PEORIA -- For a few minutes I felt transported into a far away land -- North Korea, Communist China or some other place where children sing propaganda songs for adult entertainment.
That's what happened at the Peoria School District 150 Board meeting on April 25, where children sang a song for the board that seemed like something out of a North Korean pageant. It wasn't just me -- the person seated next to me had the same thought.
The board has gotten into the habit of scheduling child performances at its meetings, along with endless award ceremonies for children and teachers. ("All the children are above average?").
At this meeting these events took up nearly 25 minutes of valuable time before the meeting got underway.
The public comments were over in only 17 minutes.
I have been recording and posting the public comments for a year, ever since the board quit televising its meeting live, and censored the public comments out of the meeting video. Now I'm not even sure that video is playing on cable TV.
What a joke that this district touts "transparency' while it refuses to broadcast its meetings live or webcast them, and it's way behind on releasing Feeedom of Information requests -- I have one pending since March 30 and Sharon Crews has several pending.
Oddly, at the meeting Supt. Grenita Lathan announced that all the FOIA requests had been filled and none are pending. Don't know where she's getting that information!
Anyway -- the public comments began with activist and retired teacher Sharon Crews, who questioned why Manual High School students are getting credit for attending homeroom and a study skills class, and why a new policy makes students choose between taking band and taking an academic subject. Traditionally, students could use the band hour to count for P.E. She wondered if this was a subtle way to discourage students from taking band, as a way to finally get rid of band.
Supt. Lathan responds to the comments, but didn't mention this. Crews always writes her comments, which are reproduced below.
Activist Sevino Sierra questioned why teachers are blamed for poor performance when lack of strong discipline is the real reasons schools fail.
Activist Terry Knapp congratulated the board on finally ditching the Edison Schools contract, five years and $45 million after a 17-member panel on the budget recommended it.
He mentioned "non transparency" saying information on the charter school and the Johns Hopkins program is difficult to obtain. "How much money is the company making that is running the charter school?" he asked. "Does anyone know?"
Lathan didn't respond to that question either, or to his persistent question about evaluating the effectiveness of the Valeska Hinton preschool, and whether those students graduate at rates above others. That money comes from Title I funds, and so is taken from other children in the district, he said.
He also questioned why 25 percent of the children at that school are not disadvantaged, and instead are the children of middle class families, some living in Dunlap. They're getting a free $10,000 education, he said.
And he questioned why District 150 is paying two and three law firms to handle its cases, two from the area and one from Chicago."It's crazy," he said.
Teacher union president Bob Darling blamed the media for bad publicity and said he hopes the award-winning children will get publicity. He criticized the "Wednesday professional development" situation. "I hear it's lacking," he said, adding he plans to survey the teachers about it.
Lathan later responded to that, saying it would be looked into.
Robin White, a teacher at Mark Bills School where the board held its meeting, said the school library is now open only 2.5 days a week, and this is impacting student reading and learning. Lathan said she's trying to find a way to keep the libraries open longer.
The audio recording is posted here.
D150 Apr 25
-- Elaine Hopkins
Here are the comments from Sharon Crews:
Tonight I have given you a copy of a portion of Board Policy 6:280. The policy states, "The decision to promote a student to the next grade level shall be based on successful completion of the curriculum, attendance, performance based on Illinois Standards Achievement Tests, or other testing."
Must all three requirements be met for a student to be promoted? The “or” seems to imply that students have a choice as to which requirement to meet. My question again is: Do students have to meet curriculum and attendance requirements and pass Illinois Standards Achievement Tests in order to be promoted to the next grade? That certainly seems to be the current practice. Or can students meet only one of these requirements to be promoted? Some seem to believe that is a board sanctioned possibility.
Recently, several changes in District 150 have been recommended. Of course, I am pleased that an alternative school and vocational programs have been recommended. I do have questions as to how these changes will be implemented.
The three current alternative programs are to be moved to the Woodruff building. Does this recommendation involve only a change in location? The recommendation does read that suspended high school students would be temporarily assigned to this location to complete their suspensions. What are the arrangements for that busing nightmare?
This change seems to do little to address the need for a viable alternative school in District 150 and little to alleviate the problem of repeat offenders in our schools. The implication is that the increase in numbers of students will be due only to suspended students who, after from 1 to 10 days, will still return to their home schools—that doesn’t seem to be a solution to me or even a change. With regard to this policy, if the suspended students are absent, will their suspensions be lengthened accordingly?
Also, will the alternative programs be the same as those already offered at the current sites or will additional course offerings be available? Will the programs be expanded to include more students? How many more students? How many more teachers? Will any students be moved from their home schools to the alternative school for longer periods of time or just for the length of their suspensions or expulsions? What, if any, will be the criteria for students to be moved from their home school to the alternative setting for longer periods of time? Will the alternative school have a revolving door—how revolving? What will be the criteria for students to return to their home schools?
The proposal for vocational programs states that classes will become available as curriculum and funding sources are developed. That sounds like a big “If” to me, so I am assuming not much will be offered in the near future. I hope I am wrong. Apart from the funding, my questions are: Will all high school students be offered the opportunity to benefit from these vocational programs? Will students in the alternative school be allowed to take the vocational classes? If so, does that mean that students placed in the alternative school would be in classes with students from the other high schools?
I should be pleased that you have increased the number of credits required for high school students. However, requiring 4 more credits for Manual students is ludicrous—just get rid of the 4 credits offered for home room. Also, offering credit for study skills is, also, ridiculous. The change in credits looked good—but it is just a cover-up for offering credits for classes for which high school credit should not be given.
Also, eliminating the PE exemption for students in marching band is a sure way to force students out of band. You are forcing students to choose between band and academic classes. That’s wrong. -30-