I linked previously to some pretty serious issues raised by Elaine Hopkins at her blog, Peoria Story. District 150 Board of Education member Jim Stowell has responded to that report and asked me to post it on my blog as well. If you haven’t read the original article, you might want to first before you read his response:
Elaine – Thank you again for sharing the full report from the anonymous “experts”. It is entirely incorrect to state that the “district spent $10.5 million more than it budgeted as allege.” The “on-behalf” payments are an intra-state transfer from the state treasury direct to TRS. Those funds were never received by the district nor spent by the district. In 2006 and 2007 a statutory amount was reflected, but in 2008 the state engaged in an actuarial computation which was necessary given the large and growing under funded pension system. I was told that past comptrollers always omitted the amount as it is not part of our working capital or restricted funds. The state, I am told, uses this figure in overall education funding to enhance their effort in showing how they “support” public education. These are not education dollars, but rather pension dollars for future retiree benefits. Page 62 of the audit reflects an amount of “revenue” of $10,410,849 while page 66 shows a like amount as an expenditure. By stating the larger gross figure than what we actually receive (and throughout the state), it inflates how much the state really spends on education. With respect to the deficit fund balances, the Medicaid operations fund and Mid-Central Assoc. fund are merely cash flow issues. We provide services (an expense) but are often not reimbursed in a timely manner, thereby resulting in a deficit fund balance. I am also told that the Municipal retirement/social security fund balance deficit has existed for some time and the district is “whittling away” at it so it doesn’t have to levy for it, which, while within their rights, causes taxes to rise. The Self insured workman’s comp reflects the extremely large number of comp claims filed and is why the Board voted to establish a Tort levy. I voted against the levy because the amount carried as a liability is an estimate provided by our third party administrator (TPA). I felt we should better manage and be more proactive in mitigating workman’s comp claims and only levy once the outcome of all these pending claims are known. These anonymous supposed “experts” also make ridiculous assumptions that “if an expense was incurred the previous year, it is probable that it will occur again the next year”. With all the work being done to balance a budget and the dynamics of various program changes, that is an ill-founded assumption, at best. The group does raise legitimate questions on certain line items that warrant clarification and I will be following up to address those. For example, our Board has been frugal in spending, yet page 69 shows budgeted salaries for “Board of Ed Services” of $71,085 and an actual amount spent of $395,008. I am told that salaries for “Board initiatives” are booked here. I am asking for clarification and a breakdown. I will follow-up with more when I receive answers. I encourage you to affirm or deny the source of this “report” being our auditors, as some are suggesting. Whoever the source, they are wrong to suggest that we “spent $10.5 million more than” we budgeted, as you state in your opening sentence. Thank you for your concern on behalf of our students and our community. For more legal advice see: http://goodwinbarrett.co.uk/how-to-claim/. Jim
I appreciate Jim responding publicly, and he offers some very helpful insight. However, someone who wishes to remain anonymous takes issue with Jim’s comments:
The disclosure of the TRS revenue and offsetting expense by the state of Illinois on behalf of the school district is a required disclosure in the audit. Laymen may not understand that since it washes out or in Stowell’s case even like it, but by generally accepted accounting standards it must be reported that way as it has been for years! Stowell’s statement that it wasn’t budgeted before is grossly in error and personally shows how shallow his understanding. Consequently there should have been a budget though this year Cahill forgot it apparently and CG was required to highlight it!
I don’t know generally accepted accounting practices, so I’m not going to weigh in on this. All I can tell you is that the audits of the past few years haven’t looked too good, and I’m glad to see at least one board member taking these issues seriously and asking questions. Thank you, Mr. Stowell.
Sharon you took some of my future questions LOL! It will be interesting to see Jim’s comments because I have asked another school board member from another district about funds and how they are distriubuted and can be moved around. I am hopeful that Jim will be upfront for all of this. Also CJ I have an updated proposal that I plan to present soon (after the next board meeting) which will detail specifically what the district can do to save money. I am tired of hearing people say that we can all get upset over potential loss of jobs and schools, but no one ever presents a way to save money. Well I already did and the board didnt listen, so I reworked some things and hope to go public with them soon. By the way where the heck is the union in all of this? I havent heard a thing from them.
Jim, the academy model, etc., could be “shipped” to another school. It might well have merit, but it has no chance of succeeding in a school where discipline problems run rampant–Tim Kenny’s recent letter to the editor notwithstanding. I’m not sure I object to the model–but firmly believe that it will not prove to be any kind of magic cure for Manual’s problems. If a school has to be converted to an alternative school, I just think Manual is the best choice–at least, there’s no reason why it shouldn’t at least be considered for closing. Like it or not, it does seem to be the school with the most problems.
I guess I just need a little more time away from my household chores, so I just want to have a bit fun with a possible cost-cutting suggestion of my own–actually, I’m stealing it, in part, from someone else. I think the Wisconsin Avenue facility should be shut down and that the central administration should no longer be “central.”
I think everyone now housed on Wisconsin should be spread throughout the district–mostly, in offices in the 4 high schools. Caterpillar can operate plants all over the world via the internet, etc.–I’m sure administrators can communicate on important issues without standing around a water cooler.
The superintendent and his immediate staff could have an office at one of the high schools, preferably MHS, WHS, or PHS. He could then be able to observe on a daily basis the problems that occur. Maybe he could emulate the teachers’ Terrific Tuesday plan about which Jim told the board last Monday. He could stand in the lunch line with students (as the teachers do every day) and witness and police student behavior. Just walking the halls to get to his office might inspire some changes in discipline policy. I am only being a bit facetious–I do believe that these people are far, far too removed from the educational process to make informed decisions.
The Title I office could be located in a Title I school in order to observe how Title I money is being used, etc.
Teachers might also be able to observe the work and work schedule of the consultants who would be scattered throughout the district.
Enough of that–sorry to take up space with such a ridiculous idea–or is it?
“By the way where the heck is the union in all of this? I havent heard a thing from them.”
in a war of words, wouldn’t you sit quietly in the corner if your opponent was, through their words and deeds, self-destructing?
Mr. Stowell, if Mr. Donahue is in fact contemplating a lawsuit against the district I can assure you that he is not the only one.
To you teachers out there, please allow me to recommend highly that you cast your vote in April for Jeff Adkins-Dutro and Hedy Elliott-Gardner as union president and vice-president. I believe you will also get Scott Donohue as a strong teacher advocate, as he has already been. I, too, am amazed that the present union leadership has remained silent on so many issues of the last year.
Visit their website at:
http://futurepft.blogspot.com/
P.S.–to District 150 retirees, please go to the PFT office and pay $20 so that you will be able to vote in the April election. I know that Jeff and Hedy have plans for reviving the retiree committee that has fallen by the wayside with the present leadership and that they have plans for retirees.
For the record I will be running for the Woodruff High School Area VP in the April PFT Elections.
My questions have no bearing on any potential lawsuit. Again goes back to transparency. What you are saying then Jim is you wont answer MY questions. But if someone else on here asked for that information……..Sharon or Diane……I am sure you would be able to respond to them right????
I’m not suing… I’d like these questions answered, Jim… along with a couple others:
1. Will WHS and PHS be open for the next school year? (To clarify will they be just as they are now?) If not please explain.
2. Will Irving, Tyng, and Kingman be open for the next school year? (To clarify will they be just as they are now?) If not please explain
3. Since you have provided some information here for everyone to read and you seem to want to provide transparency to the public, I would ask you if you can provide the dollar figures listed in each of the seven funds the district operates so that the public can see them and get a better understanding of the finances.
4. Can funds in the building/maintance fund (ie: for new schools, or building improvements) be switched into the Ed. Fund?
5. What is the projection of how much the Alternative school will cost?
6. What is the projection of how much the Birth Through ___ will cost?
7. How much has the district spent on consultants in the last 5 yrs?
8. Why aren’t consultants being cut from the budget during these hard times?
9. If you say grants pay for consultants, can’t that money be put to use for other items within the district besides consultants?
Thanks
Imaswede – where and when would you like to meet to talk?
Jim if you would like the public to believe you are truly interested in transparency why not post the answers in writing for the public to view????? That is why the public does not believe what you guys are saying in regards to your numbers. Please just be upfront and transparent to everyone and post the answers. Thanks
scott,
the same thing could be written about the teachers as you did the board. where the board lacks credibility due to poor financial management, the teachers just don’t put up results, and lose credibility by hiding behind the bevy of excuses the profession has established as to why kids don’t achieve.
Swede:
the board can’t answer those questions… every time they make a decision they have to change it because the public points out how stupid it was.
Scott:
Put answers in writing? Come on.
Ed:
The culture we live in is a reflection of the education our children receive
The education our children receive is a reflection of their teachers
Their teachers are a reflection of the administration that supports them
Who do the administration and school board reflect?
Sharon:
“I think everyone now housed on Wisconsin should be spread throughout the district–”
– on the streets, like a thin layer of tar!
the teachers just don’t put up results, and lose credibility by hiding behind the bevy of excuses the profession has established as to why kids don’t achieve.
ed, what do you mean by this? Can you please be more specific.
Ed: As a retired teacher, I probably will have to disagree with your blanket accusation of teachers. My main question for you is about “the teachers don’t put up results.” First of all, any assignments that your children do should be available to you as a teacher. Teachers will probably not give back tests but should be willing to show them to you at a conference. From these pieces of “evidence,” you should be able to judge what the teacher is teaching. To find out how the teacher is teaching, you will need to visit classes. Your habit of supplementing their learning at home is probably a good idea even for children who achieving at high levels–especially in primary grades).
As for grades, for over the last ten years of my career (with the invention of the computer), I gave each student a copy of his/her grade sheet every Monday (at my own expense for computer paper and ink). Now teachers require that teachers post grades on the internet and give parents access any time.
As for hiding behind for non-achieving kids, I did have two main reasons (that I don’t consider excuses, but maybe they were). Actually, for the first 25+ years of my career, I don’t think I offered any excuses–I didn’t feel that it was necessary. But in my later years, the preparation of my students for school definitely went downhill. First, many students in my high school classes read at the 6th grade level or below. The literature, etc., for which the school district provided the texts was definitely at the high school level. My second often used reason was that which I have been harping on for some time. I spent more time handling discipline problems created by the same few students day after day than I did on teaching. Also, your children probably lose out because the teacher has to waterdown the material to teach the kids who cannot handle the “at level” work. That is the price you have paid for making your admirable choice of schools.
It’s early – I meant “the administration (not teachers) requires that teachers post grades.
One more thought–I think teachers live in a very transparent world. Every day they have 20 to a 100 observers who go home to tell their parents what happened at school. Parents are free to sit in on classes whenever they please. Administrators drop in frequently (or sometimes peek in) or I’ve even known them to listen in on the loud speaker system). Do you think anyone (teacher, parent, etc.) would be allowed to sit in the principal’s or superintendent’s office all day to observe them work or listen in on their conversations, etc.?
I love Sharon’s idea about housing admin throughout the district. It would be a lot harder for them to pursue “Admin friendly” policies when they are working side by side with teachers that are struggling with too many kids in their classrooms and have to buy their own paper.
“ed, what do you mean by this? Can you please be more specific.”
Hi,
If a school, a single school, year after year, fails to make AYP in a specific content area is it fair to ask why?
I don’t use the term “teachers” pejoratively or to stereotype, but to identify the responsible party for action.
Take White, for example. If you click on D150’s website and click on dashboards, and White, you’ll see that this school had failed in improving math scores year after year.
When asked, common responses to cause are:
Income/Poverty
Parental Involvement
Test Error (Design Error)
Students advancing grade levels unprepared (my personal favorite)
These three things may be true. They may be controlling factors. What I am suggesting is that even though these factors may be true controlling factors, responses to them invariably rest with “its out of our hands”.
Look at Trewyn, four years failing in both reading and math, and then, bang 2007 shows threshold improvement. Look at Lincoln, five years without AYP. Look at White…oops, no more.
My point is these buildings, these specific schools, are responsible for addressing the weaknesses using industry best-practices. The ‘district’ as an entity doesn’t provide the instruction, doesn’t prepare the individual school or student.
Mine is not a treatise against teachers. Primarily to avoid marital discord but secondarily because I recognize how difficult it is to *teach*. It’s one thing to teach a student, and another entirely to get students to achieve.
Where I, personally, think it falls down is in being strategic toward the latter. If those factors that influence achievement are known, and this is what I meant by “the bevy of excuses the profession has established as to why kids don’t achieve” I am not concerned with that, I am concerned about what are you doing to counter it? I think the notion that “we’re victims of factors outside of our control” inhibits innovation, creativity, and simply trying. Identifying the underlying cause for me does me no good in understanding my role in assisting to counter its effect. This is what I mean and is as specific as I can be.
Ed: I understand your concerns and I realize it seems that teachers offer excuses–all those you listed. I taught in Peoria’s southside both before and after teaching “became difficult.” I can’t begin to explain how these factors do control what happens in the classroom, but I believe they do. My number one “excuse” was discipline and from what I saw at Manual feeder schools, I believe the students came to me unprepared for the same reasons. I never blamed the primary or middle school teachers (some high school teachers do) because I understood their problems. I hate to say this, but I will. The only way you can really understand what teachers are up against is to be one–in a classroom with all these disadvantages for a whole year and in the class that will be judged by the NCLB test. I’ve seen beginning teachers enter the field with all the preconceived notions of how they were going to change the world–and heard some of the opinions about older teachers and their old methods that were fed to them in education courses by teachers who fled the public schools to teach teachers. Those same young people within a couple of years were often so beaten down by the problems they left teaching. The others just kept doing (along with the rest of us) their best which often is just not good enough. Within two or three years, the new teachers began to see reality–not the rosy picture that had been painted for them.
You have to be a classroom teacher to know what’s it like to try everything in your power to teach a concept, a piece of literature, whatever and then to give the test and discover that the message wasn’t received. I took some satisfcation in the fact that almost every time I gave a test (especially on new material, a new piece of literature, etc.) there were students who had learned the material–as evidenced by their grades on tests, etc. At least, I knew that I had taught the material, but far too many students were truly lost.
Ed, I know I’m just another of those teachers offering the same tired excuses. I don’t know the answers, but I do believe that most of the solutions, new programs, etc., offered by the district truly do not address the real problems. Frequently, teachers do know that other avenues are needed to reach these kids–but frequently those avenues require different teaching materials–all of which the district will not or cannot provide.
You mentioned kids being passed on without learning the material. That has frequently been a policy advocated and even forced on teachers by the administration–an administration and principals who criticize teachers if students fail. It is obvious that kids who can’t read are passed on year after year–but that is not the teachers’ choice.
Also, when you look at the scores for the schools you mentioned–all schools where all the societal problems are present–look carefully because there are some students who are grasping the material. So should the teacher be judged by those who get the good scores or by those who don’t? Frequently, both happen in the same classroom.
ed, thank you for your answer.
i know i have probably a dr. Jekyll/mr. hyde thing going here, but here is what I understand:
1. I know first hand achievement can be impacted by an individual school’s actions
2. I know first hand the impact of a risk-averse, overly bureaucratic, largely incompetent, administration can have on sustained achievement
3. I know first hand the amount of work, stress, tears, and drive it takes to influence achievement
“So should the teacher be judged by those who get the good scores or by those who don’t?”
And, that’s the crux, right; for a lot of people anyway. Not for me. I understand the “excuses” (I’m only using excuses for lack of a better term), what I WANT to see is remediation plans. I WANT to see collective effort. It’s effort.
When I wrote:
“the teachers just don’t put up results, and lose credibility by hiding behind the bevy of excuses”
what i meant was i would much more prefer to hear
‘even though the results may not come, i have an understanding of what the teachers in a school are doing to address the underlying causes.’
i apologize for my early morning grumpiness.
Clarify something for me, what specific role does a school principal play in 1.) classroom instruction, 2.) coordinating learning objectives, and 3.) strategic resources allocation (ie, budgeting), to address systemic achievement roadblocks within their specific school?
I know if I had a kid passed up to me who couldn’t read, I’d be upset. How systemic is it? How do you know it’s an administration policy? Why would an administration adopt such a policy?
and btw, i am under no impression that you can reach everyone. nor do i think it fair to use the ayp benchmark as the singular evidentiary indictment against a school.
it could just be that the system is broken. okay. problem identified, now what?
First of all, Ed, you’re not being grumpy–this is the purpose of this blog (I think) to let us have some meaning dialogue; who knows; we might solve some problems. I don’t want to come across as defensive either–as a teacher I felt more helpless than anything. I think it is systemic to pass kids on who cannot read–all you have to do is look at the reading scores of those who are passed on. OK–here I go stepping on some toes. When Dr. Royster was superintendent, there was a year when she “highly” recommended that no students be failed. Blaine Sumner passed all its students that year–and Manual received these young people into its freshmen class. The problems were noticeable. Dr. Royster just did more openly what many have done more quietly without transparency. However, the truth is that if an 8th grader can’t read at grade level, if no serious remediation takes place, spending two years in 8th grade won’t solve the problem.
Teachers are frequently judged by the grades they “give,” so if a teacher wants to go unnoticed and uncriticized his/her best bet is to pass students. That worked much better before the NCLB tests, but even now when it is quite clear that there are a considerable number of students reading below grade level, there is no correlation between teacher grades and the NCLB scores.
In some of the schools you mentioned, the problem is so great that many students would have to fail each year–to be held back until they could read at grade level–I don’t know the solution. There is a possibility that some children do have some severe learning disabilities that require very intensive remedial help, which is not within the capabilities of the regular classroom teacher; that is certainly true in the higher grades and in high school–for example, I wasn’t trained as a remedial reading teacher (a couple of courses though) and didn’t have the materials, the time, or the capability of analyzing these deficiencies much less working on them.
Back to grades. One year our administrative assistant came around to visit us at the end of the 1st grading period–actually she only came to see those who had “too many failures.” I asked her if she had also gone to visit those who had “given” all “A’s” and “B’s” because in a school on the NCLB watch list, those teachers were not giving realistic grades. But those teachers made administrators happy. Unfortunately, I also believe that if a student is given higher grades than they “deserve,” parents won’t complain either. Face it, many of the parents of the children who have academic problems might not be that good at assessing their own children’s abilities–they only look at the grades. When the children fail, they complain. If the kids come home with good grades, they are happy and may not realize that the grade is inflated.
One other point to make. Look at the scores at the high achieving schools–especially at the Edison schools that are given credit for doing better at reaching low income kids. Some students at those schools are not achieving at grade level either–are they all failed or are they passed on?
Once again, unfortunately, you get more than my 2 cents worth. Sorry.
ed:
I could not find it on the internet — in the D150 Master Facility Plan approved in 2005, there is a statement …. goes something like ……. the one/single factor which best determines a school’s success is ………… the principal. Perhaps Cj or someone else can find that quote. I cannot remember what the reasoning was behind that statement.
As far as community input and dialoguing ………….
Here is an idea for the type of community engagement we need to solve the myriad of challenges facing our community ….
Upon reviewing 10 Principles of Authentic Community Engagement – KnowledgeWorks Foundation
http://www.kwfdn.org/resource_library/_resources/10principles.pdf
* Involve all stakeholders
* Solicit community input
* Involve community early in the process
* Offer opportunities for people to gather at convenient times and comfortable locations at a variety of convenient times
*Consists of more than one meeting and allows time in the process to make informed judgements
*Is driven by aspirations that communities hold for their future
* Has a learning component that helps build community awareness and knowledge about the subject at hand
* Allows for sustained involvement by community stakeholders
* Utilizes community partnerships and expertise
* Employs clear, open and consistent communication
I feel that now is the time to start the discussions to engage community stakeholders — it takes time — can’t be done in two, four, six hours of input sessions which are monologues not dialogues.
Let’s start now.
Karrie: Are teachers implied in the “stakeholders?”
Sharon: Actually — stakeholders are any and everyone in the community —- you name the person — they are a stakeholder —- teachers, parents, administrators, students, taxpayers, …….. best practices including any and everyone who wants to come to participate —– not just those people who you agree with on any given issue. Does that make sense?
ed- I just thought you had an evil twin Lol! Just kidding. I think your arguments both for and against are very thought-provoking. I just like you better when you say shit I agree with.
Karrie, I was just asking to be sure. District 150 said that all stakeholders would be involved in the plan for restructuring Manual, but the teachers (who have to implement the plan) were left out. However, there were parents on the committee who did represent teachers very well–and they were also ignored in the final plans. My problem with community involvement (with or without teachers) is that it often becomes “for show” only and the people given the authority to make the decisions make the decisions. Ultimately, with schools the board makes the final decisions on major issues. We just have to hope that everyone is listening to all points of view–but under the present system there is no guarantee. And I’m not sure what can be done to resolve the differences represented by so many points of view. I guess I’m saying that I’m not sure what governing body would be better than a board of education–a system which actually has been set up to represent all stakeholders in the community–as in the case of all our elected representatives.
Some of us have to “teach” LOL and #150 blocks out all blogs so I could only get back right now. To respond to Ed- first off I believe Mr. Hinton said he wants transparency if I recall correctly from 2 board meetings ago…..Well that is why I said that to Jim. Mr. Hinton’s words and I agree, so Jim should certainly be able to answer those Q’s.
To get to your second point about teachers…well I can speak to my school and how we achieve. Our scores are pretty good and have stayed close to the level they were 10 years ago if not beaten them. And during that time our low income student body has doubled. We dont use excuses, we set high expectations. To further your point you kinda hit on what I am proposing to the district…..go to the schools in the district that are working well and ask them what they do.
If you want to see what we do at VS come to one of our faculty meetings, or our student improvement days, or our meetings with the benchmark specialist. We look at research and data and find areas of weakness. We try to improve on those areas for each student and hopefully that increases their achievement and test scores. At our school we are very transparent with what we do so feel free to stop in, I will show you around. Nothing to hide, but caring teachers, kids who truly want to put forth an honest effort and achieve.
That is all I ask of the district too. Dont say you provide transparency and then when you get asked to provide that you refuse.
Scott is right–Von Steuben’s scores are very competitive and, in some years, equal to Rolling Acres Edison. Scott, how would you rate discipline at Von Steben? I would guess good–and would you give the administration credit for that? I don’t think I ever answered Ed’s question about principals, etc. Yes, of course, I believe they very much set the tone. Good principals support teachers and see to it that the teachers and students have an appropriate learning environment. My guess is that good principals also trust their teachers and value their opinions. I began my teaching career at Roosevelt with such a principal–and even though we were an inner city school in 1962 during rough times, I think we all (teachers and students) had good experiences. I believe the principal set the tone for that.
Scott:
You really should browbeat the Board members who put forth no extraordinary effort at public communication, not the one who does.
nontimendum- it has nothing to do with browbeating anyone. I asked simple questions that as a taxpayer I would like to know. I plan on asking all the board members in person at the next meeting. I have also been in contact via email with some of the others, but they do not wish to provide information.
I must’ve misread your posts.
Sharon: That is the difference between talking the talk and walking the talk.
10 Principles of Authentic Community Engagement
This is the key word —- Authentic.
Is driven by aspirations that communities hold for their future.
What are the aspirations that our community holds for the future? Were these aspirations created from the grassroot levels of our community? Just food for thought.
Nontimendum here is what I asked:
Jim since you read this and have emailed me on occasion let me ask you for this info because I am confused after hearing one thing at the board meeting and now trying to comprehend what you are saying:
1. Will WHS and PHS be open for the next school year? (To clarify will they be just as they are now?) If not please explain.
2. Will Irving, Tyng, and Kingman be open for the next school year? (To clarify will they be just as they are now?) If not please explain
3. Since you have provided some information here for everyone to read and you seem to want to provide transparency to the public, I would ask you if you can provide the dollar figures listed in each of the seven funds the district operates so that the public can see them and get a better understanding of the finances.
4. Can funds in the building/maintance fund (ie: for new schools, or building improvements) be switched into the Ed. Fund?
5. What is the projection of how much the Alternative school will cost?
6. What is the projection of how much the Birth Through ___ will cost?
Thanks
Jim, I don’t have any problem meeting with you and talking to you, but as I see it, these are questions that many people deserve to hear answered – and I don’t see how you could possibly meet with each citizen on a one-on-one basis. District 150 is funded by public money, so in my opinion, the public has a right to know… not just one person. I do understand that this is not the forum to answer all of these questions, but I don’t see them being addressed anywhere, especially the questions regarding consultants.
jim doesn’t speak for the board either. i’m not sure how i feel about jim’s public comments on here. it’s odd. not bad odd, but odd. it’s ok odd.
i don’t know that he gets browbeat, but one could say he is called to task. i’ve called him to task for tone, not content directly. i think some have made excellent points about what can be expected of an elected official trying to dialog and instead being, for lack of a better term, battered with requests for position statements and knowledge of details outside of his charge. hit the administration with some of those questions scott and post them here. some of those answers are present in statute, is he to know all the statutes? of course not.
merle doesn’t get hit with ‘what does section 5 of article 3 or subsection 12(a)1.23b state about the county’s ability to enforce a ban on public consumption of tootsie rolls within 15 feet of sanitary sewers with outflows to the illinois river’. ardis doesn’t get hit with ‘if there is 200k left in one fund can we use it in another’. they don’t know. that’s what legal counsel is for. same principle applies here. let the guy dialog and learn from his perspective, not his regurgitation of details
ImaSwede – I asked to meet with you and PrairieCelt as the two of you have a keener insight into the inner-workings of the District than most. While I admittedly don’t agree wiith you on all – even most – of your criticisms, I feel that discussing things privately might help me to better understand where you are coming from and you could provide depth of your insight to me. I also felt as though I directly and indirectly answered the questions. Remember, I am only one of seven, so I don’t speak for the Board, nor do I want to give that indication. I did say that the Board has a couple of months to render tough decisions (Q1&2). I also said the budget committee would soon be announced and they need to be allowed time to do their work (Q5&6). Qustion 3 is info provided in each board packet and I didn’t keep a copy from the last meeting, while question 4 is, I believe, a qualifier – it depends. Not great answers, but those are the ones I am comfortable with. I am as anxious as anyone on seeing the consultant/grant staff worksheet that was requested. I also hope the Board establishes a second group to re-evaluate and re-prioritize the master facility plan. The second group should allow more stakeholder input. The budget group needs to – hold on now – be given the benefit of the doubt. They are a group of knowledgable professionals who will be on a very tight time line (see Q1&2 above). I’m sure their input will lead us to other qustions that will be addressed going forward. We have grave challenges and boundless opportunities requiring community input and support. Can we realistically engage each and every stakeholder on the time-line we face – no. Do we attempt to draw in good ideas and take them into consideration – I believe we do. If you disagree, please understand that this Board is trying. We have a lot of work to do and much to accomplish.
Ed:
I am usually in your corner on matters but I think your analysis of the failing schools in the District leaves out one critical factor. Did you catch Sharon’s statement that “many students in my high school classes read at the 6th grade level or below.” She also stated that there are students at Manual that she taught that were able to master the material presented. What causes these differences in learning within the same school, population, etc . . . ?
Would you be willing to entertain the fact that student academic abilities vary widely? No one ever discusses in these blogs as they rant and rave about what is wrong with the schools these days that genes and persistent poverty and other severe socioeconomic conditions affect IQ scores.
Sharon wrote about trying to teach a literature class and coming at it from all angles, and yet the students performed poorly on the exam. Maybe it was not that Sharon was not an excellent teacher, she was just being asked to teach the wrong thing to these students.
Cognitive abilities affect learning not only in degree but in type of information that can be learned. To absorb a high school literature lecture, a student must not only have the ability to read but the ability to make inferences and deduce information. Making inferential leaps is a higher level cognitive ability.
I think Ed, that you are correct, that District 150, as is the case of all public education could do much better. But before public education can do better it must acknowledge ,and then account for the differences in student learning and make real progress in designing a curriculum that sets realistic goals for students that have learning challenges. Maybe it is an unrealistic goal for some students to perform at “grade level “ or earn a “meets standards” score to satisfy the NCLB. In a world where we ask more and more for people to have tolerance and accept each others’ differences – politicians, communities, schools, and parents must learn to be alright with the notion that diversity of academic abilities exists.
Jim, I appreciate your answer. I do believe you and some are doing the best they can under these circumstances. Please know that since I personally feel the district is being run by fear and intimidation (personal experience tells me this) that meeting could bring more problems than I care to encounter. In all honesty, one man cannot change what has happened to Dist 150 since Hinton and now Cahill have come on board in the positions they now hold. Kudos to you for blogging and trying to see both sides of the issues.
“Would you be willing to entertain the fact that student academic abilities vary widely?”
oh, absolutely. it’s what i meant when i wrote “i am under no impression that you can reach everyone. nor do i think it fair to use the ayp benchmark as the singular evidentiary indictment against a school.”
the teachers can’t write 13,000 IEPs, right?
two things also need to be considered; lead and language.
peoria county has one of, if not the, highest lead content problems in the nation. guess where it’s concentrated? lower income housing. lead exposure has been statistically correlated to impacted cognitive ability.
second is language. i happen to think english is a horrible language. i much prefer latin. there are so many dialects, regional slang, and household ebonics one wonders how we communicate at all…”wanna coke”, ‘sure’, “what kind?”
on that, it’s really a wonder mass education works at all. with all the differences in cognitive abilities, household mastery of language, household use of problem solving skills, experiential learning environments, etc.
Frustrated: Your “Cognitive abilities affect learning not only in degree but in type of information that can be learned. To absorb a high school literature lecture, a student must not only have the ability to read but the ability to make inferences and deduce information. Making inferential leaps is a higher level cognitive ability. ”
We are certainly on the same page. In one of my many harangues, I wrote something very close to this statement to the board–I think you said it better. I used the example of having to teach literature that is fraught with figurative language and complex sentence structure to students who simply do not have the keys to “decoding” language at that level. Also, the NCLB language section expects this. I also noticed it when I gave the students two sentences to connect–they had to choose the correct subordinate conjunction. For students who think and read at grade level this was an extremely simply task. But there were others who were unable to choose the correct connector because they could not see relationships.
Yes, of course, the scientists–not the educationists–need to figure out the causes of these learning disabilities. Ed’s suggestion of lead could well be one of them. In the meantime, we have to stop expecting children to do what they simply cannot do–and judging teachers who can’t perform the miracle of teaching them beyond their capabilities.
Cliches like “every child can learn” and “you can be anything you want to be” are great encouragements for children who do not have these developmental problems. However, the children themselves know when these cliches are not true for them, and they make them feel worse, not better, about themselves. My response to “every child can learn” is always “every child can learn what?” I know that before the Civil Rights Movement black children were automatically labeled as inferior–and that many now have the fear that admitting that not everyone has the same capabilities is a racial thing. We definitely have to find a way past that stigma so that we can identify developmental problems without labeling in that way. Maybe all of you believe that you could have been anything that you wanted to be–but I certainly know that there are fields, particularly in math and science–in which I would be a total failure. There are so many circumstances (nature and/or nurture) that keep us from achieving at our fullest potential. Teachers do need to encourage childlren to strive beyond where they are at the moment but we have to stop expecting these miraculous leaps. We have to be able to see the difference between lack of motivation, self-confidence, etc., and actual learning disabilities.
Oh, well, it’s late–so I need to stop but thanks Ed and Frustrated for your insights.
Ed writes “on that, it’s really a wonder mass education works at all. with all the differences in cognitive abilities, household mastery of language, household use of problem solving skills, experiential learning environments, etc”
I think that is the point Ed, public school education is not working for so many. Not for those that are bright nor those that finding learning difficult. So what to do?
First, with a new administration, and I realize Mr. Obama is a bit busy right now, but the teachers’ unions and administrative associations and any other groups concerned about education should lobby to get NCLB rescinded. This has been a waste of education dollars for too long and diverts resources away from true learning. This will free “schools within schools” as proposed by Stowell to really work.
There are many students in District 150 that perhaps cannot handle Sharon’s literature class nor are they right for advanced algebra or calculus but . . . they can still learn up to their potential and that still means a host of opportunities and careers are available to them. There are many fields in the skilled trades and in the healthcare field that provide good careers, short of becoming the lead engineer or the doctor on call. Just imagine how charged a student “could be” to come to school and learn and perhaps how much more motivated they “would be” to conform their conduct, if they could envision success for themselves.
Jim thanks for responding. While you and I might not agree on everything I think you can verify that I have been in contact with the entire school board in regards to spending , school closings, and transparency, or lack thereof and my attempts to get information. As you have seen from the CC’s I sent you it appears that many of the board members do not want to provide the information that so many in the public would like to know. My take, and I am only one person, is that if the district/Hinton has a master plan to produce it for the public. Be upfront about it. Call it “#150 in 2015” or something like that. Outline everything that you want to do. Will some of the details upset people absolutely. But at least you are transparent. The public just gets upset and has a hard time trusting anything because there is no transparency or openess with any plan.
Jim I understand you dont want to go into detail about all of my q’s but for clarification about my Q about WHS and PHS closing or staying open for 2009-10 you said: “I did say that the Board has a couple of months to render tough decisions (Q1&2).” But further above you said, “No high school closings, yes.” My question then in regards to WHS is will it stay open for the 2009-10 school year as it currently is? I just want to be sure I understand which statement is correct no HS closings, or still render tough decisions in regards to WHS, which could actually mean it might close for 2009-10. Thanks in advance Jim
Jim writes “Can we realistically engage each and every stakeholder on the time-line we face – no.”
Is there any community that will be able to engage each and every stakeholder? Probably not. Nevertheless, this ongoing blog dialogue indicates that there are stakeholders who are willing to engage in a community diaogue. By following the principles outlined above — we bring more stakeholders to the table for better/best end product.
If tough decisions are to be made in the next couple of months or so, then the time to start is now rather than in two months. It involves a paradigm shift of how our city has operated for at least the last fifteen (15) years and decades prior to that time period. Let’s start now.
Scott… OR… it will stay open but not as a High School.
ed… “peoria county has one of, if not the, highest lead content problems in the nation.”
do have data to back this up?