Anyone else get the idea that District 150 is just making things up as they go along?
Grading Policy
I didn’t get a chance to see last night’s school board meeting, but according to the Journal Star, the district’s administration defended their new grading scale:
“For students who have made an effort . . . the lowest grade we’re asking teachers to give students is 50, however, there are students who are not making an effort, they are not turning in complete assignments or not turning in assignments at all – certainly zeros or other grades below 50 are appropriate and can be entered into the grading system,” Chumbley said, adding the administration looked at ways students were “not always put in that hole of not being able to climb out.”
So, say you have two students, and each of them gets two questions out of ten correct on an assignment. According to Mr. Chumbley, the teacher could give one of those students a 20% and the other a 50%, depending on whether the teacher thought the student was putting forth sufficient effort. Thus, even though both students did the same work, one of them will get a higher score than he earned. At this point, grades cease to reflect what the student has actually learned, which was, I thought, the whole point of grading. And pity the poor student who tries real hard and gets only five out of ten questions correct; he doesn’t get any extra credit for effort. He gets a 50 just like the kid who tried real hard and only got two questions correct. The less you achieve, the more benefit you receive.
Hinton chimed in, too:
While backing the new grading procedures, Superintendent Ken Hinton also described it as “a work in progress.”
“Once you give many children a zero in regards to their work, it shuts them down. In other words, they know there’s no way to recover,” Hinton said. “And so what we’re doing, we’re trying to do, is reach a happy medium, keep expectations as such that you have the responsibility of doing your work to the best of your ability while at same time recognizing that if you don’t do your work, the zero is still there.”
Administrative procedures are not voted on by the School Board, but Hinton said alterations can be made to incorporate board concerns.
There’s no way to recover? Have extra-credit assignments been banned from District 150? How are expectations kept high when you’re giving extra credit to those doing substandard work for no other reason than “we don’t want to discourage them”? But best of all, this grading system which has already been implemented is a “work in progress,” and “alterations can be made.” So maybe halfway through the year, they’ll change the grading scale again.
Year-Round School?
Meanwhile, the district is now suggesting Lincoln Middle School switch to a year-round schedule. And this is a bit confusing: the Journal Star says it was presented that this would be “a pilot program for year-round schooling.” However, WMBD-TV reported: “Hinton says the school day will mimic the new Glen Oak and Harrison Schools when they open: 45 days of school, 15 days off and so on…” A “pilot” is “something that serves as a model or a basis for making copies.” But if the proposed Lincoln schedule is supposed to be mimicking the schedule at two other schools, it’s not a “pilot.”
Of course, “no costs of the pilot program were presented Monday night.” That’s just as well, since you can’t trust any cost estimates coming from the administration. Although no costs were presented for changing Lincoln, there were other costs presented:
One stumbling block administrators foresee in making more schools in the district year-round is air conditioning. Many buildings don’t have air. It could cost about $6 million to put air in each high school, for example.
So we have a plan to pilot year-round school, but we know that if we actually go to year-round school district-wide, it’s going to cost millions of dollars to put A/C in existing buildings. And the district is so financially-strapped, they’re closing schools. But they’re going to consider changing the schedule in such a way that they’ll have to spend millions of dollars to accommodate it.
Speaking of closing schools…
The district still doesn’t have a plan for closing Woodruff. They just know they’re going to close it. Who knows where the kids will go next year? Who knows how much it will actually save? What will happen to the Woodruff building?
One group is tired of the District’s “shoot first, ask questions later” policy. They’re going to file an injunction against closing the school unless D150 comes up with a plan by the next school board meeting.
Ah, the travails of the improvised school district.
Chase: I couldn’t agree more. However, I have to add that the Peoria schools wouldn’t be in the shape they are in if there hadn’t been a rush to build Peoria Christian at the particular time it was built (and Richwoods, for that matter)–and, also, the growth of the Catholic schools as well. I graduated from Woodruff in 1955 and started teaching at Roosevelt in 1962 (I watched it all unfold). I wish everyone had stayed put to be “the salt and the light” up close and personal instead from afar. We can’t turn back the clock, but we can try to make up for the mistakes of the past. I don’t even insist on calling them mistakes. It is what it is and we have to go from here. P.S.–I didn’t know you were part of the “salt and light.” Glad to hear it!
So Sharon, it seems based on your last post that we almost agree, we are just approaching it from different angles. You argue that if students wouldn’t have escaped to private schools and the North end of Peoria things would be better overall for the District. . . I look at it from the other perspective — How can the District draw those that have escaped back?? Certainly not by redrawing boundaries so as to have all schools within the District suffer from failing performance.
Chase paints a pretty ugly picture of of the demographics of the District, however, I think it is a perception that many within the community hold. And he is correct, that “functioning” families want to be part of a community and school with other “functioning” folks. District 150 must create more pockets of “function” than currently exist if it hopes to survive.
Frustrated: We probably still agree or can come to agreement. Again, as I keep saying, the alternative school needs to come first (much too late–but better late than never). You can hold out hope for the little pockets if you want to–and I have no reason to stand in their way because I have friends whose children need those pockets, also. If there is no alternative school and if District 150 doesn’t do a 180 with regard to disciplinary and academic standards, the pockets are the only hope–but very temporary. The pockets will not draw people back into the city–maybe back from the private schools since they can easily rush back. When you only have one “pocket” high school left in the city, I think you can kiss hope good-bye without the changes I am recommending. The escape routes might last for 5 to 10 years but not much longer. Dunlap isn’t adding on to all their schools for no reason–the obvious escapees will come from Richwoods. The Peoria Academy, I hear, is planning a high school. Those escape routes are not going to be drawing from the inner city. Don’t count on families staying in the Woodruff area (with or without new boundaries)–and gradually homes will become available north of War Memorial as homes are vacated by more escapees from 150, going farther and farther north and to other areas around Peoria. I wish you all could see that the inner city schools have to be fixed for the good of all.
Sharon – I think you paint an accurate picture of what is to come.
Merle, I do agree that it is not the kids but the leadership. I was reminded of that today. I went to retired teachers’ luncheon for which Terry Knapp had scheduled the program: the Junior Heritage Ensemble—about 20 singers from District 150 high schools and a couple of middle schools directed by Sharon Reed. First of all, I do not find many occasions to be around a whole group of high school students, but when they (mostly African-American) students came into the room and took their seats at tables with the retirees, I was reminded of how much I miss kids. I don’t miss teaching (it was time for me to retire), but I do miss the kids. When they started to sing, I felt the inexplicable emotion almost teary-eyed that reminded me of how much I truly loved teaching. I was reminded that—even though I had in the last years of my career found fault with the direction that 150 leadership was going—I never gave up on the young people. (Now all I have left is the complaints but not the kids—so my point of view is a bit more negative than it would be with the kids to balance my view). After reading your comments, Merle, I had another thought. Sharon Reed, coaches, etc., do not settle for mediocre; they do not put up with bad behavior that interferes with the quality of performances, etc. Yet so many school leaders of today expect teachers to put up with less than the best from young people who would give their best if asked (or demanded). We cheat them by not asking them to live up to standards that will take them into adulthood. There will be those who can’t or won’t conform—therefore, the need for an alternative school. As an aside, the usual practice at these luncheons is for the young people to show up for their performance after we have eaten. Terry would have none of that, so he paid for their lunches with his own money. (So many see only the side of Terry that fights what he see as wrong with the system—but most do not understand why he feels as he does; he truly does care about kids). He did want, at least, one of the young to sit at each table. The youngest of the group—a young lady from Rolling Acres, got stuck sitting at my table—with retirees over 70. I visited with her for a while and asked her if she was uncomfortable sitting with all “old” people. She didn’t say anything, but a few minutes later, she said, “I don’t want to be rude and I don’t think you’re old, but I would like to sit with my friends.” I did see to it that she sat at a table with one of the other young people. She would have been miserable all through lunch, but she was a very thoughtful young lady.
Terry Knapp is a remarkable man. Most people have no idea what he has done for this community and the children in it. He is an extremely knowledgible gentleman who, no matter what, does not sugar-coat, but is truthful and forthright. Because of that personality trait, I believe people think differently of him. Having been a beneficiary and know many who have been the beneficiary of his knowledge, generosity, and support, I would like to say, thank you Terry! Cheers!
I have to confess I don’t get all the harping for an alternative school. Why should taxpayers be on the hook for funding a school just to fill it with intractable thugs? If a student persists in breaking the rules and is expelled after being subject to a reasonable progressive discipline process, why should it cost taxpayers a red cent? It seems to me at the point of expulsion from “regular” school, the alternative school option should be getting a GED.
nontimendum: because, by law, schools are required to educate a child until the age of 18. Throwing a child (thug) into the streets does not help the community in the long run. By having an alternative setting, these children can get the education they need to be productive members of this community. Pay now or pay later!
Sharon – I think the “standards” that you speak of have to begin in the home and they must begin early on and continually be reinforced. For the most part, successful parents produce successful students. And, I don’t mean parents that are CEOs, I mean parents that are present and accounted for.
Frustrated: Of course, I know that–but as was pointed out earlier, the public schools have to educate all children, so we have to do as much as possible to insure they all receive the best that can be provided. I truly believe that we haven’t begun to demand the best from either the parents or the students–we won’t know until we try. I’m never sure what you expect us to do with the kids who don’t have the parents who have held them to the standards. You have stated that you think the Johns Hopkins program might suit the kids that are at Manual. I have a feeling that you really don’t know the kids who are at Manual–and maybe that’s my fault because I do focus on those who cause problems. I do that only because they shouldn’t be allowed to spoil the educational opportunities for those who can do better. Those who spoil it for the others have been allowed to do so probably since they were in the first grade–I don’t think you can comprehend the accumulative damage that has been done by allowing the few to spoil school for the majority.
You are right Sharon, my impression of Manual is pretty bleak. It is based primarily on your comments and the fact that it failed so many times that State intervention was on the horizon. I have to believe the student body, therefore, is not all that capable and/or motivated. That is not to pass judgment on these students, as I imagine most have been through some tough experiences in life.
My impression is that “good” students make up 10% or less of the population. My view would be that those students should not be at Manual, as the current program from what you shared, is necessarily remedial to address the bulk of the student population’s learning needs. I think it is right for the District to redesign the Manual program to meet the majority of students needs. I believe it is very, very wrong to limit the potential of more competent students that may be at Manual by having them continue in what you have termed in the past, a “diluted” educational program.
SO . . . that is why I believe the District is missing the mark by not creating a college prep high school that anyone throughout the District would be eligible to attend with adequate academic performance and conduct. You should have known I would have to get my plug in. I remain hopeful that Jim and other Board members read this blog and will act on my suggestion.
In the meantime, like many others in Peoria, I am exploring other educational alternatives for my children for their high schools years.
Frustrated: For many years, some of the very best students in the city graduated from Manual High School (and, I believe, you would be amazed at how successful they are–even by your standards). Those more advanced students were in enriched and in AP classes and the students who were not as academically oriented did absolutely nothing to harm their educational and career opportunities. Actually, many students in my basic classes were very bright and are living successful and productive lives. The main thing that changed at Manual was discipline–and the administration that allowed those discipline problems to take over pushed many families out of Manual and allowed students that stayed to get by with very little effort. I don’t care if you get your elite school away from all the problems. However, I do care if District 150 puts all their eggs in that basket and lets the rest of the schools go on as is. I maintain that the old program at Manual–the one offered at the other three high schools–was as successful as the Johns Hopkins model will be. My complaint is that so much money is being spent on that program and the results will not be any different because no one is addressing the real problems–the problems that are keeping some young people from succeeding. I do not understand why Richwoods is not enough for you–it certainly has been enough for many, many successful students. My impression is that you are wanting a very elite education for your children and that maybe 150 is not going to be your answer. There is no doubt that Richwoods does have the highest percentage of high performing students in 150. Just as it was once at Manual, many of the “elite” students can go all day and never be in a class with the kinds of student whom you seem to feel will keep your children from getting the best education. Do you think the teachers at Richwoods aren’t good enough for your children–just what is your complaint with Richwoods? I really don’t understand your demands for a college prep school–from where would you draw these elite students?
Where do expelled students attend school now?
OMG Frustrated! How dare you even begin to insinuate that Richwoods High School is anything short of perfect!
Who do you think your kids are!
[end sarcasm]
Emerge–I expected someone or Frustrated to make the comment you just expressed, but I didn’t expect it to be you. So do you want a school that is totally segregated? Isn’t that the underlying assumption of Frustrated’s desires–or, at least, the most likely outcome? She/he believes that only 10% of Manual students are “good” students? At some point I hope that we can all even agree that “good” student is not synonymous with “good” people. I know that Frustrated will not say that she wants a segregated “elite” school, but what percentage of her ideal school would you believe would be African-American? I certainly don’t believe that Richwoods is perfect, but I certainly believe that it is more than just possible to get a “good” or even “superior” education there. I know that there are people who believe that Richwoods is not elite enough for their children–hence, the move to Dunlap and to private schools. People aren’t leaving Manual to go to Dunlap; they are leaving Richwoods to go to Dunlap. Oh, maybe that’s the problem. Maybe Manual students are making the “leap” to Richwoods. Frustrated hopes that Jim Stowell will listen to her plea for her ideal high school. She forgets that Jim has done quite well with his Manual education. I believe his oldest daughter was just accepted into a very “good” college as a result of the education she received at Richwoods and that his youngest daughter is doing well at Richwoods. I still believe that there is room for students with a wide range of academic abilities and economic status within the walls of one school–that is my ideal school. I don’t want our leaders or “bosses” of tomorrow to be educated in a school where they have no contact with students who might someday be their employees. I believe the only thing standing in the way of that working is discipline. And that is a problem that I do believe or hope can be resolved. Maybe Frustrated isn’t calling for an elite school, so I am asking her/him to clarify just what she wants–perhaps I am reading between the lines too much. I hope so.
OMG Sharon, elite and academic do not have the same meaning. Hard working, capable students come in all shapes and sizes, including different races and socio-economic levels. You act like I am advocating a white fairyland, which could not be further from my aim. I am advocating a top notch college-prep academy, superior to what is offered in the surrounding communities, that would better serve the students presently within the District and would garner new entrants to the school system.
You state “I still believe that there is room for students with a wide range of academic abilities and economic status within the walls of one school–that is my ideal school.” BUT . . . that is not the case at Manual. Instead there is a sizeable group of students that are in academic distress and it will take years of trial and error by the District to correct this situation. In the meantime, those at Manual that ARE academically capable should not have to hurry up and wait for a broken system to be fixed. The students that are currently performing well at Manual, and I am assuming that those students are primarily African-American, should be allowed to attend a high school with a college-prep curriculum and be part of a peer group in which they are a better fit.
Your adopted family has “bought” themselves an appropriate education by going to a private school. Many families are not so fortunate. If there are students at Manual that are doing well academically NOW, they deserve to have their chance NOW.
As I’ve said before, the behavior and academic standards changed at Manual in a very short period of time. Also, I continue to believe that 150 needs an alternative school more than it needs a top-notch college prep high school–in fact, the alternative school might eliminate the need for such a school. Many of the higher performing students at Manual have found a way out–a gradual exodus for the last 15 years. I am now more concerned about those who are “left behind”–those who have not achieved as well as did those who came before them. They need what Manual always provided before–a group of higher performing students who set the standards that encouraged many of the lower-performing students to follow suit. The Manual issue is a separate issue from your proposal for a top-notch college prep academy. Face it, District 150 has lost many of its “top-notch” students–and many of the higher-performing students are currently at Richwoods (I don’t like giving into that assumption but I believe those blasted NCLB test scores do encourage such an assumpution). Now you want to cherry pick the Richwoods students to go to a school that will rival Richwoods. I object to your idea for the same reason I object to the proposed charter school–putting the best students in a couple of schools and leaving the rest behind. Peoria’s population is not large enough (will not grow rapidly enough) to support these “special” schools, which will drain the current schools of their best students. We keep having this same argument–we probably aren’t going to change our minds. A little more about the Manual situation. I don’t know many of Manual’s current students (probably I know their parents and/or older siblings). The few that I do know are not African-American. These young people–whose families had strong ties to Manual–decided as 8th graders that they didn’t want to desert Manual (as many of their peers from Calvin Coolidge did). They made a conscious effort to try to change the trend–that most West Peoria students were no longer going to Manual after they left Calvin Coolidge. They were all very, very happy at Manual for the freshmen and sophomore years (before restructuring). They returned their junior year to find that most of their teachers had not been chosen to remain at Manual. They discovered (were not told) that the Johns Hopkins program was not academically challenging enough for them–but too late to transfer to another school (and they weren’t offered that opportunity). One left Manual to be home-schooled for her last year–maybe year and a half. Those are the students that I know about personally–but I have heard of others (white and black students) who were happy with the “old” Manual but feel cheated by the new program at Manual.
My “adopted” family (the father a Manual grad and former Manual teacher, now at Peoria High) are not going to a private school–Whittier, just out of Washington Gifted, and Richwoods–with a dad who is a teacher and a stay-at-home mom, they haven’t been able to afford to buy their way out of 150. My cousin and her husband, both African-American and Manual grads, are sending their children to Peoria Academy–they are not teachers, so could afford the private school route. These three Manual grads–in their 30s–graduated from Manual at a time not long ago when students of varying academic abilities and economic status did attend Manual and were successful there, in college, and post college.