The following story appeared in the Chicago Tribune.
If this is not a solid reason for Education reform, we do not know what is. Our children continue to suffer under the draconian system controlled by the unions and the legislators and boards that pander to their every whine. The understanding of history is crucial so that history does not repeat itself.
Illinois lowers required score on a key exam for teachers
History/social science exam was too tough, officials contend
By Stephanie Banchero
Tribune staff reporter
Published August 11, 2006
The Illinois State Board of Education voted Thursday to lower the passing score on the social science/history test that teachers must pass before receiving their licenses, saying that too many prospective teachers were failing the exam.
The board voted unanimously to drop the bar from 64 to 57, making it significantly easier for teacher candidates to pass. A score of 57 means the test taker answered 57 of 100 questions correctly, state officials said.
Under the old bar, only 56 percent of test takers would have passed the most recent social science/history exam, administered in June. Using the new lower standard, 82 percent will now pass.
The social science/history exam is taken by college students who hope to teach middle school or high school history.
"There were concerns about the test and the fact that the scores have been continually low," said Linda Jamali, who oversees teacher certification for the state board. "We have a process in place where we look at the test itself and ensure that everything is OK, that there is no bias. The group looked at all the evidence and decided to lower the score."
The board also voted to set at 30 the number of questions testees must get correct (out of 100) to pass a newly created special education licensing exam.
The votes come about seven years after state officials launched an aggressive effort to ratchet up requirements for becoming a classroom teacher.
In the late 1990s, Illinois had one of the most lax teacher certification systems in the nation. Prospective teachers had to graduate from an accredited teaching program and pass relatively simple basic skills and subject matter tests to get a license. They could renew it simply by paying an annual $4 fee.
But the previous board of education and state lawmakers began cranking up the demands. In 2000, the board scrapped the much-maligned 8th-grade-level basic skills test, replacing it with a college-sophomore-level licensing exam.
Now, prospective Illinois teachers must pass three tests before they can obtain a license. College students who want to enroll in an Illinois teacher college must pass the basic skills test first. They must then pass a specific subject matter test before they can work as a student teacher.
Finally, the state board has added a third exam, which measures knowledge of teaching methods.
Jeff Mays, president of the Illinois Business RoundTable, said the Thursday votes by the state board roll back the progress Illinois has made. "We are backsliding," said Mays, whose group has been active in teacher reform and student testing efforts. "Every survey you see, in terms of impacting kids' learning, the teacher is the most important factor. We should not be lowering the scores. We should be bumping them up and then putting the resources behind making sure folks can meet the higher standard."
State officials said the history test has long been one of the most troublesome for prospective teachers. "We've had a lot of calls on this and letters from people who simply cannot pass it," said Lori Gibler, a principal consultant with the state board.
Board member Ed Geppert, the former chief of staff for the Illinois Federation of Teachers, said the test is difficult for potential teachers because it's "extremely broad" and covers a range of subjects. "I think it would be very difficult to prepare someone academically for this exam," he said.
But board member David Fields suggested that the state's colleges of education might bear some of the fault. He suggested that colleges of education should be held to the same standard that elementary and high schools are held to under federal No Child Left Behind reforms.
"I would think that they would want to see a higher percentage of their students passing," he said.
----------
sbanchero@tribune.com
Saturday, August 12, 2006
Friday, August 11, 2006
Monkey business afoot in D-300 - Monkey Business afoot at the Northwest Herald
The following piece appeared in the Northwest Herald. Allison Smith's bias continues to be all too apparent in her reporting. What a deal D - 300 has a public relations person working for the local paper without having to pay her one dime. Equally disgusting is that D - 300 and Crates think that depriving hard earned dollars from D -300 residents based on half-truths, shoddy accounting and extremely poor projections to pass the referenda is something to joke about.
Monkey business afoot in D-300
[published on Fri, Aug 11, 2006]
CARPENTERSVILLE – The first monkey memento appeared in Cheryl Crates' office a month after the School District 300 referendums passed this spring.
Someone had nailed above her computer a framed pair of drawings of Curious George, who poured dark liquid into a funnel, then keeled over as if dead. Below the drawings was a playful message typed by a prankster.
The picture was the first of several monkey items to appear unexpectedly in her Carpentersville office. The insiders' joke had grown legs – long, hairy ones.
To view the rest of this piece of useless reporting go to the Northwest Herald.
To view exceptional reporting by a journalist on education issues visit Scott Reeder's website with his series that appeared in the Small Newspaper Group newspapers.
Monkey business afoot in D-300
[published on Fri, Aug 11, 2006]
CARPENTERSVILLE – The first monkey memento appeared in Cheryl Crates' office a month after the School District 300 referendums passed this spring.
Someone had nailed above her computer a framed pair of drawings of Curious George, who poured dark liquid into a funnel, then keeled over as if dead. Below the drawings was a playful message typed by a prankster.
The picture was the first of several monkey items to appear unexpectedly in her Carpentersville office. The insiders' joke had grown legs – long, hairy ones.
To view the rest of this piece of useless reporting go to the Northwest Herald.
To view exceptional reporting by a journalist on education issues visit Scott Reeder's website with his series that appeared in the Small Newspaper Group newspapers.
Thursday, August 10, 2006
Two retired school officials take over D-36 superintendent duties
The article below appeared in the Northwest Herald.
Mr. Dodds retired in 2004. In his first year of retirement his pension was at least $116,036.62. This amount is paid annually. After five years this amount will increase 3% per year. By his ninth year of retirement he will have collected over 1 million dollars in primarily taxpayer funded dollars. While collecting this retirement of $116,036.62 in retirement he is allowed to continue to work without a decrease in this pension. District 36 is paying him 400 dollars a day, it is also likely that his old District 15 is paying his medical insurance until he reaches medicare age. Likewise Ms. Fleshman is earning $75,992.25 in retirement while collecting 400 dollars a day from District 36. The TRS system as it is set up allows able-bodied people to retire at 55 with full pensions many well over 100,000 dollars a year and still allows them to work part-time. Illinois taxpayers could be saved millions of dollars annually if teachers retired at 65 like social security recipients. We would also save millions of dollars annually if teachers and administrators were not allowed to work and also collect a full pension.
Two retired school officials take over D-36 superintendent duties
Publication Northwest Herald
WONDER LAKE - Two retired administrators are leading Harrison Elementary School District 36, which paid former Superintendent Charles Barber $60,000 last month as part of a resignation agreement.
JoAnne Fleshman, Barber's predecessor, and William Dodds, who retired as McHenry District 15's superintendent in 2004, began sharing superintendent responsibilities July 5, with only one working each day, board President Linda Amettis said.
The district is paying them a $400 daily stipend, or a combined $96,000 for the academic year, Amettis said. State law allows a retired administrator to work up to 120 days a year; the district does not provide medical benefits.
That cost is less than the $113,667.79, including retirement contributions, that the district paid Barber last year. Barber, who completed the second year of a five-year contract, offered his letter of resignation and signed the deal May 23. He worked through June 30.
Under the agreement, the district provided a recommendation letter that characterizes Barber as a "people person" who improved the district's deficit budget, facility needs, and staff concerns.
"I think it just wasn't a good fit," school board Vice President Karen Parks said. "Hopefully, there's no hard feelings on either side."
Amettis added that Barber's personal life changed recently but declined to offer further details.
Attempts to reach Barber for comment this week were not successful. He said in his resignation letter that he was proud of the district's progress over the past two years, but "I feel the need to serve education in another role for the rest of my career."
A longtime district resident, Bob Anderson, said he was disappointed to see that the district had paid Barber such a large sum.
"I'm very disappointed that the board would give him $60,000 to get rid of him," said Anderson, who drove a district school bus for 35 years.
"But I'm not shocked," Anderson said. "I'm sure the taxpayers won't be happy to see that."
Meanwhile, Fleshman and her husband, John, a retired principal, are conducting the search for a permanent replacement. The board will review applications and conduct several interviews after the Fleshmans advertise the position and create a list of qualifications with public input.
The couple, who conducted a similar search for Grass Lake School District 36 in Antiochin 2004-05, are donating the time for the search. The district will reimburse their travel and phone expenses.
"We [will] facilitate by talking with different groups of people," JoAnne Fleshman said. "We're going to set up a meeting with the community and teachers where we talk about the different roles and characteristics."
By JILLIAN COMPTON
jcompton@nwherald.com
Mr. Dodds retired in 2004. In his first year of retirement his pension was at least $116,036.62. This amount is paid annually. After five years this amount will increase 3% per year. By his ninth year of retirement he will have collected over 1 million dollars in primarily taxpayer funded dollars. While collecting this retirement of $116,036.62 in retirement he is allowed to continue to work without a decrease in this pension. District 36 is paying him 400 dollars a day, it is also likely that his old District 15 is paying his medical insurance until he reaches medicare age. Likewise Ms. Fleshman is earning $75,992.25 in retirement while collecting 400 dollars a day from District 36. The TRS system as it is set up allows able-bodied people to retire at 55 with full pensions many well over 100,000 dollars a year and still allows them to work part-time. Illinois taxpayers could be saved millions of dollars annually if teachers retired at 65 like social security recipients. We would also save millions of dollars annually if teachers and administrators were not allowed to work and also collect a full pension.
Two retired school officials take over D-36 superintendent duties
Publication Northwest Herald
WONDER LAKE - Two retired administrators are leading Harrison Elementary School District 36, which paid former Superintendent Charles Barber $60,000 last month as part of a resignation agreement.
JoAnne Fleshman, Barber's predecessor, and William Dodds, who retired as McHenry District 15's superintendent in 2004, began sharing superintendent responsibilities July 5, with only one working each day, board President Linda Amettis said.
The district is paying them a $400 daily stipend, or a combined $96,000 for the academic year, Amettis said. State law allows a retired administrator to work up to 120 days a year; the district does not provide medical benefits.
That cost is less than the $113,667.79, including retirement contributions, that the district paid Barber last year. Barber, who completed the second year of a five-year contract, offered his letter of resignation and signed the deal May 23. He worked through June 30.
Under the agreement, the district provided a recommendation letter that characterizes Barber as a "people person" who improved the district's deficit budget, facility needs, and staff concerns.
"I think it just wasn't a good fit," school board Vice President Karen Parks said. "Hopefully, there's no hard feelings on either side."
Amettis added that Barber's personal life changed recently but declined to offer further details.
Attempts to reach Barber for comment this week were not successful. He said in his resignation letter that he was proud of the district's progress over the past two years, but "I feel the need to serve education in another role for the rest of my career."
A longtime district resident, Bob Anderson, said he was disappointed to see that the district had paid Barber such a large sum.
"I'm very disappointed that the board would give him $60,000 to get rid of him," said Anderson, who drove a district school bus for 35 years.
"But I'm not shocked," Anderson said. "I'm sure the taxpayers won't be happy to see that."
Meanwhile, Fleshman and her husband, John, a retired principal, are conducting the search for a permanent replacement. The board will review applications and conduct several interviews after the Fleshmans advertise the position and create a list of qualifications with public input.
The couple, who conducted a similar search for Grass Lake School District 36 in Antiochin 2004-05, are donating the time for the search. The district will reimburse their travel and phone expenses.
"We [will] facilitate by talking with different groups of people," JoAnne Fleshman said. "We're going to set up a meeting with the community and teachers where we talk about the different roles and characteristics."
By JILLIAN COMPTON
jcompton@nwherald.com
Wednesday, August 09, 2006
Gas tax approved
The following article appeared in the Northwest Herald. Bravo to the three Aldermen who did not raise the gas tax. Shame on those who did vote for the tax increase. Remember Harvard you will have another tax increase to face in November or next spring. District 50 will push hard to pass the referendum. This one you will get a chance to vote on. The more times a referendum is pushed on the public the more likely it is to pass. This is why you must get to the polls and vote no when and if the school referendum is on the ballot.
One last question. Will nepotism play a part in the hiring of the new position now created because of this tax increase?
Gas tax approved
[published on Wed, Aug 9, 2006]
By JENN WIANT
jwiant@nwherald.com
HARVARD – "Boos" rang out from the audience Tuesday when the Harvard City Council passed a 5 percent natural-gas tax in a 5-3 vote.
"We're very, very disappointed," said Ruth McCarthy, representing a group of about 20 older Harvard residents who spoke against the tax at the City Council meeting. "I think if they would have even gone down to 1 percent or 2 percent, we could have lived with that, but to throw in that 5 percent is terrible."
The tax will increase Harvard residents' natural-gas bills by 5 percent beginning in two to three months, Harvard Mayor Jay Nolan said after Tuesday's City Council meeting.
He said the city would not receive any of the tax's expected annual revenues of $177,600 for four or five months.
Money from the tax will be used to hire a code enforcement officer, pay for more police gang enforcement, buy a piece of land adjoining Milky Way Park, and pay for tree planting and city beautification.
Aldermen Brian Leyden, Phil Ulmer and Joel Berg voted against the tax. Berg said he cast his "no" vote "with great reluctance," saying that the community likely would be "worse off" without the tax.
But he put aside his own opinion to represent the strong opposition of many of his constituents.
"I haven't gotten this many phone calls in the six years I've been on the City Council for any single issue," Berg said.
Alderman Tom Hay voted for the tax, which he said was the only way the city could raise money to pay for things that residents complained about, such as code enforcement.
"If we had gotten home rule ... we wouldn't be imposing a gas tax because under home rule, there would have been numerous other ways in which we could have generated the revenue," Hay said.
Harvard residents had voted against home rule in March with 286 in favor and 798 against.
P.S. Check out the article on Cal Skinner's Blog.
D -158 did the right thing and appointed a fiscally responsible candidate for the vacant school board position.
One last question. Will nepotism play a part in the hiring of the new position now created because of this tax increase?
Gas tax approved
[published on Wed, Aug 9, 2006]
By JENN WIANT
jwiant@nwherald.com
HARVARD – "Boos" rang out from the audience Tuesday when the Harvard City Council passed a 5 percent natural-gas tax in a 5-3 vote.
"We're very, very disappointed," said Ruth McCarthy, representing a group of about 20 older Harvard residents who spoke against the tax at the City Council meeting. "I think if they would have even gone down to 1 percent or 2 percent, we could have lived with that, but to throw in that 5 percent is terrible."
The tax will increase Harvard residents' natural-gas bills by 5 percent beginning in two to three months, Harvard Mayor Jay Nolan said after Tuesday's City Council meeting.
He said the city would not receive any of the tax's expected annual revenues of $177,600 for four or five months.
Money from the tax will be used to hire a code enforcement officer, pay for more police gang enforcement, buy a piece of land adjoining Milky Way Park, and pay for tree planting and city beautification.
Aldermen Brian Leyden, Phil Ulmer and Joel Berg voted against the tax. Berg said he cast his "no" vote "with great reluctance," saying that the community likely would be "worse off" without the tax.
But he put aside his own opinion to represent the strong opposition of many of his constituents.
"I haven't gotten this many phone calls in the six years I've been on the City Council for any single issue," Berg said.
Alderman Tom Hay voted for the tax, which he said was the only way the city could raise money to pay for things that residents complained about, such as code enforcement.
"If we had gotten home rule ... we wouldn't be imposing a gas tax because under home rule, there would have been numerous other ways in which we could have generated the revenue," Hay said.
Harvard residents had voted against home rule in March with 286 in favor and 798 against.
P.S. Check out the article on Cal Skinner's Blog.
D -158 did the right thing and appointed a fiscally responsible candidate for the vacant school board position.
Tuesday, August 08, 2006
Wondering about those Dist. 128 fees - Don't pay your fees.
The following letter to the editor appeared in the Daily Herald.
Letters to the Editor
Wondering about those Dist. 128 fees
I’m curious to know if you Libertyville District 128 parents believe we shouldn’t be paying the yearly fees and extra charges the schools are charging us. This year, I wrote two checks for $160 for both of my high school kids totaling a whopping $320.
We were also charged for fees we did not pay during the school year. They included keyboarding ($100 per child), Spanish ($25 per child), and miscellaneous classes were an additional $30 charge.
Article 10 of the Illinois Constitution states that the public schools are free. The law states that public schools’ budgets are supposed to come from our taxes. So what happened here?
I don’t know about you, but I look at my tax bill, scratch my head and think, aren’t we paying enough in taxes? Since when does the school, which is part of the government, not have to obey laws? Where is that money that we’re sending in going anyway?
I’d be interested in your feedback. Please e-mail me at sandychuck@anet.com.
Sandy Kamen Wisniewski
Libertyville
Jim's don't pay fees Letter to the Editor.
August is here. According to the school districts it is time to pay those school fees, I say do not pay. The school districts are hoping you forget that you have already paid for your child's schooling with huge property taxes and they are also hoping you forget you have another huge property tax bill due in September.
School districts routinely punish voters who turn down their demands for more money by forcing them to pay fees. Some like Fox River Grove have the gall to charge you fees even though they passed referenda. To impose fees is not only disgraceful, but flatly unconstitutional.
Lets have a look at Article X of the Illinois Constitution (www.ilga.gov/commission/lrb/con10.htm). Pay attention, school
boards. Right there in black and white "Education in public schools through the secondary level shall be free." Not "free if you're poor", just plain, honest-to-goodness "free". What part of "free" do school boards not understand? Amazingly, school-wide registration fees at public schools are common.
Since our schools have no respect for the rule of law, perhaps its time for parents to drive the issue home. Across the state,
parents should simply refuse to pay any fees not used for their children's extracurricular activities. Tear up your checks in
front of them for dramatic effect. If questioned, simply indicate that you're complying with the terms of the Illinois Constitution. The ISBE has already made it clear that schools cannot punish parents who do not pay. (Ask District 36 Superintendent Charles Barber if you have any doubts)
A failed referendum means "Don't take any more of our money". It doesn't mean "Please find devious, unconstitutional ways to take the same money we denied you in the referendum and it does not mean cut programs either." This practice must stop.
Letters to the Editor
Wondering about those Dist. 128 fees
I’m curious to know if you Libertyville District 128 parents believe we shouldn’t be paying the yearly fees and extra charges the schools are charging us. This year, I wrote two checks for $160 for both of my high school kids totaling a whopping $320.
We were also charged for fees we did not pay during the school year. They included keyboarding ($100 per child), Spanish ($25 per child), and miscellaneous classes were an additional $30 charge.
Article 10 of the Illinois Constitution states that the public schools are free. The law states that public schools’ budgets are supposed to come from our taxes. So what happened here?
I don’t know about you, but I look at my tax bill, scratch my head and think, aren’t we paying enough in taxes? Since when does the school, which is part of the government, not have to obey laws? Where is that money that we’re sending in going anyway?
I’d be interested in your feedback. Please e-mail me at sandychuck@anet.com.
Sandy Kamen Wisniewski
Libertyville
Jim's don't pay fees Letter to the Editor.
August is here. According to the school districts it is time to pay those school fees, I say do not pay. The school districts are hoping you forget that you have already paid for your child's schooling with huge property taxes and they are also hoping you forget you have another huge property tax bill due in September.
School districts routinely punish voters who turn down their demands for more money by forcing them to pay fees. Some like Fox River Grove have the gall to charge you fees even though they passed referenda. To impose fees is not only disgraceful, but flatly unconstitutional.
Lets have a look at Article X of the Illinois Constitution (www.ilga.gov/commission/lrb/con10.htm). Pay attention, school
boards. Right there in black and white "Education in public schools through the secondary level shall be free." Not "free if you're poor", just plain, honest-to-goodness "free". What part of "free" do school boards not understand? Amazingly, school-wide registration fees at public schools are common.
Since our schools have no respect for the rule of law, perhaps its time for parents to drive the issue home. Across the state,
parents should simply refuse to pay any fees not used for their children's extracurricular activities. Tear up your checks in
front of them for dramatic effect. If questioned, simply indicate that you're complying with the terms of the Illinois Constitution. The ISBE has already made it clear that schools cannot punish parents who do not pay. (Ask District 36 Superintendent Charles Barber if you have any doubts)
A failed referendum means "Don't take any more of our money". It doesn't mean "Please find devious, unconstitutional ways to take the same money we denied you in the referendum and it does not mean cut programs either." This practice must stop.
Monday, August 07, 2006
Parents at Neubert decry class sizes in District 300
The below article appeared in the Northwest Herald. We told the voters of District 300 they were lying to the voters and many did not listen. We told you this was for the teachers and the administrators and not the kids. Again, yes voters did not listen. We unlike you are not surprised. Maybe if the teachers were teaching a full day of classes instead of having 1 - 4 free periods including lunch free, class sizes could be smaller. Darlene Warner states that teacher quality does matter and they have fine teachers. Yet another worthless statement. Tenure prevents schools from getting rid of poor teachers. Each year a school can not go out and hire the best and the brightest because of tenure. Also the legislation that unions have lobbied for limits public schools from hiring the best possible teachers for students. Good teachers would not have used their students as political pawns last spring and pressured them into pressuring their parents into supporting this money pit of a referendum.
Parents at Neubert decry class sizes in District 300
[published on Mon, Aug 7, 2006]
ALGONQUIN – When Karen Kucharski voted for the District 300 tax-rate increase this spring, she thought her elementary-school daughter would be guaranteed smaller classes – or at least no bigger than those from last year.
Kucharski was frustrated to learn that Neubert Elementary School will have one fewer section of first grade this fall.
Her daughter Victoria's class could be as big as 29 students, which is as many as four students more than Neubert's first-grade classes last year.
"I'm being raked over the coals in taxes, and yet it's not even helping class sizes," she said.
Fellow Algonquin mom Maritza Witte, whose daughter, Sarah, also will begin first grade at Neubert this fall, shared the concern.
"I love the teachers, but I'm pretty disappointed," Witte said. "I wouldn't vote for another referendum. I feel somewhat misled."
But John Light, District 300 human resources director, said the district had kept its pledge.
He said that 97 new teachers had been hired this summer with referendum proceeds, which was five more teachers than expected.
"The commitment we made was to keep class sizes at [defined] levels in return for voter support," he said. "But the growth was even more than anyone expected. The class sizes got to the trigger point for adding even more sections."
Several classes have been added at many schools, including two in Neubert's upper grades. The result is an average class size at each school that is down to the average of the 2002-03 school year, Light said.
Part of the misunderstanding might be that some parents thought that the average class size the district promised from the tax increase would be the cap, or maximum number of students per class.
According to the Community Finance Committee report, which the school board followed in seeking the tax increase this spring, "The staffing ratio is an average that is constant; the class size may vary widely." The report was posted before the referendum and remains online at www.d300.org.
Officials said the district had fielded "very few" calls from parents upset about class sizes as they registered their children for fall classes. But for those families, there's just one class that matters.
"I only care about the numbers that affect me and my child," Kucharski said. "I feel that first grade is one of the most important years of your education."
Darlene Warner, Neubert principal, said she cut one first-grade section this year to match the number of kindergarten classes last year.
"It's very noteworthy to remember that class size is one variable in the success of a child," she said. "The quality of teachers is important, and we have great teachers."
Cheryl Crates, finance chief, said the district closely followed the Community Finance Committee's year of intensive research on class sizes. The panel advised a cap of 28 students for kindergarten, 30 in first and second grades, and 32 in third to fifth grades, she said.
Principals contact district headquarters daily to monitor classes that are nearing the caps. Crates said District 300 was trying to begin this fall with no more than 29 students in first- through fifth-grade classes, allowing a bit of room for growth during the year.
To view the rest of the article go to Northwest Herald.
By ALLISON L. SMITH
asmith@nwherald.com
Parents at Neubert decry class sizes in District 300
[published on Mon, Aug 7, 2006]
ALGONQUIN – When Karen Kucharski voted for the District 300 tax-rate increase this spring, she thought her elementary-school daughter would be guaranteed smaller classes – or at least no bigger than those from last year.
Kucharski was frustrated to learn that Neubert Elementary School will have one fewer section of first grade this fall.
Her daughter Victoria's class could be as big as 29 students, which is as many as four students more than Neubert's first-grade classes last year.
"I'm being raked over the coals in taxes, and yet it's not even helping class sizes," she said.
Fellow Algonquin mom Maritza Witte, whose daughter, Sarah, also will begin first grade at Neubert this fall, shared the concern.
"I love the teachers, but I'm pretty disappointed," Witte said. "I wouldn't vote for another referendum. I feel somewhat misled."
But John Light, District 300 human resources director, said the district had kept its pledge.
He said that 97 new teachers had been hired this summer with referendum proceeds, which was five more teachers than expected.
"The commitment we made was to keep class sizes at [defined] levels in return for voter support," he said. "But the growth was even more than anyone expected. The class sizes got to the trigger point for adding even more sections."
Several classes have been added at many schools, including two in Neubert's upper grades. The result is an average class size at each school that is down to the average of the 2002-03 school year, Light said.
Part of the misunderstanding might be that some parents thought that the average class size the district promised from the tax increase would be the cap, or maximum number of students per class.
According to the Community Finance Committee report, which the school board followed in seeking the tax increase this spring, "The staffing ratio is an average that is constant; the class size may vary widely." The report was posted before the referendum and remains online at www.d300.org.
Officials said the district had fielded "very few" calls from parents upset about class sizes as they registered their children for fall classes. But for those families, there's just one class that matters.
"I only care about the numbers that affect me and my child," Kucharski said. "I feel that first grade is one of the most important years of your education."
Darlene Warner, Neubert principal, said she cut one first-grade section this year to match the number of kindergarten classes last year.
"It's very noteworthy to remember that class size is one variable in the success of a child," she said. "The quality of teachers is important, and we have great teachers."
Cheryl Crates, finance chief, said the district closely followed the Community Finance Committee's year of intensive research on class sizes. The panel advised a cap of 28 students for kindergarten, 30 in first and second grades, and 32 in third to fifth grades, she said.
Principals contact district headquarters daily to monitor classes that are nearing the caps. Crates said District 300 was trying to begin this fall with no more than 29 students in first- through fifth-grade classes, allowing a bit of room for growth during the year.
To view the rest of the article go to Northwest Herald.
By ALLISON L. SMITH
asmith@nwherald.com
Sunday, August 06, 2006
Learn in Freedom
We just ran across a website that some of you may be interested in reading called
Learn in Freedom. The below quote was obtained from that site.
Together we have come to realize that for most men the right to learn is curtailed by the obligation to attend school.
Ivan Illich, Deschooling Society (1971) (In saying "we," Illich is referring to his fellow teacher, Everett Reimer, author of School Is Dead (1974).)
To view more quotes and learn more information about the site go to Learn in Freedom.com.
Learn in Freedom. The below quote was obtained from that site.
Together we have come to realize that for most men the right to learn is curtailed by the obligation to attend school.
Ivan Illich, Deschooling Society (1971) (In saying "we," Illich is referring to his fellow teacher, Everett Reimer, author of School Is Dead (1974).)
To view more quotes and learn more information about the site go to Learn in Freedom.com.
Saturday, August 05, 2006
Editorial: Some schools are eliminating graduation gap of black males
School choice would eliminate the problem below. But teachers unions and the legislators they elect refuse to allow school choice. This is a form of oppression for the minority and the poor. Keep them in their place, keep them needing social welfare programs and than tell them the democratic party is the only people who care about them. If legislators and unions really cared they would go to a true choice or market system allowing minorities and all students to get the best education possible. Teachers more than the taxpayer public as well as legislators send their children to private schools but they will not release their iron grip on the public education system. So that all parents can choose the right school for their children. Jessie Jackson and Jessie Jackson Jr. send their children to private schools but will not give choice to the people they "serve." This way the people can serve legislators and the public educations system. The following story appeared in Minneapolis Star Tribune.
COMMENTARY
Editorial: Some schools are eliminating graduation gap of black males
Editorial, MINNEAPOLIS STAR TRIBUNE
Thursday, August 03, 2006
America now has more black, male college graduates, professionals and other success stories than ever before, yet the numbers at the other end of the spectrum are growing, too. Check out just about any index, and black males are at or near the top of the "worst" lists: unemployment, poverty, arrests, incarceration, health problems — all tend to hit them harder.
Some of the problems have been exacerbated by racism and discrimination. But many of them stem from missing out on a good education. Nationally, an estimated 45 percent of black males graduate from high school, compared with 70 percent of white males.
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That disturbing gap must be closed. If black male teens continue to fall off the basic education cliff at these rates, they will pull a part of American prosperity along with them.
To reverse that trend, the Schott Foundation for Public Education focuses research on black males in public school. Its 2006 report, based on the most recent data from the National Center of Education (2003-04), shows that more than half (55 percent) of black teens do not graduate from high school on time.
The study offers a state-by-state report card on the status of black males in public schools. Wisconsin has the worst record: 38 percent of black males finish high school compared with 84 percent of whites — a 46 percentage point gap. In Texas, 52 percent of black males get diplomas on time, compared with 71 percent of whites.
The Massachusetts-based Schott Foundation is doing more than just reporting data; it mines the numbers for success stories — both to reward those programs with scholarship funds and to share their successful strategies with other districts. They have found, for example, that several schools in Ohio and Maryland have practically closed the graduation gap. In studying those programs, they learned that while parent and community support are important, schools can also have an influence.
Difficult family circumstances can be overcome when educators establish goals, set high expectations, track progress and offer immediate help when pupils start falling behind.
Promoting economically integrated schools also helps.
Interviews with high-achieving students confirmed the importance of expectations. They said black male friends at other schools had limited course offerings and were not treated as if they could be good students.
The foundation recommends that schools, school boards and state education departments target resources to improve achievement among black males — and the successful methods they have examined provide a road map. Because the problems young black men encounter have such serious consequences for society, and for the young men themselves, it is important to help them succeed educationally.
Those who fail in the classroom — regardless of race — are more likely to grow into the ones who use guns, break laws and create conditions for neighborhood decay. Without the skills to become contributing, productive citizens, it is easier for them to turn to lives of crime and dependency on the state.
It's in everyone's best interest to keep black teens in school and succeeding at their studies. The Schott Foundation's work has potential to help more graduate at the same or better rates as their white peers.
COMMENTARY
Editorial: Some schools are eliminating graduation gap of black males
Editorial, MINNEAPOLIS STAR TRIBUNE
Thursday, August 03, 2006
America now has more black, male college graduates, professionals and other success stories than ever before, yet the numbers at the other end of the spectrum are growing, too. Check out just about any index, and black males are at or near the top of the "worst" lists: unemployment, poverty, arrests, incarceration, health problems — all tend to hit them harder.
Some of the problems have been exacerbated by racism and discrimination. But many of them stem from missing out on a good education. Nationally, an estimated 45 percent of black males graduate from high school, compared with 70 percent of white males.
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That disturbing gap must be closed. If black male teens continue to fall off the basic education cliff at these rates, they will pull a part of American prosperity along with them.
To reverse that trend, the Schott Foundation for Public Education focuses research on black males in public school. Its 2006 report, based on the most recent data from the National Center of Education (2003-04), shows that more than half (55 percent) of black teens do not graduate from high school on time.
The study offers a state-by-state report card on the status of black males in public schools. Wisconsin has the worst record: 38 percent of black males finish high school compared with 84 percent of whites — a 46 percentage point gap. In Texas, 52 percent of black males get diplomas on time, compared with 71 percent of whites.
The Massachusetts-based Schott Foundation is doing more than just reporting data; it mines the numbers for success stories — both to reward those programs with scholarship funds and to share their successful strategies with other districts. They have found, for example, that several schools in Ohio and Maryland have practically closed the graduation gap. In studying those programs, they learned that while parent and community support are important, schools can also have an influence.
Difficult family circumstances can be overcome when educators establish goals, set high expectations, track progress and offer immediate help when pupils start falling behind.
Promoting economically integrated schools also helps.
Interviews with high-achieving students confirmed the importance of expectations. They said black male friends at other schools had limited course offerings and were not treated as if they could be good students.
The foundation recommends that schools, school boards and state education departments target resources to improve achievement among black males — and the successful methods they have examined provide a road map. Because the problems young black men encounter have such serious consequences for society, and for the young men themselves, it is important to help them succeed educationally.
Those who fail in the classroom — regardless of race — are more likely to grow into the ones who use guns, break laws and create conditions for neighborhood decay. Without the skills to become contributing, productive citizens, it is easier for them to turn to lives of crime and dependency on the state.
It's in everyone's best interest to keep black teens in school and succeeding at their studies. The Schott Foundation's work has potential to help more graduate at the same or better rates as their white peers.
Friday, August 04, 2006
Ann Coulter on Teachers - Holland new D - 50 principal hints at referendum.
Ann Coulter on public school teachers....."In real life, these taxpayer-supported parasites are inculcating students in the precepts of the Socialist Party of America-as understood by retarded people."
The above quote appears in Ann Coulter's book The Church of Liberalism Godless.
Chapter 6 titled, "The Liberal Priesthood: Spare The Rod, Spoil The Teacher" is a must read for all before supporting a referendum or for those education reform minded individuals.
Debbie Holland is the new principal for District 50. In today's Northwest Herald Ms. Holland hopes to help pass a referendum. As stated in the NWH today. "Debbie Holland said she hopes that, as the new Central School principal and district assessment coordinator, she will be able to help the district pass a referendum. " The article goes on to say, "I'd like to see us have a good reputation in the community when that whole thought process of, 'Do we want to give our schools more money?' comes up," she said, referring to school tax referendums, which have failed in District 50 six times since the 1990s.
Ms. Holland's contract pending approval calls for a salary of $69,230 dollars, plus benefits and $6847 toward her teacher retirement pension fund.
To the school board and Ms. Holland. Harvard has told you at least 6 times no to a referendum. Clearly any money you have is spent on salaries for retired superintendents working part-time receiving a salary while still receiving a pension and hiring a public relations person instead of buying new text books. You would not need a public relations person if the board would spend money wisely, listen to the voters that have said no time and time again and take a real look at the economics of the community and the people you serve. Economics 101 would go a long way with District 50 board and employees.
Harvard beware they do not understand the meaning of no they will keep cramming referenda down our throats until Harvard passes a referendum.
To view the whole story go to Northwest Herald.com.
The above quote appears in Ann Coulter's book The Church of Liberalism Godless.
Chapter 6 titled, "The Liberal Priesthood: Spare The Rod, Spoil The Teacher" is a must read for all before supporting a referendum or for those education reform minded individuals.
Debbie Holland is the new principal for District 50. In today's Northwest Herald Ms. Holland hopes to help pass a referendum. As stated in the NWH today. "Debbie Holland said she hopes that, as the new Central School principal and district assessment coordinator, she will be able to help the district pass a referendum. " The article goes on to say, "I'd like to see us have a good reputation in the community when that whole thought process of, 'Do we want to give our schools more money?' comes up," she said, referring to school tax referendums, which have failed in District 50 six times since the 1990s.
Ms. Holland's contract pending approval calls for a salary of $69,230 dollars, plus benefits and $6847 toward her teacher retirement pension fund.
To the school board and Ms. Holland. Harvard has told you at least 6 times no to a referendum. Clearly any money you have is spent on salaries for retired superintendents working part-time receiving a salary while still receiving a pension and hiring a public relations person instead of buying new text books. You would not need a public relations person if the board would spend money wisely, listen to the voters that have said no time and time again and take a real look at the economics of the community and the people you serve. Economics 101 would go a long way with District 50 board and employees.
Harvard beware they do not understand the meaning of no they will keep cramming referenda down our throats until Harvard passes a referendum.
To view the whole story go to Northwest Herald.com.
Thursday, August 03, 2006
Mark your calendars - Stupid in America September 1st.
The following is a note from John Stossel. Mark your calendars now and spread the word to all your friends and family.
Another bit of good news: Our special on the destructive government monopoly in education, "Stupid in America," will rerun Sept. 1st! This gives me a chance not just to show the surprisingly well-rated documentary again, but also to tell the story of what happened after "Stupid" aired: the teachers union protest, their demand that I teach for a week, my acceptance, and the revealing bureaucratic response to that.
"Stupid in America," 10 p.m. Friday, Sept 1st, (in 20/20's usual time slot)
Another bit of good news: Our special on the destructive government monopoly in education, "Stupid in America," will rerun Sept. 1st! This gives me a chance not just to show the surprisingly well-rated documentary again, but also to tell the story of what happened after "Stupid" aired: the teachers union protest, their demand that I teach for a week, my acceptance, and the revealing bureaucratic response to that.
"Stupid in America," 10 p.m. Friday, Sept 1st, (in 20/20's usual time slot)
Wednesday, August 02, 2006
8TH GRADE TEST 1895 vs 1999 History test.
Below is the test from 1895 be sure to visit the Educational Cyber Playground for the test from 1999.
The following document was transcribed from the original document in the collection of the Smoky Valley Genealogy Society, Salina, Kansas. This test is the original eighth-grade final exam for 1895 from Salina, KS. An interesting note is the fact that the county students taking this test were allowed to take the test in the 7th grade, and if they did not pass the test at that time, they were allowed to re-take it again in the 8th grade.SOURCE:
Smoky Valley Genealogical Society
EXAMINATION GRADUATION QUESTIONS OF SALINE COUNTY, KANSAS April 13, 1895
J.W. Armstrong, County Superintendent
Examinations at Salina, New Cambria, Gypsum City, Assaria, Falun, Bavaria, and District No. 74 (in Glendale Twp.)
Reading and Penmanship. - The Examination will be oral, and the Penmanship of Applicants will be graded from the manuscripts.
Grammar (Time, one hour)
1. Give nine rules for the use of Capital Letters.
2. Name the Parts of Speech and define those that have no modifications.
3. Define Verse, Stanza and Paragraph.
4. What are the Principal Parts of a verb? Give Principal Parts of do, lie, lay and run.
5. Define Case, Illustrate each Case.
6. What is Punctuation? Give rules for principal marks of Punctuation.
7. - 10. Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.
Arithmetic (Time, 1.25 hours)
1. Name and define the Fundamental Rules of Arithmetic.
2. A wagon box is 2 ft. deep, 10 feet long, and 3 ft. wide. How many bushels of wheat will it hold?
3. If a load of wheat weighs 3942 lbs., what is it worth at 50 cts./ bushel, deducting 1050 lbs. for tare?
4. District No. 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month, and have $104 for incidentals?
5. Find cost of 6720 lbs. coal at $6.00 per ton.
6. Find the interest of $512.60 for 8 months and 18 days at 7 percent.
7. What is the cost of 40 boards 12 inches wide and 16 ft. long at $20 per metre?
8. Find bank discount on $300 for 90 days (no grace) at 10 percent.
9. What is the cost of a square farm at $15 per are, the distance around which is 640 rods?
10. Write a Bank Check, a Promissory Note, and a Receipt.
U.S. History (Time, 45 minutes)
1. Give the epochs into which U.S. History is divided.
2. Give an account of the discovery of America by Columbus.
3. Relate the causes and results of the Revolutionary War.
4. Show the territorial growth of the United States.
5. Tell what you can of the history of Kansas.
6. Describe three of the most prominent battles of the Rebellion.
7. Who were the following: Morse, Whitney, Fulton, Bell, Lincoln, Penn, and Howe?
8. Name events connected with the following dates: 1607 1620 1800 1849 1865
Orthography (Time, one hour)
1. What is meant by the following: Alphabet, phonetic, orthography, etymology, syllabication?
2. What are elementary sounds? How classified?
3. What are the following, and give examples of each: Trigraph, subvocals, diphthong, cognate letters, linguals?
4. Give four substitutes for caret 'u'.
5. Give two rules for spelling words with final 'e'. Name two exceptions under each rule.
6. Give two uses of silent letters in spelling. Illustrate each.
7. Define the following prefixes and use in connection with a word: Bi, dis, mis, pre, semi, post, non, inter, mono, sup
8. Mark diacritically and divide into syllables the following, and name the sign that indicates the sound: Card, ball, mercy, sir, odd, cell, rise, blood, fare, last.
9. Use the following correctly in sentences, cite, site, sight, fane, fain, feign, vane, vain, vein, raze, raise, rays.
10. Write 10 words frequently mispronounced and indicate pronunciation by use of diacritical marks and by syllabication.
Geography (Time, one hour)
1. What is climate? Upon what does climate depend?
2. How do you account for the extremes of climate in Kansas?
3. Of what use are rivers? Of what use is the ocean?
4. Describe the mountains of North America.
5. Name and describe the following: Monrovia, Odessa, Denver, Manitoba, Hecla, Yukon, St. Helena, Juan Fermandez, Aspinwall and Orinoco.
6. Name and locate the principal trade centers of the U.S.
7. Name all the republics of Europe and give capital of each.
8. Why is the Atlantic Coast colder than the Pacific in the same latitude?
9. Describe the process by which the water of the ocean returns to the sources of rivers.
10. Describe the movements of the earth. Give inclination of the earth.
This Gives the saying of an early 20th century person that "she/he only had an 8th grade education" a whole new meaning.
The following document was transcribed from the original document in the collection of the Smoky Valley Genealogy Society, Salina, Kansas. This test is the original eighth-grade final exam for 1895 from Salina, KS. An interesting note is the fact that the county students taking this test were allowed to take the test in the 7th grade, and if they did not pass the test at that time, they were allowed to re-take it again in the 8th grade.SOURCE:
Smoky Valley Genealogical Society
EXAMINATION GRADUATION QUESTIONS OF SALINE COUNTY, KANSAS April 13, 1895
J.W. Armstrong, County Superintendent
Examinations at Salina, New Cambria, Gypsum City, Assaria, Falun, Bavaria, and District No. 74 (in Glendale Twp.)
Reading and Penmanship. - The Examination will be oral, and the Penmanship of Applicants will be graded from the manuscripts.
Grammar (Time, one hour)
1. Give nine rules for the use of Capital Letters.
2. Name the Parts of Speech and define those that have no modifications.
3. Define Verse, Stanza and Paragraph.
4. What are the Principal Parts of a verb? Give Principal Parts of do, lie, lay and run.
5. Define Case, Illustrate each Case.
6. What is Punctuation? Give rules for principal marks of Punctuation.
7. - 10. Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.
Arithmetic (Time, 1.25 hours)
1. Name and define the Fundamental Rules of Arithmetic.
2. A wagon box is 2 ft. deep, 10 feet long, and 3 ft. wide. How many bushels of wheat will it hold?
3. If a load of wheat weighs 3942 lbs., what is it worth at 50 cts./ bushel, deducting 1050 lbs. for tare?
4. District No. 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month, and have $104 for incidentals?
5. Find cost of 6720 lbs. coal at $6.00 per ton.
6. Find the interest of $512.60 for 8 months and 18 days at 7 percent.
7. What is the cost of 40 boards 12 inches wide and 16 ft. long at $20 per metre?
8. Find bank discount on $300 for 90 days (no grace) at 10 percent.
9. What is the cost of a square farm at $15 per are, the distance around which is 640 rods?
10. Write a Bank Check, a Promissory Note, and a Receipt.
U.S. History (Time, 45 minutes)
1. Give the epochs into which U.S. History is divided.
2. Give an account of the discovery of America by Columbus.
3. Relate the causes and results of the Revolutionary War.
4. Show the territorial growth of the United States.
5. Tell what you can of the history of Kansas.
6. Describe three of the most prominent battles of the Rebellion.
7. Who were the following: Morse, Whitney, Fulton, Bell, Lincoln, Penn, and Howe?
8. Name events connected with the following dates: 1607 1620 1800 1849 1865
Orthography (Time, one hour)
1. What is meant by the following: Alphabet, phonetic, orthography, etymology, syllabication?
2. What are elementary sounds? How classified?
3. What are the following, and give examples of each: Trigraph, subvocals, diphthong, cognate letters, linguals?
4. Give four substitutes for caret 'u'.
5. Give two rules for spelling words with final 'e'. Name two exceptions under each rule.
6. Give two uses of silent letters in spelling. Illustrate each.
7. Define the following prefixes and use in connection with a word: Bi, dis, mis, pre, semi, post, non, inter, mono, sup
8. Mark diacritically and divide into syllables the following, and name the sign that indicates the sound: Card, ball, mercy, sir, odd, cell, rise, blood, fare, last.
9. Use the following correctly in sentences, cite, site, sight, fane, fain, feign, vane, vain, vein, raze, raise, rays.
10. Write 10 words frequently mispronounced and indicate pronunciation by use of diacritical marks and by syllabication.
Geography (Time, one hour)
1. What is climate? Upon what does climate depend?
2. How do you account for the extremes of climate in Kansas?
3. Of what use are rivers? Of what use is the ocean?
4. Describe the mountains of North America.
5. Name and describe the following: Monrovia, Odessa, Denver, Manitoba, Hecla, Yukon, St. Helena, Juan Fermandez, Aspinwall and Orinoco.
6. Name and locate the principal trade centers of the U.S.
7. Name all the republics of Europe and give capital of each.
8. Why is the Atlantic Coast colder than the Pacific in the same latitude?
9. Describe the process by which the water of the ocean returns to the sources of rivers.
10. Describe the movements of the earth. Give inclination of the earth.
This Gives the saying of an early 20th century person that "she/he only had an 8th grade education" a whole new meaning.
Tuesday, August 01, 2006
Four residents apply for Dist. 158 board
The following article appeared in the Daily Herald. The following is great, we can see how the new superintendent wants to be open and honest with the public, "Superintendent John Burkey said he couldn’t provide the names of candidates because the school board didn’t want to release the information." Anyone want to place bets that Henderson is appointed to the school board? The board, teachers' union, administration and BEST would not dare let the most qualified person Tony Quagliano be appointed to the board.
Four residents apply for Dist. 158 board
By Jeffrey Gaunt
Daily Herald Staff Writer
Posted Tuesday, August 01, 2006
Four candidates are vying for the open seat on the Huntley District 158 school board, district officials said on Monday’s deadline for applications.
Superintendent John Burkey said he couldn’t provide the names of candidates because the school board didn’t want to release the information.
But residents Mike Andre, Roger Henderson, Derek Martin and Tony Quagliano said they all submitted applications.
“I think my knowledge is very strong about what has happened and what will happen in the district,” said Andre, adding that he attends most board and committee meetings.
Andre said he hopes to improve the board’s communication with the public.
“I’m pretty good at taking complicated information and making it simple and easy to digest for everybody,” he said.
Like Andre, Henderson said he’s been active in the district.
“I’ve followed the district basically ever since I’ve been here,” Henderson said. “I’m a parent. I’m a coach in the district.
“I’m a very hardworking individual who’s very dedicated to both the community and the school district,” he said.
Martin is taking another stab at a spot on the school board.
He was appointed to the school board in 2004 to replace former President Gary Slagle, but lost an election bid in 2005.
“There are a lot of challenges facing District 158 with the continued growth of the district,” Martin said. “I’d like to be part of making sure good decisions are made for the future of the students.”
Quagliano is a member of the district’s financial advisory committee. Recently he helped rewrite the state’s property tax cap law to help District 158 and successfully pushed for another nearly $1.3 million in state aid for the district.
“I feel I’m in the best position to mend the fences that exist on the current board,” Quagliano said, speaking of a rift between board member Larry Snow and some of the other members.
“I hope I can get the two sides to listen to each other,” he said. “I just think for the short term of the district I can do some good.”
Four residents apply for Dist. 158 board
By Jeffrey Gaunt
Daily Herald Staff Writer
Posted Tuesday, August 01, 2006
Four candidates are vying for the open seat on the Huntley District 158 school board, district officials said on Monday’s deadline for applications.
Superintendent John Burkey said he couldn’t provide the names of candidates because the school board didn’t want to release the information.
But residents Mike Andre, Roger Henderson, Derek Martin and Tony Quagliano said they all submitted applications.
“I think my knowledge is very strong about what has happened and what will happen in the district,” said Andre, adding that he attends most board and committee meetings.
Andre said he hopes to improve the board’s communication with the public.
“I’m pretty good at taking complicated information and making it simple and easy to digest for everybody,” he said.
Like Andre, Henderson said he’s been active in the district.
“I’ve followed the district basically ever since I’ve been here,” Henderson said. “I’m a parent. I’m a coach in the district.
“I’m a very hardworking individual who’s very dedicated to both the community and the school district,” he said.
Martin is taking another stab at a spot on the school board.
He was appointed to the school board in 2004 to replace former President Gary Slagle, but lost an election bid in 2005.
“There are a lot of challenges facing District 158 with the continued growth of the district,” Martin said. “I’d like to be part of making sure good decisions are made for the future of the students.”
Quagliano is a member of the district’s financial advisory committee. Recently he helped rewrite the state’s property tax cap law to help District 158 and successfully pushed for another nearly $1.3 million in state aid for the district.
“I feel I’m in the best position to mend the fences that exist on the current board,” Quagliano said, speaking of a rift between board member Larry Snow and some of the other members.
“I hope I can get the two sides to listen to each other,” he said. “I just think for the short term of the district I can do some good.”
Monday, July 31, 2006
Another tax hike request?
Another example of how school boards do not take no for an answer. The following article appeared on Students First and in the Daily Herald.
Another tax hike request?
7/28/2006
By Russell Lissau
Daily Herald
A Mundelein High School committee is finalizing a plan to put a new funding request on the Nov. 7 ballot.
The group is weighing whether to ask voters to borrow money - possibly more than $10 million - for improvements at the Hawley Street campus. Cafeteria renovations and replacing the grass on the football field with artificial turf are among the projects being considered, committee chairman Skip Spillone said.
The school board ultimately will decide whether to ask voters for more money. If the plan moves forward, it will be the district's third referendum campaign since April 2005.
Neither of the previous efforts was successful, but that doesn't matter to Spillone.
"If you need it, you have to keep going for it," he said.
But board member Karen Havlik, who also sits on the committee, doubts the board will support a ballot question that doesn't address the school's educational needs. The previous referendum, brought before voters this past March, focused on education, she pointed out.
"Without an education component, we're giving the public very mixed signals," Havlik said.
Board Vice President Steve Wirt said he hasn't heard the committee's proposals yet and is eager to review its suggestions.
The committee expects to speak to the board about its plans Aug. 8. The board has until Sept. 5 to decide whether to put a question on the November ballot.
The referendum committee formed earlier this summer and consists of local residents and two board members, Havlik and Jesse Ortega.
The group has a wish list of about 15 projects, Spillone said. Projects on the list include remodeling and expanding the music rooms and replacing sections of the roof.
Not all of the possible projects will stay on the list, Spillone said. The price tags for the projects probably total about $15 million now, Spillone said, and he wants to get that figure down to $10 million or $12 million.
"It's hard to say where it's going to end up," Spillone said.
If the board opts to put a loan for facility improvements on the ballot, the question would be radically different from the district's most recent funding request. This past March, voters rejected a proposal to boost the maximum tax rate for the education fund.
Voters shot down three funding requests in April 2005. One would have refinanced existing loans, another would have borrowed money for the working cash fund, and a third would have raised money for construction projects.
The community authorized a $12.5 million building expansion in 1995.
Another tax hike request?
7/28/2006
By Russell Lissau
Daily Herald
A Mundelein High School committee is finalizing a plan to put a new funding request on the Nov. 7 ballot.
The group is weighing whether to ask voters to borrow money - possibly more than $10 million - for improvements at the Hawley Street campus. Cafeteria renovations and replacing the grass on the football field with artificial turf are among the projects being considered, committee chairman Skip Spillone said.
The school board ultimately will decide whether to ask voters for more money. If the plan moves forward, it will be the district's third referendum campaign since April 2005.
Neither of the previous efforts was successful, but that doesn't matter to Spillone.
"If you need it, you have to keep going for it," he said.
But board member Karen Havlik, who also sits on the committee, doubts the board will support a ballot question that doesn't address the school's educational needs. The previous referendum, brought before voters this past March, focused on education, she pointed out.
"Without an education component, we're giving the public very mixed signals," Havlik said.
Board Vice President Steve Wirt said he hasn't heard the committee's proposals yet and is eager to review its suggestions.
The committee expects to speak to the board about its plans Aug. 8. The board has until Sept. 5 to decide whether to put a question on the November ballot.
The referendum committee formed earlier this summer and consists of local residents and two board members, Havlik and Jesse Ortega.
The group has a wish list of about 15 projects, Spillone said. Projects on the list include remodeling and expanding the music rooms and replacing sections of the roof.
Not all of the possible projects will stay on the list, Spillone said. The price tags for the projects probably total about $15 million now, Spillone said, and he wants to get that figure down to $10 million or $12 million.
"It's hard to say where it's going to end up," Spillone said.
If the board opts to put a loan for facility improvements on the ballot, the question would be radically different from the district's most recent funding request. This past March, voters rejected a proposal to boost the maximum tax rate for the education fund.
Voters shot down three funding requests in April 2005. One would have refinanced existing loans, another would have borrowed money for the working cash fund, and a third would have raised money for construction projects.
The community authorized a $12.5 million building expansion in 1995.
Sunday, July 30, 2006
Dist. 158 executive says hire was fair
Jeffrey Gaunt of the Daily Herald wrote the following excellent article.
We love the following line from the story below " The criticism has bothered him, Stewart said last week. But he stands by his character." To this we say "Mr. Stewart a board member of man of character would have never applied for the job."
Dist. 158 executive says hire was fair
New officer says he didn’t use influence to get his job
By Jeffrey Gaunt
Daily Herald Staff Writer
Posted Sunday, July 30, 2006
Swept onto the school board last year in a tide of voter unrest, Glen Stewart was a face of change in Huntley District 158.
The district, and a divided community, had just emerged from a contentious campaign for a 55-cent tax rate increase.
The school board had just apologized to the public for misinformation during the tax campaign.
And the superintendent and top two financial administrators were being ousted.
Stewart was appointed vice president of the new school board, and everyone, from board members to administrators to community activists said it was time for change.
A little more than a year later, after serving as a voice for cost controls and public trust, Stewart, still a board member, in June was hired as the district’s new chief operations officer at an annual salary of $101,000.
The hiring decision was announced shortly after an audit said the district lacked proper financial controls. And shortly before the investigation of an employee for stealing an estimated $8,000 to $10,000 from the district’s coffers.
Once a face for positive change, Stewart over the past month became a rallying cry for critics who say it’s bad business as usual in District 158.
The criticism has bothered him, Stewart said last week. But he stands by his character.
“I’m not that kind of person,” he said in response to claims that he used his spot on the board to land the job. “I never did that with any intention of creating an opportunity for myself.”
Stewart said he has only one regret regarding his jump from the school board to the administration. He shouldn’t have voted in favor of administrator raises while he was a candidate for the job.
“I did not take into account how that would look,” Stewart said. “I apologize to the children and residents of the district for that oversight.”
The other board members could — or should — have handled things a little differently as well, board President Mike Skala said.
“The only thing I think we could probably have done better as a board, is let the community know Mr. Stewart had applied for the position,” Skala said. “It never really crossed our minds as something to do.
“I guess hindsight is always great,” Skala said.
But Stewart said he doesn’t apologize for accepting the new job, as long as he believes he can make a difference.
“What’s important to me is that the best person got the job,” he said. Whether that was him or another candidate.
“The greatest joy in your life is serving others,” Stewart said. “I’ve made more money, but I don’t know where I’ve had more fun.”
Stewart now oversees the transportation, operations and maintenance, food and health services departments.
With a background in plant management, quality and manufacturing, he said he’s well suited — and qualified — for the job.
New Superintendent John Burkey, who was in on the hiring process, agreed with Stewart’s assessment.
Stewart had passion for the job, Burkey said. Stewart had experience in a managerial role. And he was a strong candidate even before another applicant — a retired U.S. Navy officer who serves as chief operations officer for Cincinnati Public Schools — pulled out of the running, Burkey said.
“It’s different,” Stewart said of his move to the public sector. “There’s a lot more public scrutiny. I think you have to be aware of that without letting it take you off task.”
The task now, he said, is using his experience in the private sector to help the district cut costs.
Whether that means tweaking the heating and cooling systems to conserve energy, or looking for ways to save money on bus parts, Stewart has thrown himself into the job.
“This is what I bring from the private sector,” he said. “I want us to make good use of the money no matter where it comes from.”
But despite the experience he brings to the table, he acknowledges questions persist about how he got the job.
Stewart was picked by the administration — and approved by the board — out of a field of 14 candidates.
He had no previous experience in school administration, outside of what he learned while on the school board.
He had recently been laid off from his job as a general manager for a Crystal Lake tool and die company.
He helped tweak the job requirements, eliminating the need to have an administrative certificate, which paved the way for his application.
And he replaced former assistant Superintendent Mike Kortemeyer, who resigned suddenly just days after Stewart lost his job.
To view the rest of the article go to the Daily Herald website.
We love the following line from the story below " The criticism has bothered him, Stewart said last week. But he stands by his character." To this we say "Mr. Stewart a board member of man of character would have never applied for the job."
Dist. 158 executive says hire was fair
New officer says he didn’t use influence to get his job
By Jeffrey Gaunt
Daily Herald Staff Writer
Posted Sunday, July 30, 2006
Swept onto the school board last year in a tide of voter unrest, Glen Stewart was a face of change in Huntley District 158.
The district, and a divided community, had just emerged from a contentious campaign for a 55-cent tax rate increase.
The school board had just apologized to the public for misinformation during the tax campaign.
And the superintendent and top two financial administrators were being ousted.
Stewart was appointed vice president of the new school board, and everyone, from board members to administrators to community activists said it was time for change.
A little more than a year later, after serving as a voice for cost controls and public trust, Stewart, still a board member, in June was hired as the district’s new chief operations officer at an annual salary of $101,000.
The hiring decision was announced shortly after an audit said the district lacked proper financial controls. And shortly before the investigation of an employee for stealing an estimated $8,000 to $10,000 from the district’s coffers.
Once a face for positive change, Stewart over the past month became a rallying cry for critics who say it’s bad business as usual in District 158.
The criticism has bothered him, Stewart said last week. But he stands by his character.
“I’m not that kind of person,” he said in response to claims that he used his spot on the board to land the job. “I never did that with any intention of creating an opportunity for myself.”
Stewart said he has only one regret regarding his jump from the school board to the administration. He shouldn’t have voted in favor of administrator raises while he was a candidate for the job.
“I did not take into account how that would look,” Stewart said. “I apologize to the children and residents of the district for that oversight.”
The other board members could — or should — have handled things a little differently as well, board President Mike Skala said.
“The only thing I think we could probably have done better as a board, is let the community know Mr. Stewart had applied for the position,” Skala said. “It never really crossed our minds as something to do.
“I guess hindsight is always great,” Skala said.
But Stewart said he doesn’t apologize for accepting the new job, as long as he believes he can make a difference.
“What’s important to me is that the best person got the job,” he said. Whether that was him or another candidate.
“The greatest joy in your life is serving others,” Stewart said. “I’ve made more money, but I don’t know where I’ve had more fun.”
Stewart now oversees the transportation, operations and maintenance, food and health services departments.
With a background in plant management, quality and manufacturing, he said he’s well suited — and qualified — for the job.
New Superintendent John Burkey, who was in on the hiring process, agreed with Stewart’s assessment.
Stewart had passion for the job, Burkey said. Stewart had experience in a managerial role. And he was a strong candidate even before another applicant — a retired U.S. Navy officer who serves as chief operations officer for Cincinnati Public Schools — pulled out of the running, Burkey said.
“It’s different,” Stewart said of his move to the public sector. “There’s a lot more public scrutiny. I think you have to be aware of that without letting it take you off task.”
The task now, he said, is using his experience in the private sector to help the district cut costs.
Whether that means tweaking the heating and cooling systems to conserve energy, or looking for ways to save money on bus parts, Stewart has thrown himself into the job.
“This is what I bring from the private sector,” he said. “I want us to make good use of the money no matter where it comes from.”
But despite the experience he brings to the table, he acknowledges questions persist about how he got the job.
Stewart was picked by the administration — and approved by the board — out of a field of 14 candidates.
He had no previous experience in school administration, outside of what he learned while on the school board.
He had recently been laid off from his job as a general manager for a Crystal Lake tool and die company.
He helped tweak the job requirements, eliminating the need to have an administrative certificate, which paved the way for his application.
And he replaced former assistant Superintendent Mike Kortemeyer, who resigned suddenly just days after Stewart lost his job.
To view the rest of the article go to the Daily Herald website.
Saturday, July 29, 2006
Teachers: Illinois standards sub-par
The following piece was sent to us by Kevin Killion of the IllinoisLoop.org.
The weakness of the academic standards used in Illinois schools is no surprise to us, but when the American Federation of Teachers agrees, you know there's a problem!
In a brand-new report, the AFT says:
-- Illinois needs to create grade-specific content standards in reading and math for elementary and middle school
-- None of the Illinois' reading and math test documents match the standards
-- Reading and math standards are not grade by grade in grades 3-8 and the high school standards are weak.
-- The test documents for the elementary and middle level science tests do not match the content standards.
The next time some politician or school district honcho starts yammering about our "strong standards", just yell out, "The teachers don't agree!"
For more on the problems of the Illinois standards, and reviews of them by the AFT and others, see this page on the IllinoisLoop.org website.
The weakness of the academic standards used in Illinois schools is no surprise to us, but when the American Federation of Teachers agrees, you know there's a problem!
In a brand-new report, the AFT says:
-- Illinois needs to create grade-specific content standards in reading and math for elementary and middle school
-- None of the Illinois' reading and math test documents match the standards
-- Reading and math standards are not grade by grade in grades 3-8 and the high school standards are weak.
-- The test documents for the elementary and middle level science tests do not match the content standards.
The next time some politician or school district honcho starts yammering about our "strong standards", just yell out, "The teachers don't agree!"
For more on the problems of the Illinois standards, and reviews of them by the AFT and others, see this page on the IllinoisLoop.org website.
Friday, July 28, 2006
Monies contributed to the Advance 300 group.
Thanks to our friends at the Family Taxpayers Foundation
for sending us the information below. Cal Skinner's blog McHenry County Blog.com also has some great information pertaining to this same subject.
A couple of interesting notes:
· A Pre-Election report covering 1/1/06 to 2/19/06 was required to be filed by 03/19/06. It is therefore significant that Arndt made this contribution just a few days after 2/19/06.
· Another requirement during the 30 days immediately prior to the election, which in this case would be 2/20 to 3/20, is that contributions in an aggregate of more than $500 must be reported within 2 business days. The report used to do this is called an A-1 report. Not only did Advance 300 fail to file this report within the required time fram, they still haven’t done so.
· Advance 300 was evidently aware of this requirement. During the same 30-day pre-election period, they filed 11 other A-1 reports for 15 other contributions as required. The Arndt contribution is the only one that was not reported as required. Other A-1 reports filed were:
o A1 filed 2/27/06 B & H Industries Contributed $1,000 on 2/25/06
o A1 filed 2/28/06 TWJ Associates LTD Contributed $1,000 on 2/27/06
o A1 filed 2/28/06 Franczek Sullivan PC Contributed $3,000 on 2/28/06
o A1 filed 3/1/06 Robert Arthur Land Co. Contributed $5,000 on 2/28/06
o A1 filed 3/3/06 Testing Service Corp Contributed $1,000 on 3/1/06
DRH Cambridge Homes Contributed $10,000 on 3/2/06
o A1 filed 3/8/06 Morganstein Sanford Contributed $1,000 on 3/7/06
o A1 filed 3/10/06 HPI- Elgin LLC Contributed $5,000 on 3/10/06
PHI- Hampshire Inc Contributed $5,000 on 3/10/06
o A1 filed 3/12/06 Christopher Stanton Contributed $750 on 3/12/06
o A1 filed 3/15/06 Brier Hil Crossing LLC Contributed $1,000 on 3/15/06
Kimball Hill Homes Contributed $5,000 on 3/15/06
o A1 filed 3/17/06 Aurora Venture/Crown Contributed $10,000 on 3/17/06
KB Home IL Inc Contributed $20,000 on 3/17/06
o A1 filed 3/20/06 Grand Pointe Homes Inc Contributed $2,500 on 3/20/06
· The only In-Kind contribution received during the 30 days immediately prior to the Primary election was $500 from Aramark Corp. This did not require an A1 report. Isn’t Aramark the vendor whose representative was heard stating that Crates may have solicited a contribution for Advance 300 at the time that this vendor’s contract was being negotiated with D300?
· A1s are required for aggregate contributions of over $500. Interestingly, there were several individuals that contributed up to that limit but not over it. They include:
o Joseph & Lynn Cavellaro of West Dundee - $500 on 3/14/06
o Fred Fox of Carpentersville - $500 on 3/3/06
o Gateway Barrington of Dallas, TX (same address as Housing Resources Co LC) - $500 on 3/3/06
o Charles and Karen Henderson of West Dundee - $500 on 2/22/06
o Housing Resources Co. LC of Dallas, TX (same address as Gateway Barrington) - $500 on 3/3/06
o Schain Burney Ross & Citron Ltd of Chicago - $500 on 3/14/06
o Nancy Zettler of Algonquin - $500 on 5/3/06 (Nancy is President of Advance300)
· A couple of other contributions of note:
o Chuck Bumbales, D300’s Operations Officer contributed $300 on 3/3/06
o John Court, D300 Board President (at the time) contributed $300 on 1/28/06 (appeared on Pre-Election report)
o Cheryl Crates, D300’s CFO contributed $450 on 2/14/06 (appeared on Pre-Election report)
o Walter & Denise Hay of Crystal Lake contributed $450 on 2/22/06. Walter, a D300 Asst Supt, made $122,385 in 2005. There is a Denise Hay working for D-214 with a salary of $115,358 for 2005.
o Marce Kersten of Crystal Lake contributed $200 on 3/14/06. Marce is a D300 high school teacher who made $68,216 in 2005.
o David & Jill Scarpino contributed $400 on 2/22/06. David is also a D300 Asst Supt. He made $135,058 in 2005.
Truly, this was a case of developers, realtors, and educrats versus the taxpayers.
for sending us the information below. Cal Skinner's blog McHenry County Blog.com also has some great information pertaining to this same subject.
A couple of interesting notes:
· A Pre-Election report covering 1/1/06 to 2/19/06 was required to be filed by 03/19/06. It is therefore significant that Arndt made this contribution just a few days after 2/19/06.
· Another requirement during the 30 days immediately prior to the election, which in this case would be 2/20 to 3/20, is that contributions in an aggregate of more than $500 must be reported within 2 business days. The report used to do this is called an A-1 report. Not only did Advance 300 fail to file this report within the required time fram, they still haven’t done so.
· Advance 300 was evidently aware of this requirement. During the same 30-day pre-election period, they filed 11 other A-1 reports for 15 other contributions as required. The Arndt contribution is the only one that was not reported as required. Other A-1 reports filed were:
o A1 filed 2/27/06 B & H Industries Contributed $1,000 on 2/25/06
o A1 filed 2/28/06 TWJ Associates LTD Contributed $1,000 on 2/27/06
o A1 filed 2/28/06 Franczek Sullivan PC Contributed $3,000 on 2/28/06
o A1 filed 3/1/06 Robert Arthur Land Co. Contributed $5,000 on 2/28/06
o A1 filed 3/3/06 Testing Service Corp Contributed $1,000 on 3/1/06
DRH Cambridge Homes Contributed $10,000 on 3/2/06
o A1 filed 3/8/06 Morganstein Sanford Contributed $1,000 on 3/7/06
o A1 filed 3/10/06 HPI- Elgin LLC Contributed $5,000 on 3/10/06
PHI- Hampshire Inc Contributed $5,000 on 3/10/06
o A1 filed 3/12/06 Christopher Stanton Contributed $750 on 3/12/06
o A1 filed 3/15/06 Brier Hil Crossing LLC Contributed $1,000 on 3/15/06
Kimball Hill Homes Contributed $5,000 on 3/15/06
o A1 filed 3/17/06 Aurora Venture/Crown Contributed $10,000 on 3/17/06
KB Home IL Inc Contributed $20,000 on 3/17/06
o A1 filed 3/20/06 Grand Pointe Homes Inc Contributed $2,500 on 3/20/06
· The only In-Kind contribution received during the 30 days immediately prior to the Primary election was $500 from Aramark Corp. This did not require an A1 report. Isn’t Aramark the vendor whose representative was heard stating that Crates may have solicited a contribution for Advance 300 at the time that this vendor’s contract was being negotiated with D300?
· A1s are required for aggregate contributions of over $500. Interestingly, there were several individuals that contributed up to that limit but not over it. They include:
o Joseph & Lynn Cavellaro of West Dundee - $500 on 3/14/06
o Fred Fox of Carpentersville - $500 on 3/3/06
o Gateway Barrington of Dallas, TX (same address as Housing Resources Co LC) - $500 on 3/3/06
o Charles and Karen Henderson of West Dundee - $500 on 2/22/06
o Housing Resources Co. LC of Dallas, TX (same address as Gateway Barrington) - $500 on 3/3/06
o Schain Burney Ross & Citron Ltd of Chicago - $500 on 3/14/06
o Nancy Zettler of Algonquin - $500 on 5/3/06 (Nancy is President of Advance300)
· A couple of other contributions of note:
o Chuck Bumbales, D300’s Operations Officer contributed $300 on 3/3/06
o John Court, D300 Board President (at the time) contributed $300 on 1/28/06 (appeared on Pre-Election report)
o Cheryl Crates, D300’s CFO contributed $450 on 2/14/06 (appeared on Pre-Election report)
o Walter & Denise Hay of Crystal Lake contributed $450 on 2/22/06. Walter, a D300 Asst Supt, made $122,385 in 2005. There is a Denise Hay working for D-214 with a salary of $115,358 for 2005.
o Marce Kersten of Crystal Lake contributed $200 on 3/14/06. Marce is a D300 high school teacher who made $68,216 in 2005.
o David & Jill Scarpino contributed $400 on 2/22/06. David is also a D300 Asst Supt. He made $135,058 in 2005.
Truly, this was a case of developers, realtors, and educrats versus the taxpayers.
Thursday, July 27, 2006
Unions Defend Bad Teachers'Tenure - At Students' Expense
The following article was written by Michael Chapman, published and copyrighted by Investor's Business Daily - National Issue.on September 21, 1998. We found this article at the Waking Bear.com.
This article stands the test of time.
Unions Defend Bad Teachers'Tenure - At Students' Expense
The teacher was caught drinking in the classroom. But public school officials in Northern Virginia couldn't fire her.
Why? Tenure laws.
''Everybody in the county knows she's a drunk,'' one parent told IBD. ''But they can't fire her. Yeah, she's got a problem and needs help. But you have to draw the line -for the kids. It's a drug-free zone.''
Such stories are commonplace. Bad teachers, poor learning - nothing seems to change. And despite complaints, it doesn't look like teacher tenure in public schools will change soon.
''I don't see that forthcoming,'' said Chuck Sambar, a member of the Glendale (Calif.) Unified School District board. ''I recognize that the power and muscle of the teacher organizations in California are so dominant over the state Legislature that the legislators are not too inclined to mess with them.''
What about the students?
A University of Tennessee study found that student test scores are lower in classrooms run by incompetent teachers.
The effects seem to last. The study showed that fifth-graders who had studied under bad teachers since second grade scored 54 to 60 points lower on math tests than students under good teachers. Scores didn't change much when the poorly performing students were placed with better teachers.
''If an ineffective teacher isn't dealt with, children can be permanently harmed,'' said researcher William Sanders. ''They don't just bounce back.''
There are 2.6 million public school teachers. About 18%, or 468,000 teachers, are incompetent, according to Mary Jo McGrath, who runs McGrath Systems Inc. in Santa Barbara, Calif. McGrath, an attorney, has surveyed 50,000 school administrators and helped schools remove lousy teachers. Other estimates put the number of bad teachers at around 135,000, or 5% of the total. No one knows the exact number.
However, tenure makes firing bad teachers hard and costly. On average, it takes two to three years to dismiss a tenured teacher. Each case costs about $60,000. Appeals raise the costs.
A '94 study by the New York State School Boards Association found that it takes 455 days and $176,870 on average for a school board to fire a teacher in that state. If the teacher appeals, costs jump to $317,000.
Also, ''the public school bureaucracy controls the state legislatures' education committees,'' said Kay O'Connor, a GOP Kansas state representative. She's also head of the Kansas City-based Parents in Control, a school-reform lobbying group.
''Tenure is a very hot issue,'' she said. ''If a legislator brings it up, it's a battle royal. . . . Unless you're molesting children or robbing banks, you can't be fired. Unions fight for poor-performing teachers because then the schools hire more remedial teachers. More teachers equals more money for the union.''
A tenure reform in place in a few districts is ''peer review.'' Instead of principals watching teachers and deciding whom to fire, teachers evaluate teachers. It's a mentor- protege approach to tenure. Public school supporters see it as a plus. Critics, however, view it as a way for teachers unions to strengthen their hold over schools.
''Unions are aware of the criticism that tenure protects bad teachers,'' said education author Myron Lieberman, head of the Education Policy Institute. ''So, their attitude is, 'We'll take over the process.' If unions take over the review process, it'll make a worse disaster of the schools - if that's possible.'' He added that while such moves appear to be reform, they really aren't - the ''major practical effect will be to extend teacher union control over public education,'' Lieberman said.
About 80% of teachers have tenure. All states and the District of Columbia have tenure laws. The two major unions - the National Education Association and the American Federation of Teachers - negotiated these rules. The rules vary. However, most states require new teachers to go through a three-to five-year probation. Then they're tenured. Contracts may run to 100 pages.
School boards may try to dismiss a teacher for lots of reasons: incompetence, immorality, unprofessional conduct and, in California and Nevada, for teaching communism. Also, there are state and federal laws that teachers may use to hold onto their jobs or their teaching certificates.
Firing a bad teacher is tough. In Connecticut, for instance, superintendents cannot dismiss teachers without pay. This is ''tantamount to a paid vacation,'' reported the Yankee Institute, a regional think tank.
The suspended teacher gets full salary while the superintendent plans a due process hearing. This takes about six months. At the same time, the school has to pay for a substitute teacher. An Impartial Hearing Panel then must issue a recommendation. The cost of each hearing ranges from $400 to $750.
While this occurs, the teacher, backed by the union and its lawyers, may appeal. This delay raises the school board's costs, often by more than $100,000. Eventually, most schools either pay the teacher off or transfer him.
The Yankee Institute reported that a teacher in Ridgefield, Conn., continued to get a salary of $55,000 while suspended. The school board's hearing and legal costs totaled more than $250,000. The teacher then countersued under federal law, claiming age discrimination and alleged violations of free speech.
Another Connecticut teacher was essentially paid off. She resigned, withdrew her countersuits, and got $200,000 plus severance and legal fees.
''Our tenure laws protect ineffective and unmotivated teachers and administrators,'' said Republican New York state Assemblywoman Debra Mazzarelli. ''Removing a tenured employee from his or her position is so difficult, expensive and time-consuming that for all intents it is impossible.''
Mazzarelli introduced a bill in '97 to replace tenure with five-year renewable contracts. It didn't pass. ''The teachers unions were able to stop this,'' Dave Kinley, deputy executive director of the New York State School Board Association, said.
According to Tampa, Fla.-based Family First: ''Tenure creates an environment where there is simply no incentive to be a good teacher. . . . Serving time is what is rewarded, not teaching excellence. . . . Only truly egregious cases are likely to lead to attempts at dismissal. The reason is simple: It can cost local districts a fortune.''
Teachers may have needed union protection and tenure decades ago because of racial or religious bigotry. But there are so many laws to protect people today, Sambar says, teachers don't need the unions anymore. And the unions know this.
''The unions' mission is teachers, not children,'' said O'Connor, noting that there are more than 50 pro-union education lobbyists at the Kansas Legislature. ''They want as many teachers as possible making as much money as possible. This is why they support smaller classes. It means more teachers, more pay, more money for the union.''
Sambar agrees. ''Good teachers do not need tenure. Poor or incompetent teachers use it to protect their jobs.''
(The article " Unions Defend Bad Teachers" Tenure - At Students' Expense " was written by Michael Chapman,
published and copyrighted by Investor's Business Daily - National Issue.on September 21, 1998.)
This article stands the test of time.
Unions Defend Bad Teachers'Tenure - At Students' Expense
The teacher was caught drinking in the classroom. But public school officials in Northern Virginia couldn't fire her.
Why? Tenure laws.
''Everybody in the county knows she's a drunk,'' one parent told IBD. ''But they can't fire her. Yeah, she's got a problem and needs help. But you have to draw the line -for the kids. It's a drug-free zone.''
Such stories are commonplace. Bad teachers, poor learning - nothing seems to change. And despite complaints, it doesn't look like teacher tenure in public schools will change soon.
''I don't see that forthcoming,'' said Chuck Sambar, a member of the Glendale (Calif.) Unified School District board. ''I recognize that the power and muscle of the teacher organizations in California are so dominant over the state Legislature that the legislators are not too inclined to mess with them.''
What about the students?
A University of Tennessee study found that student test scores are lower in classrooms run by incompetent teachers.
The effects seem to last. The study showed that fifth-graders who had studied under bad teachers since second grade scored 54 to 60 points lower on math tests than students under good teachers. Scores didn't change much when the poorly performing students were placed with better teachers.
''If an ineffective teacher isn't dealt with, children can be permanently harmed,'' said researcher William Sanders. ''They don't just bounce back.''
There are 2.6 million public school teachers. About 18%, or 468,000 teachers, are incompetent, according to Mary Jo McGrath, who runs McGrath Systems Inc. in Santa Barbara, Calif. McGrath, an attorney, has surveyed 50,000 school administrators and helped schools remove lousy teachers. Other estimates put the number of bad teachers at around 135,000, or 5% of the total. No one knows the exact number.
However, tenure makes firing bad teachers hard and costly. On average, it takes two to three years to dismiss a tenured teacher. Each case costs about $60,000. Appeals raise the costs.
A '94 study by the New York State School Boards Association found that it takes 455 days and $176,870 on average for a school board to fire a teacher in that state. If the teacher appeals, costs jump to $317,000.
Also, ''the public school bureaucracy controls the state legislatures' education committees,'' said Kay O'Connor, a GOP Kansas state representative. She's also head of the Kansas City-based Parents in Control, a school-reform lobbying group.
''Tenure is a very hot issue,'' she said. ''If a legislator brings it up, it's a battle royal. . . . Unless you're molesting children or robbing banks, you can't be fired. Unions fight for poor-performing teachers because then the schools hire more remedial teachers. More teachers equals more money for the union.''
A tenure reform in place in a few districts is ''peer review.'' Instead of principals watching teachers and deciding whom to fire, teachers evaluate teachers. It's a mentor- protege approach to tenure. Public school supporters see it as a plus. Critics, however, view it as a way for teachers unions to strengthen their hold over schools.
''Unions are aware of the criticism that tenure protects bad teachers,'' said education author Myron Lieberman, head of the Education Policy Institute. ''So, their attitude is, 'We'll take over the process.' If unions take over the review process, it'll make a worse disaster of the schools - if that's possible.'' He added that while such moves appear to be reform, they really aren't - the ''major practical effect will be to extend teacher union control over public education,'' Lieberman said.
About 80% of teachers have tenure. All states and the District of Columbia have tenure laws. The two major unions - the National Education Association and the American Federation of Teachers - negotiated these rules. The rules vary. However, most states require new teachers to go through a three-to five-year probation. Then they're tenured. Contracts may run to 100 pages.
School boards may try to dismiss a teacher for lots of reasons: incompetence, immorality, unprofessional conduct and, in California and Nevada, for teaching communism. Also, there are state and federal laws that teachers may use to hold onto their jobs or their teaching certificates.
Firing a bad teacher is tough. In Connecticut, for instance, superintendents cannot dismiss teachers without pay. This is ''tantamount to a paid vacation,'' reported the Yankee Institute, a regional think tank.
The suspended teacher gets full salary while the superintendent plans a due process hearing. This takes about six months. At the same time, the school has to pay for a substitute teacher. An Impartial Hearing Panel then must issue a recommendation. The cost of each hearing ranges from $400 to $750.
While this occurs, the teacher, backed by the union and its lawyers, may appeal. This delay raises the school board's costs, often by more than $100,000. Eventually, most schools either pay the teacher off or transfer him.
The Yankee Institute reported that a teacher in Ridgefield, Conn., continued to get a salary of $55,000 while suspended. The school board's hearing and legal costs totaled more than $250,000. The teacher then countersued under federal law, claiming age discrimination and alleged violations of free speech.
Another Connecticut teacher was essentially paid off. She resigned, withdrew her countersuits, and got $200,000 plus severance and legal fees.
''Our tenure laws protect ineffective and unmotivated teachers and administrators,'' said Republican New York state Assemblywoman Debra Mazzarelli. ''Removing a tenured employee from his or her position is so difficult, expensive and time-consuming that for all intents it is impossible.''
Mazzarelli introduced a bill in '97 to replace tenure with five-year renewable contracts. It didn't pass. ''The teachers unions were able to stop this,'' Dave Kinley, deputy executive director of the New York State School Board Association, said.
According to Tampa, Fla.-based Family First: ''Tenure creates an environment where there is simply no incentive to be a good teacher. . . . Serving time is what is rewarded, not teaching excellence. . . . Only truly egregious cases are likely to lead to attempts at dismissal. The reason is simple: It can cost local districts a fortune.''
Teachers may have needed union protection and tenure decades ago because of racial or religious bigotry. But there are so many laws to protect people today, Sambar says, teachers don't need the unions anymore. And the unions know this.
''The unions' mission is teachers, not children,'' said O'Connor, noting that there are more than 50 pro-union education lobbyists at the Kansas Legislature. ''They want as many teachers as possible making as much money as possible. This is why they support smaller classes. It means more teachers, more pay, more money for the union.''
Sambar agrees. ''Good teachers do not need tenure. Poor or incompetent teachers use it to protect their jobs.''
(The article " Unions Defend Bad Teachers" Tenure - At Students' Expense " was written by Michael Chapman,
published and copyrighted by Investor's Business Daily - National Issue.on September 21, 1998.)
Wednesday, July 26, 2006
Excessive fees violate information act
Cyndi Klapperich has a great FYI column in the Northwest Herald.
Excessive fees violate information act
[published on Tue, Jul 25, 2006]
If you're a representative of a public body charging 25 cents or more per page for Freedom of Information Act responses, you should read this.
You might want to invite Terry Mutchler of the Illinois attorney general's office out for a training session before a citizen complaint draws her attention your way.
Here's the law.
The Freedom of Information Act permits a public body to charge a reasonable copying fee "not to exceed the actual cost of reproduction and not including the costs of any search or review of the records."
That means it's acceptable, when a posted fee structure is in place as also required by law, to charge for the cost of your paper, ink and the operation of your machinery. It is not acceptable, in fact it is illegal, to charge for staff time.
If you truly believe that someone is using the Freedom of Information Act purely to harass, again, call Mutchler. It does happen. She knows. But she also can help you get beyond it without breaking the law in the process.
A message I received on my answering machine recently from Lakemoor Village President Virginia Povidas indicated that confusion reigns regarding the Freedom of Information Act and fees. And I'm certain Lakemoor is not alone in its confusion.
First, there's the fee itself. Lakemoor charges 25 cents a page, about 17 cents more than is charged by any of several for-profit printing companies I contacted in the McHenry area Monday. If a place that's out to make a buck charges 8 cents a page, and Lakemoor charges 25 cents, well, you do the math.
Lakemoor routinely has charged the Northwest Herald this fee in recent weeks, although a request for documentation of its copying costs was fulfilled for free.
Those documents show that Lakemoor pays less than a penny a page for its copying paper. It's more difficult to calculate what its per-page ink costs are. But one receipt, from Canon Business Solutions, indicates a cost of slightly more than a penny and a half per metered page.
Further, Povidas said in a voice mail she left me that the decision to charge was because of the "time it's taking the girls to gather all of this information." Please reread the act, Virginia, or peruse it for the very first time. Charging for staff time is prohibited.
A quick check of just a couple of other public bodies indicates that Lakemoor is not alone in charging beyond what could reasonably be considered "actual copying costs." The village of Johnsburg also charges 25 cents a page, and Huntley School District 158 charges 50 cents a page.
Mutchler, the public access counselor for the Illinois attorney general's office, said anyone who believed that a public body was charging more than was legal under the act was welcome to file a complaint with her office. A few sentences generally suffice.
Call (217) 782-1090 or visit www.illinoisattorneygeneral.gov for information.
Excessive fees violate information act
[published on Tue, Jul 25, 2006]
If you're a representative of a public body charging 25 cents or more per page for Freedom of Information Act responses, you should read this.
You might want to invite Terry Mutchler of the Illinois attorney general's office out for a training session before a citizen complaint draws her attention your way.
Here's the law.
The Freedom of Information Act permits a public body to charge a reasonable copying fee "not to exceed the actual cost of reproduction and not including the costs of any search or review of the records."
That means it's acceptable, when a posted fee structure is in place as also required by law, to charge for the cost of your paper, ink and the operation of your machinery. It is not acceptable, in fact it is illegal, to charge for staff time.
If you truly believe that someone is using the Freedom of Information Act purely to harass, again, call Mutchler. It does happen. She knows. But she also can help you get beyond it without breaking the law in the process.
A message I received on my answering machine recently from Lakemoor Village President Virginia Povidas indicated that confusion reigns regarding the Freedom of Information Act and fees. And I'm certain Lakemoor is not alone in its confusion.
First, there's the fee itself. Lakemoor charges 25 cents a page, about 17 cents more than is charged by any of several for-profit printing companies I contacted in the McHenry area Monday. If a place that's out to make a buck charges 8 cents a page, and Lakemoor charges 25 cents, well, you do the math.
Lakemoor routinely has charged the Northwest Herald this fee in recent weeks, although a request for documentation of its copying costs was fulfilled for free.
Those documents show that Lakemoor pays less than a penny a page for its copying paper. It's more difficult to calculate what its per-page ink costs are. But one receipt, from Canon Business Solutions, indicates a cost of slightly more than a penny and a half per metered page.
Further, Povidas said in a voice mail she left me that the decision to charge was because of the "time it's taking the girls to gather all of this information." Please reread the act, Virginia, or peruse it for the very first time. Charging for staff time is prohibited.
A quick check of just a couple of other public bodies indicates that Lakemoor is not alone in charging beyond what could reasonably be considered "actual copying costs." The village of Johnsburg also charges 25 cents a page, and Huntley School District 158 charges 50 cents a page.
Mutchler, the public access counselor for the Illinois attorney general's office, said anyone who believed that a public body was charging more than was legal under the act was welcome to file a complaint with her office. A few sentences generally suffice.
Call (217) 782-1090 or visit www.illinoisattorneygeneral.gov for information.
Tuesday, July 25, 2006
Letter to the editor: Teachers not cutting it
The following letter appeared in the Northwest Herald and on Students First.
Letter to the editor: Teachers not cutting it
7/24/2006
Northwest Herald
Why on earth does this poor child need to have tutoring if the school is adequately educating him? How can the school continually push him through?
He is in the special-education program, which should be a very individualized program, yet he is catching up with tutoring. How sad. Five grade levels in one summer.
This boy seems to be teachable, and Greg Buchanan needs to know that learning is obvious and proven, not an appearance.
As a professional, I know that true knowledge cannot be staged. If this boy is learning with a tutor and moving up in grade-level comprehension, maybe Buchanan's objective data isn't so objective.
Maybe some of the teachers are simply doing a poor job. Buchanan needs to re-evaluate the program for students who aren't succeeding.
Tutoring should be as the story states, a means to do better. No one should need tutoring to move up five grade levels.
Deborah Foster
Crystal Lake
Letter to the editor: Teachers not cutting it
7/24/2006
Northwest Herald
Why on earth does this poor child need to have tutoring if the school is adequately educating him? How can the school continually push him through?
He is in the special-education program, which should be a very individualized program, yet he is catching up with tutoring. How sad. Five grade levels in one summer.
This boy seems to be teachable, and Greg Buchanan needs to know that learning is obvious and proven, not an appearance.
As a professional, I know that true knowledge cannot be staged. If this boy is learning with a tutor and moving up in grade-level comprehension, maybe Buchanan's objective data isn't so objective.
Maybe some of the teachers are simply doing a poor job. Buchanan needs to re-evaluate the program for students who aren't succeeding.
Tutoring should be as the story states, a means to do better. No one should need tutoring to move up five grade levels.
Deborah Foster
Crystal Lake
Monday, July 24, 2006
Nation’s first equestrian high school close to opening
Canned public schooling is failing American children. New Hampshire has an innovative school opening this fall. The following article appears in the New Hampshire newspaper the Union Leader.
Nation’s first equestrian high school close to opening
By JOHN WHITSON
Union Leader Staff
Sunday, Jul. 16, 2006
ROCHESTER – With federal grant money finally in the bank, what’s envisioned as the nation’s first public equestrian high school is much closer to becoming a reality.
Susan Hollins, superintendent of the New Hampshire Equestrian Academy charter school, deposited $189,000 in school accounts last month. The money will be put to work immediately, as school officials scramble to meet a self-imposed deadline of opening in September.
“This is the first school of its kind we can find in the public sector,” said Hollins. “There’s a great need and interest for a school like this, but the facilities issue is daunting. It’s understandable that a school like this doesn’t exist.”
Hollins compared the academy to schools for tennis or music prodigies, but she emphasized it will be first and foremost a college preparatory high school.
“It’s a college prep program with a complete equine studies career program,” she said.
Students accepted
Leslie Bryan, president of the academy’s board of trustees, said seven students had been accepted for the fall prior to a recent open house. That event proved successful, as the school now has 18 ninth- and 10th-graders lined up for the fall.
It will begin with those grade levels and expand to a full, four-year high school as the first class progresses toward graduation.
Although it doesn’t have its own facilities yet, the academy has a home thanks to the donation of land and use of buildings from Dr. Grant Myhre, owner of the 110-acre Myhre Equine Clinic.
Myhre runs the only large referral hospital for horses in New England. Over the past several years, he’s refocused his practice from veterinary surgery to primarily high-tech diagnostic work.
He said he has always been involved in education — he’s taught university courses and regularly holds continuing education conferences for farriers and veterinarians — so playing host to the equine academy feels like a natural fit.
Until the school can build its own facilities, Myhre will donate half a house for classrooms and two barns which now sit largely unused.
Grand plans
Through grant money and fundraising efforts, school officials plan to eventually build an academic building/conference center, an indoor arena, a small stable with school-owned horses, and a small building for equine studies classes.
Bryan said the academy must now hire two teachers qualified not only in various classroom disciplines, but who also meet criteria to lead the equine studies program.
A major hindrance in marketing the school and finding teachers to staff has been financial uncertainty, said Bryan.
Getting the grant money is nice — it’s essential — but she wishes it had arrived awhile ago. A little over $200,000 more will come the school’s way as part of the nearly $400,000, 36-month federal grant.
The state will also give the school about $3,700 per student, roughly one-third what “mainstream” public schools receive on average.
While money will probably always be a source of concern for charter schools, Hollins and Bryan said other aspects of the equestrian academy are on solid ground. Most importantly, they said, a challenging curriculum is being finalized.
“I wanted a high standard high school,” said Bryan, “where students would not only be prepared for any college in the country but they would also have a portfolio of work. The students we attract are incredibly bright students who also have a passion for horses.”
Heavy course load
Equestrian academy students will be expected to take more courses than their peers at other schools because there will be no drop-off in traditional classes and an additional requirement in equine studies.
Traditional classes will also be tweaked with an eye toward equines. For example, said Bryan, students will look at the role horses have played while studying world history, and literature choices will have an equine theme.
The academy will have an equestrian team, but Hollins emphasized that it shouldn’t be considered a riding school. “At least four of the students enrolling have said they want to be veterinarians,” she said.
The students, said Bryan, have come from across the state. A couple are planning to carpool each day from Keene. It’s that kind of commitment, she said, that will allow the academy to prosper.
“Horse people are just very creative and driven,” said. “We have done almost no advertising, but we have had interest, not only in New Hampshire, but all over the country.”
Hollins envisions the academy flourishing and becoming a drawing card for the area.
“The potential of this school to have an impact on the New Hampshire economy is really significant,” she said. “This is an events kind of school. Events planning and management is going to be one of the courses.”
Good example
As a model, Hollins points to the Big E, the huge two-week agricultural exposition held each fall in West Springfield, Mass.
“This school has many possibilities to help the state that people won’t realize until it’s open and running,” she said. “The potential to help Rochester and to help students develop the background to open their own business, should they chose to do that, is huge.”
For more information, email info@nhequestrianacademy.org.
Nation’s first equestrian high school close to opening
By JOHN WHITSON
Union Leader Staff
Sunday, Jul. 16, 2006
ROCHESTER – With federal grant money finally in the bank, what’s envisioned as the nation’s first public equestrian high school is much closer to becoming a reality.
Susan Hollins, superintendent of the New Hampshire Equestrian Academy charter school, deposited $189,000 in school accounts last month. The money will be put to work immediately, as school officials scramble to meet a self-imposed deadline of opening in September.
“This is the first school of its kind we can find in the public sector,” said Hollins. “There’s a great need and interest for a school like this, but the facilities issue is daunting. It’s understandable that a school like this doesn’t exist.”
Hollins compared the academy to schools for tennis or music prodigies, but she emphasized it will be first and foremost a college preparatory high school.
“It’s a college prep program with a complete equine studies career program,” she said.
Students accepted
Leslie Bryan, president of the academy’s board of trustees, said seven students had been accepted for the fall prior to a recent open house. That event proved successful, as the school now has 18 ninth- and 10th-graders lined up for the fall.
It will begin with those grade levels and expand to a full, four-year high school as the first class progresses toward graduation.
Although it doesn’t have its own facilities yet, the academy has a home thanks to the donation of land and use of buildings from Dr. Grant Myhre, owner of the 110-acre Myhre Equine Clinic.
Myhre runs the only large referral hospital for horses in New England. Over the past several years, he’s refocused his practice from veterinary surgery to primarily high-tech diagnostic work.
He said he has always been involved in education — he’s taught university courses and regularly holds continuing education conferences for farriers and veterinarians — so playing host to the equine academy feels like a natural fit.
Until the school can build its own facilities, Myhre will donate half a house for classrooms and two barns which now sit largely unused.
Grand plans
Through grant money and fundraising efforts, school officials plan to eventually build an academic building/conference center, an indoor arena, a small stable with school-owned horses, and a small building for equine studies classes.
Bryan said the academy must now hire two teachers qualified not only in various classroom disciplines, but who also meet criteria to lead the equine studies program.
A major hindrance in marketing the school and finding teachers to staff has been financial uncertainty, said Bryan.
Getting the grant money is nice — it’s essential — but she wishes it had arrived awhile ago. A little over $200,000 more will come the school’s way as part of the nearly $400,000, 36-month federal grant.
The state will also give the school about $3,700 per student, roughly one-third what “mainstream” public schools receive on average.
While money will probably always be a source of concern for charter schools, Hollins and Bryan said other aspects of the equestrian academy are on solid ground. Most importantly, they said, a challenging curriculum is being finalized.
“I wanted a high standard high school,” said Bryan, “where students would not only be prepared for any college in the country but they would also have a portfolio of work. The students we attract are incredibly bright students who also have a passion for horses.”
Heavy course load
Equestrian academy students will be expected to take more courses than their peers at other schools because there will be no drop-off in traditional classes and an additional requirement in equine studies.
Traditional classes will also be tweaked with an eye toward equines. For example, said Bryan, students will look at the role horses have played while studying world history, and literature choices will have an equine theme.
The academy will have an equestrian team, but Hollins emphasized that it shouldn’t be considered a riding school. “At least four of the students enrolling have said they want to be veterinarians,” she said.
The students, said Bryan, have come from across the state. A couple are planning to carpool each day from Keene. It’s that kind of commitment, she said, that will allow the academy to prosper.
“Horse people are just very creative and driven,” said. “We have done almost no advertising, but we have had interest, not only in New Hampshire, but all over the country.”
Hollins envisions the academy flourishing and becoming a drawing card for the area.
“The potential of this school to have an impact on the New Hampshire economy is really significant,” she said. “This is an events kind of school. Events planning and management is going to be one of the courses.”
Good example
As a model, Hollins points to the Big E, the huge two-week agricultural exposition held each fall in West Springfield, Mass.
“This school has many possibilities to help the state that people won’t realize until it’s open and running,” she said. “The potential to help Rochester and to help students develop the background to open their own business, should they chose to do that, is huge.”
For more information, email info@nhequestrianacademy.org.
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