saved by closing Kingman, considering, also, that the building, like Blaine-Sumner, will most likely have to be maintained.
However, Jim isn’t obligated to answer any of those questions–and some he can’t answer. Actually, he didn’t claim to have answered our questions; he just stated correctly that he has responded to all our questions, but his response (not answers) says we aren’t listening or that we are the ones who are not putting much thought into the situation. Can anyone give some examples where the administration and the BOE haven’t been listening or putting thought into solutions for 150 problems?
Sorry, Jim, I do understand that you are addressing the financial situation, but there are many educational (and some financial) issues that you are not addressing. They can’t go unanswered or unthought out if the district has any hope of surviving. What the admin and BOE are asking us to do now is to forget all their past errors (and those of past admin and BOE) and trust them now to fix the problem. Trust, obviously, isn’t that easy for us.
I understand that you are frustrated Sharon, and rightly so. There seems to be some conflicting information and activities that are occurring but . . . I think at the end of the day, schools must be closed. I understand that many on this blog feel that the Board is rushing to decision and that there is a lack of trust. I do think the Board needs to answer as to where the children will be transferred to and offer some assurances that class size after consolidation will be reasonable for both learning and teacher management.
I don’t buy the idea, advanced on Diane’s web page, that children will be harmed if relocated to another school. My children have moved numerous times, much further than across town, and are stronger for it. Plus, with mobility rates of 50 plus percent, it sounds like at least ½ the children attending the schools designated for closure are seasoned veterans to constant change and the others students with more stable lifestyles in these schools are used to getting to know the many new students that come in and out of their schools.
I do not have enough insight into the matters of Manual. My personal belief is that since this school was just revamped that at the very least it should be given more than a year to see if it succeeds under the new format. I agree, the 90 minute class periods and interrupted coverage of subjects may not be a good fit for this group of students, but again, I don’t know enough to pass judgment. I, disagree with you though on the offering of career education/training. The delivery of a more basic curriculum coupled with career training might be a great thing for the students at this school. I do not think that it at all sets this group up for a lifetime of menial labor. Educational and other learning opportunities do not end with high school. I think the end goal for Manual students should be to keep them in school and learning, even if it is not a college prep curriculum level.
Frustrated: Your “I, disagree with you though on the offering of career education/training. The delivery of a more basic curriculum coupled with career training might be a great thing for the students at this school.” This is the issue on which you and I always differ. You keep referring to “this group of students.” You are making a judgment about all the Manual students that simply is not true–and Jim, also, knows better. There are kids in the Manual area that are just as bright, just as academically prepared, etc., as those at the other four high schools. However, they are forced to stay at Manual or “sneak” into Richwoods and Peoria High. Last night at the Godfather’s meeting, a Peoria High teacher pointed out that students on the staff of the PHS student newspaper and successful in the Fine Arts program are actually students who live in the Manual attendance area. There are students at Manual who deserve to be prepared for college; I don’t believe the Johns Hopkins program will adequately do that. I am amazed that Ken Hinton, Hershel Hannah, Martha Ross, Jim Stowell–all with strong ties to Manual do not see this lack of choice for Manual students as discriminatory.
Also, comparing Kingman students who will be shuffled around to your own children–and how easily they adjusted–is just not a fair comparison. I don’t think you understand how much these children become attached to their teachers.
Closing schools up to this point has not solved 150’s problems–educational or financial–so why should we expect better results this time. I wouldn’t be opposed to closing schools if the district had a plan ahead of time. As I have just pointed out, they will be voting tonight to close Irving in a year, yet they have no idea where these students will go to school–the school that was originally promised for Irving and Kingman will undoubtedly not be built. They certainly do not have a viable plan for closing a high school–remember 2 months ago the plan required that all 9th graders be housed at the old Loucks building (a terrible idea). What is the new plan for 2010? If they don’t have an answer now, why should we assume an answer will be forthcoming in 9 months?
Please follow the thread now buried on “School board to hire superintendent” on April 13–some of us have been writing there today–relating to tonight’s 150 votes.
Oh my goodness, Jim are you saying that is there a possibility that we may have to STOP the $12.5 million worth of projects going on North War Memorial in the Richwoods attendance area. Or, could this inability to finance bonds and the subsequent lack of cash flow even stop us from spending tens of thousands of dollars to send Washington Gifted School students to special camps? Or, heaven forbid, could it halt the 2010 opening of the MST Academy?
What if construction and/or improvements across the District stopped (Glen Oak and Harrison School included) – then what?
Sharon – I agree with you that there are bright, capable students at Manual but, by your own admission, many of those students manage to “escape” to another high school that better serves their educational needs. My position is that the District can ill afford to maintain and does not have a student population that supports 4 full service high schools. Therefore, I like the idea of a more specialized curriculum designed to address the learning needs of Manual students. The select students from Manual that you refer to are obviously the minority, or we would not be having this conversation.
Just as I know you are a proponent of an alternative school (which I have now come to support), I believe you should know by now that my position is that the District needs to develop Richwoods into a high school exclusively devoted to a competitive college prep program. The college prep high school that I envision would be open to ALL students of the District that meet the academic requirements. I whole-heartedly agree with your statement that “There are students at Manual who deserve to be prepared for college” the difference is, I think their needs should be served at a centralized high school where economies of scale can be achieved and opportunities for college bound students can be enjoyed by all.
I don’t know how I feel about a “Washington Gifted” at the high school level. However, the main problem with your plan is that not all Richwoods students would be eligible for a “competitive college prep program.” For your idea to work and to be fair, a significant number of Richwoods students would have to go to one of the other high schools. That would be a problem–Richwoods parents would complain, and their voices would be heard.
I just received an e-mail from Sharon Kherat, responding to my criticisms of the Johns Hopkins plan. Of course, Sharon finds no fault with the plan, and I find many flaws. Probably, the truth will lie somewhere in the middle. I will be curious to find out how things go at Manual next year with regard to enrollment, to teachers who will be moved to Manual to replace the seventeen or more “hand-picked” faculty who have now been pink-slipped, and to the NCLB AYP results for the next three to four years. My contention is that the AYP with the new plan will not be any better than it was with the old plan and the “old” teachers who were at Manual before the retructuring plan went into effect. Unfortunately, the NCLB results will be the only ones that will really count.
Emerge–Good questions to Jim. I believe Martha, also, asked similar questions last night, and I don’t recall that she received an answer. Karen Adkins-Dutro also asked why “customer satisfaction” beyond Forrest Hill seemed to be more important than satisfaction in the opposite direction.
I am curious as to why Richwoods is “expanding” their building while the enrollment is contracting? There was over 2000 students there when I attended, and now only 1400…
spend it or lose it?
Sharon – I guess I don’t envision the admissions requirements to be so demanding that only the “gifted” would gain admittance. You raise an excellent point as to those that are in the Richwoods attendance area and are not college bound candidates. I guess my hope, and this is somewhere down the road, is that the other high schools would offer academies that would have appeal and not be viewed as 2nd tier but as desirable alternatives.
My idea of a college prep academy is for the purpose of attracting students, not excluding them. The District has to begin offering programs that up its’ ante so that families will have a reason to select Peoria schools.
Chicago Public Schools have 3 college prep high schools which are the highest performing public high schools in Illinois and are recognized as top tier by colleges and universities.
And those high schools in Chicago have very rigorous standards for admittance.
“Chicago Public Schools have 3 college prep high schools which are the highest performing public high schools in Illinois and are recognized as top tier by colleges and universities.”
Basically… what this says to me… is that if you fill a school with high performing kids, you get a high performing school. Which comes back to demographics. You have the same effect with Washington ‘gifted’. I don’t think all of those kids are ‘gifted’ per se but they are all mostly high performing, so its a largely successful school. The teachers play a role too, to be sure but I think demographics is the largest contributor to their success.
On the flip side… if you pack a school with impoverished kids… there is a pretty good chance of diminished to no success. Yeah some kids turn out successful but I think you and I all know that most of them struggle during and after their school years.
Jim is promoting (at least, suggesting) academies, too. I don’t know why anyone would expect academies to work. Dr. Strand’s idea for academies in 150 (his major innovation) did not work. How soon into the future will the district have enough money to pay for two or three new programs, textbooks, etc., for full-fledged academies.
The Chicago Public Schools may have 3 college prep high schools, but how many failing high schools do they have? I truly believe that our schools–like Chicago’s–will be judged by the failing schools, not the successes. Frustrated, I know that you believe that 150 gives too much attention to the struggling students, etc. You might be right–but I think their efforts are ineffective because they are choosing the wrong solutions.
Mahno: Exactly right, in my opinion. I know it sounds a bit Biblical, but I truly believe that what we do for the “least” of our students will determine the success or failure of the district. Also, I totally agree that a high-performing high school in Peoria will mean that we will have 3 (or 2 after last night) low-performing high schools.
The problem today in Peoria is that from kindergarten through 8th grade, 150 students on the southside have no choice–they are all in low-performing schools filled with impoverished kids. They have absolutely no choice until high school (and slim choice then)–and then it is too late.
Sharon…nothing wrong with sounding a “bit Biblical”. We would all do well to sound (and BE) a whole lot Biblical.
The problem with a college prep school or any ‘magnet’ school (Math & Science academy?) … is that shouldn’t we be providing all the schools the same level of materials, infrastructure, and teaching? If you have a Math & Science academy, aren’t they going to always get the best stuff… or worse be the only ones to get the ‘good’ stuff? Shouldn’t every school have a fully outfitted science room?
Creating magnet schools says to me… we are only focusing on these few kids. The rest… well… they are over there.
Isn’t part of the problem, besides an ineffective superintendent and board, the parents that don’t spend time with their kids reading to them, tutoring them, helping them with their homework?
Mahkno; it all depends… are we a job prep system or an education system? magnets and academies make sense if the purpose is to provide good little workers for Cat and other businesses.
I just wonder what those 8000 workers laid off from Cat think about spending their 12 years of education in order to be unemployed. (Thank God for the socialized unemployment system)
Mahkno – I think your comments are spot on. I agree that much is about demographics and Peoria’s have become dramatically skewed. Offering a college prep program similar to those in Chicago would hopefully keep or bring some back into the fold. Jenny, our mom blogger with a kindergartener on the horizon, is looking for reasons to opt into the District so . . . the District needs to give families some reasons to do so. I realize college is a long way off for Jenny’s family, but enhance of curriculum at any level shows families that the District is turning things around and it is enticing. Also, there are families living in Peoria doing the right thing with their children who are unable to flee this sinking ship and their children deserve the same opportunities for academic success as students in Dunlap, Morton, Washington, etc.
Another reason to offer a college prep program is that it will stabilize home values in Peoria. Caterpillar employees are a sizeable part of the real estate movement in the area. I guess we would have to consult Diane for the real figures. Many Cat employees are transient and move in and out of the community every 3 to 5 years, so they care about resale value. Many, even those with no children, will not buy in Peoria for fear they will not be able to move their house when it comes time to move. Peoria schools must be improved in order to alter this perception and increase the home values in the community.
“Another reason to offer a college prep program is that it will stabilize home values in Peoria.”
I guess that really depends on where you put it. If its out on the north side of Peoria, it isn’t going to help my neighborhood much.
Let’s say the school that the college prep is housed in, only holds 2000 kids. So.. there you go a limit of 2000 kids. Only 2000 kids are being served in this way. What if you got 500 more needing or wanting ‘college prep’? Similarly, with Washington Gifted… Similarly with Roosevelt… Did I read correctly elsewhere there is a waiting list to get into Roosevelt? WTF… Kids are denied that opportunity.
Would an ‘industrial arts’ program be desirable to have? Sure. Every high school should have it. You read that right every high school should have it. Even the Junior High’s (which where I had some of those). Let the kids decide. College prep kids can benefit from an auto repair classes or a woodworking class too. Both would be great for some future engineer. Not all college prep kids may want to pursue a career needing a college degree. I have an uncle with a degree in Mathematics, used to be teacher certified, yet he prefers being a carpenter (and a good one at that). The ‘Car Talk’ guys have post graduate degrees yet both preferred to open up an auto repair shop and later a radio show.
When you create an ‘exclusive’ school you are not only helping those in that specific school but denying opportunities to those who can’t get in.
Now… years ago (late 80s early 90s)… tracking was a big issue. I vaguely remember the Rockford school district getting the pants sued off them. I also want to think Peoria got into trouble with this too. Last I recalled tracking was ‘illlegal’…
Some of you folks (and the school board) need to read the ‘World is Flat’ by Thomas Friedman. He touches on education. The book is canonical reading for many business schools now and for management at big yellow. It is spot on and even the conservative get it.
Well thank you very much mr mahkno… from Friedman’s book we learn:
Synthesizers, explainers, leveragers, versatilists and more are identified and explained as viable career options, as well as strategies for preparing for these positions.
In a frank discussion of the fear amongst Americans regarding competition and education, Friedman explores the “right stuff”; the educational requirements needed to survive in the flattened world and more importantly, the availability of said education in our current system.
Stressing the importance of self-learning and learning to learn, Friedman offers valuable advice to parents unsure of their children’s educational and professional futures. He recommends building right-brain skills, or those that cannot be duplicated by a computer, and explores different vehicles to higher learning, including music.
Friedman examines the factors necessary to create the right environment for this learning and contemplates methods of achieving this in modern day America.
http://wikisummaries.org/The_World_Is_Flat#Chapter_Four_.E2.80.93_The_Great_Sorting_Out
Now I am gonna have to read this to discover what I have been doing for the past 5 years. I don’t have time to read another book… it took me 6 months to get the time to read The Maltese Falcon and The Year 1000. (maybe if I stayed away from CJ’s blog I find more time….)
MahKno: Very good post! I, also, do not think kids should be pigeon-holed by post-high school plans when they are freshmen, etc. Our high schools used to offer something for everyone: academic and vocational. That was the best plan. I, also, recommend the World Is Flat.
Unbelieveable. I think there will be plenty of room for any and all students at my envisioned college prep high school. If that were only the problem at District 150. Offering a competitve academic program is not about denying students, it is about offering them more. Is your position that if all students cannot perform at a certain academic level than none should be afforded the opportunity.
I think Jim must be a pretty brave guy to blog in here. So many nay sayers, so few alternative solutions.
I am just trying to offer a solution to curb the flight of the middle class from District 150. Why is it that the schools are overflowing in Dunlap, Washington, Metamora, etc. and Peoria is shuttering schools and drowning in debt?? I am just suggesting that if District wants different results than it needs to act differently. Clearly what they are offering families now is not enticing enough. The District has to offer something above and beyond in order to alter the perceptions that currently exist.
Why would you want to curb the flight of the middle (sic) class? If they are leaving because the schools are better, taxes lower, houses cheaper, neighborhoods safer, or just because they are tired of the politics as usual bullpuckey of this town, why discourage them?
Why would you want ANYONE to have to attend District 150 schools?
I want to live in Peoria and I want to educate my children in public schools. I read this blog and try to contribute because I want desperately for things to change. I hang on to every small measure of good news hoping that it will get better and all I see are things getting worse.
I know Sharon is sincere about this subject matter, but for some of you, this seems to be just a theoretical exercise, just another topic to be argumentative about. But some of us have real skin in the game.
Frustrated: One thing that plagues me is that I usually can see both sides of an issue–that makes decision-making difficult and, therefore, a reason why I’m glad I don’t have to make decisions. I hate to keep harping on the same theme and my own magic cureall. However, I believe discipline in the schools is the key issue–not what courses are offered to whom in what building. Both groups of students–college bound and not college bound–were once able to get an education in the same building. I agree with Mahkno because college bound students were able to take auto mechanics as an elective, etc. Everyone was offered a well-rounded education. District 150 (and Manual) has many success stories–students who went on to be very successful. Today I had a conversation with a friend who had just spoken to one of our students from Manual in the 1970s who is now a very successful lawyer in Florida. Actually, is brother is a successful lawyer in Peoria. Once discipline is brought under control, then we can have the conversations about programs, etc. Until then, nothing will work.
Ah Sharon… I must disagree with you… I was not ALLOWED to take autoshop. electricity, woodworking, drafting or metals at Richwoods because I was “college prep”. I even offered to give up my study hall, but was told those classes were not available to me… I could only take the intro course to Industrial Arts.
Why, I wonder, would that be the case at Richwoods but not at Manual????
Discipline is about rebellion… rebellion is about our innate need for liberty. Why do you think there is a discipline problem in an class and status oriented, racist, ethnocentric, authoritarian, oppressive, individual stifling, consensus building, group think system like public schools?