PEORIA, IL -- The Peoria District 150 School Board meeting on Feb. 25 lasted, and lasted, and lasted, way too long. The public comments didn't occur until around 8:30 pm, two hours into the meeting.
Several presentations and award ceremonies took place, most of them unfocused, and way too long. Here's an idea: have an awards assembly to honor the students, and limit presentations to the board to 10 minutes. If someone can't say it in 10 minutes they can't say it at all.
Sharon Crews presented her very sharp and provocative comment, a copy of which is below. She has analyzed high school grades and knows what she is talking about. She should be a paid consultant.
Terry Knapp's comment focused on the district's outstanding athletes, some of whom never get recognition in the local daily newspaper, he said. But how would he know, since he said he also dropped his subscription.
Here is a recording of the comments.
-- Elaine Hopkins
And here are the comments from Sharon Crews:
Dr. Kherat recently said that until schools stop doing things the way they’ve always been done, there will be no solutions to discipline and academic problems.
Summer school was the old way and it worked very well, but then it was replaced with credit recovery with Plato first, then with Compass Learning, and now with some other program. So you see it is the new way, not the old, that isn’t working.
In the 1960s, grades for three grading periods and a final exam were averaged to get a semester grade. All grades were number grades. A was 93-100, etc. Gradually, the “new” took over. With each change, less and less was expected of students. Forty became the new zero. Two F’s and two D’s had to average to a passing D. Final exams disappeared.
The last major grading change was the policy adopted by this administration—the very needed short-term goals of grading periods were eliminated. First grading period was the “getting to know what the teacher expects” grading period. Students earning a passing grade for first grading period were one-third on their way to passing the course—grading period grades provided security.
I believe it is possible that the debacle of 17s and the now admitted but still very unclear use of HISET tests could well have been related to the elimination of grading periods.
All of these policy changes, which led to watered down course content and inflated grades, were supposedly to help students. Instead they make the administration look good by raising the graduation rate.
The result of lowered academic standards and out-of-control discipline problems are the reasons parents are taking their children out of our schools. These newer policies aren’t working.
In the 60s and 70s, the need for curriculum changes were often brought to the attention of the Superintendent and Curriculum Director by teachers. Then teachers who would be affected by the changes were assigned to committees to form plans for change.
More recently, the Superintendent reads a book or buys a program and presents an idea. Then Wisconsin Avenue administrators work on a plan. Then teachers, with no input, are commanded to carry out the Superintendent’s idea. The last ten plus years of changes have not worked.
The newest idea is to allow high school students to choose a career and then choose what they want to learn. Who is going to plan the curriculum to fit the desires of individual students? The really old system provided great career education through industrial arts, home economics, business, and other electives.
Now students in the suburban schools and private schools will be gaining a comprehensive liberal arts education that will serve them well as preparation for college and almost any career they could choose in the future. Meanwhile our students will be engaged in a pie-in-the-sky experiment.
Coming from the chaos of most of our middle schools, our students presently do not have the educational background to make a wise career choice or to choose course content. These student-run classes require much more planning than do teacher-run classes.
Also, to be effective, this kind of curriculum requires small classes of no more than 15. District 150 does not have or cannot attract or pay teachers for smaller classes. Save your idea for consideration after you end the discipline problems in all schools (K-12). Certainly, the wraparound program is a start. - 30 -