Monday, January 29, 2007
Mom, where do babies come from?
The Pregnant Woman Keychain is a clear plastic woman's torso with a not-yet-born baby floating in the womb. As the photo shows, you can remove (or "deliver") the baby by popping out the ball that the baby floats in.
Honestly, this is about the dumbest thing I have ever seen.
Honestly, this is about the dumbest thing I have ever seen.
RUSD better off without Caledonia?
From the 1/26/07 Key Communicator Meeting:
I am simply presenting the following without the usual added commentary from me; I will leave all comments to you, my loyal readers.
When asked about the proposed Caledonia referendum, Dr. Hicks told the group that Unified had started putting together some numbers in anticipation of an advisory referendum. It is interesting to note that the remainder of the district (sans Caledonia) will be better off financially than it is now, according to the RUSD superintendent.
Does knowing that RUSD will be better off (fiscally) without Caledonia make a difference to anyone?
I am simply presenting the following without the usual added commentary from me; I will leave all comments to you, my loyal readers.
When asked about the proposed Caledonia referendum, Dr. Hicks told the group that Unified had started putting together some numbers in anticipation of an advisory referendum. It is interesting to note that the remainder of the district (sans Caledonia) will be better off financially than it is now, according to the RUSD superintendent.
Does knowing that RUSD will be better off (fiscally) without Caledonia make a difference to anyone?
School Board Member Press Release
This press release was sent to me; I thought it should be posted. I imagine it will bring forth much discussion.
Thoughts/comments?
For Immediate Release:
January 28, 2007
RE: Brian Dey’s Neighborhood/School Choice Plan
Contact: Brian Dey
bdey@tds.net
262-681-0661
Over fifty years ago, Linda Brown was an eight year old black child that had to cross Topeka, Kansas to attend a school that was designated as an all-black public school, while her white friends were free to attend the neighborhood school, just a few blocks away. The decision of the Supreme Court, in their ruling regarding Brown v. Board of Education, made it unlawful to separate children by the color of their skin, and striking down the courts previous decision, Plessy v. Ferguson, which allowed separate but equal schools. Over fifty years later, there is a fear that a neighborhood school plan would return us to the injustices of the past.
I am offering a plan that assures that neighborhood schools won’t take us back to those injustices. The plan calls for all children, district wide, to be assigned to the school closest to their home. The District would maintain district wide school choice with bussing provided for students who receive free or reduced lunch. The plan also calls for all schools to be considered in the neighborhood school concept including our magnet schools. Magnet programs will be kept intact but may have to be moved to different locations. To attract talented teachers to inner city schools, the District will provide specific training and pay incentives. Additional resources should be provided to inner city schools for counseling and social services. Multiculturalism will be included in the curriculum district wide. Lastly, capture as much diversity as possible, while maintaining sensible contiguous boundaries. The School Board will monitor annually that all buildings are equitable and that resources are expended based on need.
Many communities, including Milwaukee Public Schools, have returned to neighborhood schools, realizing the benefits to students, parents, neighborhoods and taxpayers. The benefits to students include little or no time spent on buses, the opportunity to be more involved in after school activities and the ability to receive help with school work after school. The benefit to parents includes the ability to be more involved in their child’s education. The neighborhood benefits by increasing pride and concern for their community, and will hopefully lead to citizens and community leaders becoming more involved. For the taxpayers, savings should be seen by reduced transportation costs and/or more money going directly to the classroom.
Segregation, as defined by the American Heritage Dictionary, is the policy or practice of separating people of different races, classes or ethnic groups, as in schools, housing and public and commercial facilities, as a form of discrimination. Drawing boundaries by neighborhoods and allowing the freedom of choice is color-blind. Whether you are Black, White, Hispanic or any minority, all would have the ability to attend their neighborhood school and the ability to choose any school in the district.
This plan is similar to the Milwaukee Neighborhood Schools Initiative outlined in the 1999 Wisconsin Act 9. We might be able to petition the state to grant us the same provisions Milwaukee has, which include provisions for facility bonding and additional aid.
In the thirty plus years of RUSD’s self-imposed desegregation policy, the achievement gap has not narrowed significantly. It’s time we rethink how we educate children. It’s time to believe that all children have the ability to learn and succeed. It’s time once again to have the school be the center of the community, and that all schools will be great schools.
Thoughts/comments?
For Immediate Release:
January 28, 2007
RE: Brian Dey’s Neighborhood/School Choice Plan
Contact: Brian Dey
bdey@tds.net
262-681-0661
Over fifty years ago, Linda Brown was an eight year old black child that had to cross Topeka, Kansas to attend a school that was designated as an all-black public school, while her white friends were free to attend the neighborhood school, just a few blocks away. The decision of the Supreme Court, in their ruling regarding Brown v. Board of Education, made it unlawful to separate children by the color of their skin, and striking down the courts previous decision, Plessy v. Ferguson, which allowed separate but equal schools. Over fifty years later, there is a fear that a neighborhood school plan would return us to the injustices of the past.
I am offering a plan that assures that neighborhood schools won’t take us back to those injustices. The plan calls for all children, district wide, to be assigned to the school closest to their home. The District would maintain district wide school choice with bussing provided for students who receive free or reduced lunch. The plan also calls for all schools to be considered in the neighborhood school concept including our magnet schools. Magnet programs will be kept intact but may have to be moved to different locations. To attract talented teachers to inner city schools, the District will provide specific training and pay incentives. Additional resources should be provided to inner city schools for counseling and social services. Multiculturalism will be included in the curriculum district wide. Lastly, capture as much diversity as possible, while maintaining sensible contiguous boundaries. The School Board will monitor annually that all buildings are equitable and that resources are expended based on need.
Many communities, including Milwaukee Public Schools, have returned to neighborhood schools, realizing the benefits to students, parents, neighborhoods and taxpayers. The benefits to students include little or no time spent on buses, the opportunity to be more involved in after school activities and the ability to receive help with school work after school. The benefit to parents includes the ability to be more involved in their child’s education. The neighborhood benefits by increasing pride and concern for their community, and will hopefully lead to citizens and community leaders becoming more involved. For the taxpayers, savings should be seen by reduced transportation costs and/or more money going directly to the classroom.
Segregation, as defined by the American Heritage Dictionary, is the policy or practice of separating people of different races, classes or ethnic groups, as in schools, housing and public and commercial facilities, as a form of discrimination. Drawing boundaries by neighborhoods and allowing the freedom of choice is color-blind. Whether you are Black, White, Hispanic or any minority, all would have the ability to attend their neighborhood school and the ability to choose any school in the district.
This plan is similar to the Milwaukee Neighborhood Schools Initiative outlined in the 1999 Wisconsin Act 9. We might be able to petition the state to grant us the same provisions Milwaukee has, which include provisions for facility bonding and additional aid.
In the thirty plus years of RUSD’s self-imposed desegregation policy, the achievement gap has not narrowed significantly. It’s time we rethink how we educate children. It’s time to believe that all children have the ability to learn and succeed. It’s time once again to have the school be the center of the community, and that all schools will be great schools.
Friday, January 26, 2007
What is a key communicator?
Today I attended my very first Key Communicator meeting at the RUSD Administrative Center (formerly known as "Central Office"). To tell you the truth, I was not sure what to expect. The meetings, I was told, are informal and lend themselves to open dialogue between Dr. Hicks and community members. I am happy to report this was all true. Dr. Hicks kept his opening remarks brief and to the point, and allowed for ample time for questions from the community members.
Going to school board meetings on a regular basis for the last few years, I did not expect to learn anything new at today's meetings - I only wanted to attend to hear the kinds of questions from other members of the community. I was pleasantly surprised to learn a few things today, which I will now share with you (because I am now a Key Communicator).
When asked why it was acceptable for a 4th grader to read at a 2nd grade level, Dr. Hicks said it was not acceptable. With the new testing tools in place (NWEA-MAP) and the baseline data recorded, each child tested is expected to have an increase in their RIT scores – this is a target. If they do not meet their targets, additional resources will be provided to the child that did not meet them
Okay, for the eduspeak-challenged this means that we have testing now that is done 3 times a year, and every child has different goals. Instead of waiting for months for the state test results, the district and teachers get them back the very next day. If a child or school does not progress, additional resources (teachers, tutors, etc) will be provided. Every school is responsible for the successes/failures in the buildings.
I have been asking for accountability for years, it appears I may finally be getting my wish. My only fear now is that somehow the volatile climate of this district will somehow impede real progress.
Sunday, January 21, 2007
Response to JT Commentary
My husband still smells of coffee from the shower I gave him this morning while reading the paper. Reading the commentary regarding the possible Caledonia advisory referendum over my first cup of java was not such a good idea in retrospect; I actually spewed coffee in my disbelief of what I was reading.
There are many things I feel were not represented well, but I will only cover a few here, perhaps I might even answer some of his many questions:
I wonder where you believe you will find the money to purchase or build new schools?
After paying millions to RUSD each year for the last 35 years, I would imagine that the citizens of Caledonia have to have at least some equity in the buildings residing within the village limits.
I wonder where you will find the money to hire people to run and teach in those schools you will build or buy.
I imagine it will be the same place RUSD gets their money – state and local property taxes.
How will you achieve the diversity required by federal law in those schools?
Racial diversity is required? Really, please inform Burlington, Oak Creek, Waukesha and the other hundreds of districts in Wisconsin that they are in violation of those federal laws. I believe the law states the district must reflect the makeup of the municipality. Besides, if you think Caledonia does not have ANY racial diversity, you are mistaken.
The money issues alone need to be answered before irresponsible and in some cases uninformed comments are made.
The Village is NOT making any decisions, voting in favor of the advisory referendum WILL NOT create a new district. Voting YES will only authorize the Village to investigate the financial impact of creating a new district. If the end result is a double in taxes I doubt ANYONE would support going forth. After the millions wasted on consultants in RUSD without any taxpayer approval , I applaud the Village of Caledonia of asking first, spending later.
There are many things I feel were not represented well, but I will only cover a few here, perhaps I might even answer some of his many questions:
I wonder where you believe you will find the money to purchase or build new schools?
After paying millions to RUSD each year for the last 35 years, I would imagine that the citizens of Caledonia have to have at least some equity in the buildings residing within the village limits.
I wonder where you will find the money to hire people to run and teach in those schools you will build or buy.
I imagine it will be the same place RUSD gets their money – state and local property taxes.
How will you achieve the diversity required by federal law in those schools?
Racial diversity is required? Really, please inform Burlington, Oak Creek, Waukesha and the other hundreds of districts in Wisconsin that they are in violation of those federal laws. I believe the law states the district must reflect the makeup of the municipality. Besides, if you think Caledonia does not have ANY racial diversity, you are mistaken.
The money issues alone need to be answered before irresponsible and in some cases uninformed comments are made.
The Village is NOT making any decisions, voting in favor of the advisory referendum WILL NOT create a new district. Voting YES will only authorize the Village to investigate the financial impact of creating a new district. If the end result is a double in taxes I doubt ANYONE would support going forth. After the millions wasted on consultants in RUSD without any taxpayer approval , I applaud the Village of Caledonia of asking first, spending later.
Saturday, January 20, 2007
Finding another way around those pesky revenue caps...
From the AP Friday:
Public schools should be allowed to pay for safety officers without having to worry about exceeding the state-imposed spending limits designed to hold down property taxes, Governor Jim Doyle said Friday.
This is a warranted proposal, police and safety officers are desparately needed in our schools - ask any RUSD teacher, parent or administrator. With that said, however, I do think that the state legislature is heading down a slippery slope. They have already exempted some costs from the revenue caps through the establishment of Community Service Funds, now they want to exempt Safety and Security too? What’s next, an exemption for costly consultants?
I imagine that the governor and state legislators will soon find a way around all those pesky revenue caps and we will become the highest-taxed state in the country.
Public schools should be allowed to pay for safety officers without having to worry about exceeding the state-imposed spending limits designed to hold down property taxes, Governor Jim Doyle said Friday.
This is a warranted proposal, police and safety officers are desparately needed in our schools - ask any RUSD teacher, parent or administrator. With that said, however, I do think that the state legislature is heading down a slippery slope. They have already exempted some costs from the revenue caps through the establishment of Community Service Funds, now they want to exempt Safety and Security too? What’s next, an exemption for costly consultants?
I imagine that the governor and state legislators will soon find a way around all those pesky revenue caps and we will become the highest-taxed state in the country.
Friday, January 19, 2007
3 Reasons to support the proposed Caledonia referendum
The Village of Caledonia is seeking input from the citizens on whether on not a feasibility study should be done that explores creating a brand-new independent school district; they will be seeking input by potentially putting an advisory (non-binding) referendum question on this spring’s ballot. They are many reasons why this should not only go on the ballot, but should be passed. These are the top 3 (in my humble opinion):
1. Since the referendum is advisory in nature, voting YES does not commit the village to anything. There will be plenty of time to study the fiscal impacts for all involved parties.
2. It doesn’t cost anything. Unlike the recent RUSD June referenda that cost the taxpayers tens of thousands of dollars, this referendum is scheduled for a “normal” election day. Adding a referendum at the end of the ballot will not cost any extra tax dollars.
3. Voting YES in the proposed April referendum will authorize the Village to finally answer the oft-debated question “Can Caledonia financially support its own school district?” Frankly this issue comes up every few years and never gets a response; it would be nice to finally get an answer.
1. Since the referendum is advisory in nature, voting YES does not commit the village to anything. There will be plenty of time to study the fiscal impacts for all involved parties.
2. It doesn’t cost anything. Unlike the recent RUSD June referenda that cost the taxpayers tens of thousands of dollars, this referendum is scheduled for a “normal” election day. Adding a referendum at the end of the ballot will not cost any extra tax dollars.
3. Voting YES in the proposed April referendum will authorize the Village to finally answer the oft-debated question “Can Caledonia financially support its own school district?” Frankly this issue comes up every few years and never gets a response; it would be nice to finally get an answer.
Caledonia takes its first steps...
The front page of the JT local section has an article about Caledonia’s proposed April referenda that would explore the feasibility of Caledonia creating a new independent school district. Although Randy over at RDW has already covered this, as well as Kat from Kat’s Cradle, I thought I would point out a few things that I feel may have been left out in today’s JT story.
First of all, the Community Development Authority DID make a recommendation to include an advisory referendum on April’s ballots. What wasn’t recommended was the wording of the referendum, although I believe the referenda will not include any mention of the word “secession”, “secede”, or contain any language that refers to the Racine Unified School District directly.
It was also pointed on in the JT story that typically the legal process to add a referendum to the ballot takes 45 days. At Wednesday’s CDA meeting, it was brought up since the proposed referendum is advisory in nature, and not a binding one; this 45 day legal window is NOT applicable. This means, the Village board has some leeway in its legal timeline, which I think is good news for the residents of Caledonia.
First of all, the Community Development Authority DID make a recommendation to include an advisory referendum on April’s ballots. What wasn’t recommended was the wording of the referendum, although I believe the referenda will not include any mention of the word “secession”, “secede”, or contain any language that refers to the Racine Unified School District directly.
It was also pointed on in the JT story that typically the legal process to add a referendum to the ballot takes 45 days. At Wednesday’s CDA meeting, it was brought up since the proposed referendum is advisory in nature, and not a binding one; this 45 day legal window is NOT applicable. This means, the Village board has some leeway in its legal timeline, which I think is good news for the residents of Caledonia.
A Slight Shift in Focus
Although the name of this site is Racine’s Report Card, which reflects on the successes and failures of the schools in the greater Racine area, I do not live in Racine – I reside in the village of Caledonia. All regular readers of this blog (and other local ones) know that the village of Caledonia is taking its first step of creating a brand new independent school system. Many of the future posts will be on this topic, but I will still continue to write about RUSD.
Thursday, January 18, 2007
Government in action
Having spent many a Monday evening at 2220 Northwestern Avenue over the years, I am no stranger to seeing a governmental body in action (government in action – is that an oxymoron?). I thought I had seen it all, but apparently I was wrong.
Yesterday, I witnessed my first Caledonia Village meeting – the Community Development Authority (CDA) met to discuss a proposed TID district and the possibility of drafting a referendum that may lead to Caledonia forming an independent school district. I have to say I was impressed with how Caledonia conducts their business and treats the citizens who show up.
First of all, there were handouts for everyone, not just the board members. Nothing is more irritating than having to listen to people discuss what is on the bottom of page 2 when you have no idea what is on even on page 2!
Second, citizens were allowed to ask questions throughout the meeting. At Unified’s meetings, there is time for citizen comments at the beginning of each meeting, but the board and administration do not have to address any concerns brought up by the speaker.
Finally, not only can citizens ask questions – the questions actually get answered (or at least addressed).
I am embarrassed to admit that this was the first time I attended a Village meeting; but it certainly will not be my last.
Yesterday, I witnessed my first Caledonia Village meeting – the Community Development Authority (CDA) met to discuss a proposed TID district and the possibility of drafting a referendum that may lead to Caledonia forming an independent school district. I have to say I was impressed with how Caledonia conducts their business and treats the citizens who show up.
First of all, there were handouts for everyone, not just the board members. Nothing is more irritating than having to listen to people discuss what is on the bottom of page 2 when you have no idea what is on even on page 2!
Second, citizens were allowed to ask questions throughout the meeting. At Unified’s meetings, there is time for citizen comments at the beginning of each meeting, but the board and administration do not have to address any concerns brought up by the speaker.
Finally, not only can citizens ask questions – the questions actually get answered (or at least addressed).
I am embarrassed to admit that this was the first time I attended a Village meeting; but it certainly will not be my last.
Wednesday, January 17, 2007
The End is Near
Great, like I don’t have enough to worry about…. The Bulletin of Atomic Scientists moved the clock to Doomsday ahead by 2 minutes. We are now only 5 minutes away from nuclear annihilation. Hopefully, it is just a matter of somebody watching a little too much of FOX’s show, 24.
Monday, January 15, 2007
New school district for Caledonia?
I found out earlier today that the Caledonia Village board is entertaining the idea of having an advisory referendum to create a new Caledonia School District – the Journal Times has too posted a piece on this at http://www.journaltimes.com/.
My question is this – shouldn't a community of Caledonia’s size have their own schools? Even smaller communities such as Burlington, Union Grove and Waterford have their own schools, why shouldn't Caledonia?
Besides the unknown start-up costs, what do you think the biggest challenge will be?
(Hint, I’m looking for positive discussion here - no name calling or derogatory remarks.)
My Nasty Little Secret
Many people ask why I don't just run for a seat on the RUSD school board - I have many reasons. The major one is that I have two children who have lots of homework and a husband that works 2nd shift - the other is I am finishing up my BS in Information Technology and with work and the kids I do not have much time.
But I have a new reason not to run - I smoke.
Yes, like Barack Obama I have a nasty (but legal) habit. Apparently there are many in this community who will not vote for a smoker. Thank you, open-minded citizens of Racine for giving me yet another excuse not to run for a seat on the RUSD board!!
But I have a new reason not to run - I smoke.
Yes, like Barack Obama I have a nasty (but legal) habit. Apparently there are many in this community who will not vote for a smoker. Thank you, open-minded citizens of Racine for giving me yet another excuse not to run for a seat on the RUSD board!!
Sunday, January 14, 2007
Police in our schools...
There is no doubt in my mind that the urban school districts in our state (MPS, RUSD, Beloit, etc) have a growing problem with violence – but is Racine Unified as bad off as MPS? It was recently reported that the Milwaukee Police Department was called over 11,000 times in the last school year. I know that a similar request to the Racine Police Department and Mt. Pleasant Police Department would not yield the same kind of numbers, even prorated to the smaller population of our community.
But does this mean our schools are safer, or even less violent? No, it means simply the schools are not calling for police to be sent to our schools because the police ARE ALREADY THERE!
Some people do not know this, but JI Case has a full-time police liaison in the school and there are also several off-duty police officers at the school each and every day. These off-duty officers report to Al Days, Unified’s director of Safety and Security. Al Days recently asked the board for increased funding;off-duty police officers don’t come cheap but they are desperately needed. At the recent study session where long-range budget predictions were presented, an extra $200,000 a year was set aside for this program. Let’s make sure that this line item stays in the budget, or RUSD (like MPS!!) will be soon making similar headlines in the paper.
But does this mean our schools are safer, or even less violent? No, it means simply the schools are not calling for police to be sent to our schools because the police ARE ALREADY THERE!
Some people do not know this, but JI Case has a full-time police liaison in the school and there are also several off-duty police officers at the school each and every day. These off-duty officers report to Al Days, Unified’s director of Safety and Security. Al Days recently asked the board for increased funding;off-duty police officers don’t come cheap but they are desperately needed. At the recent study session where long-range budget predictions were presented, an extra $200,000 a year was set aside for this program. Let’s make sure that this line item stays in the budget, or RUSD (like MPS!!) will be soon making similar headlines in the paper.
Saturday, January 13, 2007
Wanna buy a cow?
Everyone has an opinion on how the schools in RUSD should be run – ask 10 people in the community “How the district can improve?” and you may very well end up with 10 different answers. However, these people will not (for the most part) run for a seat on the board since it is widely believed that an ordinary citizen does not (and cannot not) understand the very real problems and cannot serve as well as somebody with a masters or doctorate degree.
Perhaps what the district needs is some leadership that is not educationally “learned” and not a member of the secret club of Educrats. How can the board represent the needs of the children in the district if they had not experienced life in the same way some of our students have? Just because a board member has advanced degrees does not make him/her an effective leader.
Remember, the boards' sole responsibility should be to provide broad direction for the district- Administration (the experts) still have final say in how these board decisions are implemented.
The following quote kind of sums up my feelings quite nicely---
He was so learned that he could name a horse in nine languages; so ignorant that he bought a cow to ride on.
Benjamin Franklin (1706-1790)
Perhaps what the district needs is some leadership that is not educationally “learned” and not a member of the secret club of Educrats. How can the board represent the needs of the children in the district if they had not experienced life in the same way some of our students have? Just because a board member has advanced degrees does not make him/her an effective leader.
Remember, the boards' sole responsibility should be to provide broad direction for the district- Administration (the experts) still have final say in how these board decisions are implemented.
The following quote kind of sums up my feelings quite nicely---
He was so learned that he could name a horse in nine languages; so ignorant that he bought a cow to ride on.
Benjamin Franklin (1706-1790)
Friday, January 12, 2007
Making the case for reconfiguration
I have already expressed my feelings on the recent RUSD hot-button debate of neighborhood schools versus busing for socio-economic equality. I have stated both scenarios have potential drawbacks, and the best solution would probably be a blend of the philosophies. But I will keep lamenting on the subject because the district needs to make a timely decision; they need to move ahead and focus on their other plans to improve student achievement.
I am not suggesting that there will not be gains in student achievement by some sort of redistricting; however there is something I believe will raise the test scores and increase student engagement even more than redistricting – reconfiguring the schools to the junior high configuration. One board member has said (repeatedly) that the 9th grade failure rate skyrocketed after the implementation of the middle school concept, and has never really stabilized over the years. There is also the case of reconfiguring to make the schools smaller and more manageable.
When RUSD reconfigured the districts’ school in the 1983-84 school year, RUSD had approximately 22,000 students. It has been explained to me that there were long-range predictions done at the time that suggested that the district would only have 15,000 students in a few years, so although the schools were overcrowded the public was assured that the overcrowding would be for only a short time.
But there apparently something wrong with the demographer’s long-range predictions, there hasn’t been the predicted decrease in students as expected; 23 years later we have approximately the same amount of students and our schools are just as overcrowded.
The big three comprehensive high schools are designed for 1200-1400 students, yet we have 2200 students in them! Simply by moving the 9th graders out of these schools would be a huge first step in reducing the overcrowding at our schools – of course 6th graders would need to then move back to elementary schools – and this is where the problem lies, I believe. With the expanded 4-year old kindergarten and all-day 5-year old kindergarten, there is no longer room at the elementary schools for the 6th graders.
The Paullin Group has recommended that the district build 3 early childhood centers to house the both kindergarten and the early childhood programs – this of course will cost money and lots of it! Is the general public willing to invest in the future of our community, or are we destined to keep making the same mistakes again and again? We need action, not a board afraid to make an unpopular choice. What the district “looks” like is not as important as how the district functions. We need to focus on student achievement, not secondary issues like racial balance and busing. I am not trying to convey that racial balance is not important; I am simply suggesting that student achievement should be the district’s primary mission.
The first step in making the district sustainable is making the schools work, and they cannot and will not work when we have high schools that are dangerously overcrowded.
Please urge the board members to make a decision on redistricting so the district can focus on their primary mission – educating the young people of this community.
I am not suggesting that there will not be gains in student achievement by some sort of redistricting; however there is something I believe will raise the test scores and increase student engagement even more than redistricting – reconfiguring the schools to the junior high configuration. One board member has said (repeatedly) that the 9th grade failure rate skyrocketed after the implementation of the middle school concept, and has never really stabilized over the years. There is also the case of reconfiguring to make the schools smaller and more manageable.
When RUSD reconfigured the districts’ school in the 1983-84 school year, RUSD had approximately 22,000 students. It has been explained to me that there were long-range predictions done at the time that suggested that the district would only have 15,000 students in a few years, so although the schools were overcrowded the public was assured that the overcrowding would be for only a short time.
But there apparently something wrong with the demographer’s long-range predictions, there hasn’t been the predicted decrease in students as expected; 23 years later we have approximately the same amount of students and our schools are just as overcrowded.
The big three comprehensive high schools are designed for 1200-1400 students, yet we have 2200 students in them! Simply by moving the 9th graders out of these schools would be a huge first step in reducing the overcrowding at our schools – of course 6th graders would need to then move back to elementary schools – and this is where the problem lies, I believe. With the expanded 4-year old kindergarten and all-day 5-year old kindergarten, there is no longer room at the elementary schools for the 6th graders.
The Paullin Group has recommended that the district build 3 early childhood centers to house the both kindergarten and the early childhood programs – this of course will cost money and lots of it! Is the general public willing to invest in the future of our community, or are we destined to keep making the same mistakes again and again? We need action, not a board afraid to make an unpopular choice. What the district “looks” like is not as important as how the district functions. We need to focus on student achievement, not secondary issues like racial balance and busing. I am not trying to convey that racial balance is not important; I am simply suggesting that student achievement should be the district’s primary mission.
The first step in making the district sustainable is making the schools work, and they cannot and will not work when we have high schools that are dangerously overcrowded.
Please urge the board members to make a decision on redistricting so the district can focus on their primary mission – educating the young people of this community.
Monday, January 08, 2007
Another showing of Groundhog Day
Remember the Bill Murray movie Groundhog Day, where the main character has to keep living the same day over and over again? Yeah, tonight’s RUSD board meeting was kind of like that.
You see, way back last September (9/11 to be exact) the board started seriously talking about redistricting. To redistrict, the board had to decide if it was going to listen to the community and return to neighborhood schools or expand busing for racial and socio-economic status. To get a better idea of where the children are living, the board decided to hire a demographer. The board wanted to test the theories of neighborhood schools and ordered a report that would show where the children are in relation to the schools. They were told by administration the first baseline report would take 4-5 weeks, so at the latest the board should have seen the report by the end of October.
Now in January, 3 months later, the board finally sees the baseline report and it is not the report they asked for. Communication wires got crossed, again! So tonight the board again asked for a report from the demographer with the following parameters:
1. Children will attend the closest reasonable school provided there is capacity.
2. There will be an opt-out option if the parents do not want to send their child to the neighborhood school.
3. All the Unified buildings were thrown back in the mix, including the now closed Caddy Vista and Winslow and the magnet school buildings (including Janes Elementary – the year-around school).
This is virtually the same language that was used on 9/11 but this is not what the board received last Thursday at their study session. Now we will have to wait 5 more weeks for this scenario before “testing” another? Is it any wonder that the wheels of government roll slowly?
You see, way back last September (9/11 to be exact) the board started seriously talking about redistricting. To redistrict, the board had to decide if it was going to listen to the community and return to neighborhood schools or expand busing for racial and socio-economic status. To get a better idea of where the children are living, the board decided to hire a demographer. The board wanted to test the theories of neighborhood schools and ordered a report that would show where the children are in relation to the schools. They were told by administration the first baseline report would take 4-5 weeks, so at the latest the board should have seen the report by the end of October.
Now in January, 3 months later, the board finally sees the baseline report and it is not the report they asked for. Communication wires got crossed, again! So tonight the board again asked for a report from the demographer with the following parameters:
1. Children will attend the closest reasonable school provided there is capacity.
2. There will be an opt-out option if the parents do not want to send their child to the neighborhood school.
3. All the Unified buildings were thrown back in the mix, including the now closed Caddy Vista and Winslow and the magnet school buildings (including Janes Elementary – the year-around school).
This is virtually the same language that was used on 9/11 but this is not what the board received last Thursday at their study session. Now we will have to wait 5 more weeks for this scenario before “testing” another? Is it any wonder that the wheels of government roll slowly?
Saturday, January 06, 2007
The Referendum Is Coming, The Referendum is Coming!!
These were the projected deficits for the next three years, if the RUSD administration had done nothing:
$9.2M
$11.9
$14.4
After the recent reductions/revenue enhancements, the projected deficit is $2.8 million for the first year, with a small surplus for each of the consecutive years.
This is good news for the taxpayer, right? Fiscal problems solved, let’s move on to another topic…Wait, you didn’t expect to let off that easy, didya? There are, what the RUSD financial team refers to as “add-ons” – money we need to include each and every year, which RUSD has not done in years, if ever.
$3.3M in facility upkeep
$1.5M technology upgrades
$200,000 for Safety and Security (in addition to a one-time charge of $200,000)
The financial team is urging to the district to seek a recurring referendum of $6.45M to cover this expenses. Recurring without an expiration or sunset date?
While I agree that our buildings are in dire repair, the technology in our classrooms and schools are about 15 years out-of-date, and we definitely need to have safer schools – I cannot and will not support a recurring referendum. Didn’t the Waukesha school board try that last year? Just keep giving us the money; we don’t want to tell you what it is for!
Instead, I will support a shorter-term (3 year) multi-year capital referendum that outlines exactly where the money will be going – I actually think that referendum might have a chance in passing…
$9.2M
$11.9
$14.4
After the recent reductions/revenue enhancements, the projected deficit is $2.8 million for the first year, with a small surplus for each of the consecutive years.
This is good news for the taxpayer, right? Fiscal problems solved, let’s move on to another topic…Wait, you didn’t expect to let off that easy, didya? There are, what the RUSD financial team refers to as “add-ons” – money we need to include each and every year, which RUSD has not done in years, if ever.
$3.3M in facility upkeep
$1.5M technology upgrades
$200,000 for Safety and Security (in addition to a one-time charge of $200,000)
The financial team is urging to the district to seek a recurring referendum of $6.45M to cover this expenses. Recurring without an expiration or sunset date?
While I agree that our buildings are in dire repair, the technology in our classrooms and schools are about 15 years out-of-date, and we definitely need to have safer schools – I cannot and will not support a recurring referendum. Didn’t the Waukesha school board try that last year? Just keep giving us the money; we don’t want to tell you what it is for!
Instead, I will support a shorter-term (3 year) multi-year capital referendum that outlines exactly where the money will be going – I actually think that referendum might have a chance in passing…
The Weekly Report Card
A look back at the previous week’s news:
The first week of the year usually brings feelings of hope for change; some people make resolutions to quit smoking, lose weight or seek better employment. Others resolve to change their worlds in a bigger way – they run for elected office. Hats off to all the residents who this week turned in their nomination papers and are seeking change within their communities by running for public office. Some names are familiar, like Fred Dooley of RealDebateWisconsin and Brian Dey, a current RUSD school board member who is seeking a seat on the Caledonia village board. One name is even more familiar (to me anyway) because I share his surname – Taylor Wishau of Burlington. Taylor, a 17-year-old senior is seeking a spot on the Burlington School Board. Taylor is a wunderkind of sorts – his understanding of politics is rare (and so refreshing!) in someone so young.
Good luck to all of you on April 3rd!
Weekly Report Grade: A
The first week of the year also should have also brought hopes of change within the Racine Unified School District. The district, for years, has done little in the area of redistricting creating a very expensive and lopsided mess. With the promise of the results of the in-depth demographic study, the taxpayers of eastern Racine County once again had their hopes crushed. The data which was presented at this week’s RUSD study session did not include approximately 2400 students, which consists of the students at the charter and magnet schools and the children who attend a school outside of their attendance boundary. This latest snafu was blamed on a “problem with the technology”. I believe it is due to a “problem with the communication”. How a decision can be made if the board does not have all the needed information?
Weekly Report Grade: F
The first week of the year usually brings feelings of hope for change; some people make resolutions to quit smoking, lose weight or seek better employment. Others resolve to change their worlds in a bigger way – they run for elected office. Hats off to all the residents who this week turned in their nomination papers and are seeking change within their communities by running for public office. Some names are familiar, like Fred Dooley of RealDebateWisconsin and Brian Dey, a current RUSD school board member who is seeking a seat on the Caledonia village board. One name is even more familiar (to me anyway) because I share his surname – Taylor Wishau of Burlington. Taylor, a 17-year-old senior is seeking a spot on the Burlington School Board. Taylor is a wunderkind of sorts – his understanding of politics is rare (and so refreshing!) in someone so young.
Good luck to all of you on April 3rd!
Weekly Report Grade: A
The first week of the year also should have also brought hopes of change within the Racine Unified School District. The district, for years, has done little in the area of redistricting creating a very expensive and lopsided mess. With the promise of the results of the in-depth demographic study, the taxpayers of eastern Racine County once again had their hopes crushed. The data which was presented at this week’s RUSD study session did not include approximately 2400 students, which consists of the students at the charter and magnet schools and the children who attend a school outside of their attendance boundary. This latest snafu was blamed on a “problem with the technology”. I believe it is due to a “problem with the communication”. How a decision can be made if the board does not have all the needed information?
Weekly Report Grade: F
Friday, January 05, 2007
RUSD Community Survey - By the Numbers: Part 3
In concluding my initial impressions of the 2006 Community Survey project, which was presented at last night’s RUSD study session, I will leave you with an interesting bullet point that was included in the PowerPoint presentation:
“Although student achievement was not considered to be a major problem in 2000, close to one-half of survey respondents perceived it as a major problem in 2006.”
My question to you is this – why such a dramatic change in public perception? Is the general public simply paying more attention to academic achievement, or do the members of the community believe that our children are worse off academically than they were 6 years ago?
“Although student achievement was not considered to be a major problem in 2000, close to one-half of survey respondents perceived it as a major problem in 2006.”
My question to you is this – why such a dramatic change in public perception? Is the general public simply paying more attention to academic achievement, or do the members of the community believe that our children are worse off academically than they were 6 years ago?
RUSD to seek recurring referendum?
The first portion of last night's RUSD meeting was devoted to the discussion of the district's long-term financial planning. Very enlightening to say the least....
I will be posting something soon that may have everyone asking the question "Is RUSD gearing up for a recurring referendum?"
I will be posting something soon that may have everyone asking the question "Is RUSD gearing up for a recurring referendum?"
RUSD Community Survey - By the Numbers: Part 2
I will continue to breakdown the highlights of last night’s RUSD study session, which included the presentation of the 2006 Community Survey Project:
2 out of 3 respondents support the concept of neighborhood schools.
2 out of 3 respondents support parental choice.
2 out of 3 respondents support the expansion of the magnet school programs to other buildings.
For some, it might seem that these ideas are contradictory. For example, some perceive that magnet type programs will take up additional space at neighborhood schools, ultimately making it impossible for neighborhood children to attend. However, I believe these responses share a common thread. Parents want the right to send their children to any school they wish, whether it be the school closest to their home or a school across town.
2 out of 3 respondents support the concept of neighborhood schools.
2 out of 3 respondents support parental choice.
2 out of 3 respondents support the expansion of the magnet school programs to other buildings.
For some, it might seem that these ideas are contradictory. For example, some perceive that magnet type programs will take up additional space at neighborhood schools, ultimately making it impossible for neighborhood children to attend. However, I believe these responses share a common thread. Parents want the right to send their children to any school they wish, whether it be the school closest to their home or a school across town.
RUSD Community Survey - By the Numbers
The following numbers represent the breakdown of last night’s RUSD study session . Topics discussed were long-range budget planning, the presentation of the latest Community Survey and an update on the Edulog demographic study.
Obviously, some of the numbers presented last night can be interpreted several different ways and can be discussed for hours – but I thought I would provide a recap of what I perceive as the major talking points of the Community Survey:
69% of survey respondents support the concept neighborhood schools (the school closest to their home)
31% of survey respondents support the concept of neighborhood schools when it includes the additional bussing to achieve racial diversity.
29% of survey respondents support the concept of neighborhood schools when it includes the additional bussing to achieve economic diversity.
Also nearly 50% of survey respondents support neighborhood schools even though it may require the relocation of magnet school programs to other building locations.
I think these numbers speak volumes about what the community wants, and when compared to the data collected in 2000 and 2004, it is apparent that the numbers are consistent from year-to-year.
Obviously, some of the numbers presented last night can be interpreted several different ways and can be discussed for hours – but I thought I would provide a recap of what I perceive as the major talking points of the Community Survey:
69% of survey respondents support the concept neighborhood schools (the school closest to their home)
31% of survey respondents support the concept of neighborhood schools when it includes the additional bussing to achieve racial diversity.
29% of survey respondents support the concept of neighborhood schools when it includes the additional bussing to achieve economic diversity.
Also nearly 50% of survey respondents support neighborhood schools even though it may require the relocation of magnet school programs to other building locations.
I think these numbers speak volumes about what the community wants, and when compared to the data collected in 2000 and 2004, it is apparent that the numbers are consistent from year-to-year.
Wednesday, January 03, 2007
Deadline for Filing RUSD Nomination Papers Passes
Today was the deadline for all interested parties to turn in their nomination papers for the upcoming RUSD School Board election.
There was one candidate, Mr. Van Atta, who filed before the Christmas holidays, but I have not heard of any more - I wonder if Mr. Van Atta will be the only candidate running.
We will soon know, I imagine, but let me take this opportunity to wish the best of luck to Mr. Van Atta and (?) any other candidates.
I respect the committment it takes to sit on the RUSD board; it is a thankless job. Especially when you have to put up with people like me!
There was one candidate, Mr. Van Atta, who filed before the Christmas holidays, but I have not heard of any more - I wonder if Mr. Van Atta will be the only candidate running.
We will soon know, I imagine, but let me take this opportunity to wish the best of luck to Mr. Van Atta and (?) any other candidates.
I respect the committment it takes to sit on the RUSD board; it is a thankless job. Especially when you have to put up with people like me!
No Child Left Behind?
A few nights ago, I caught the end of the rebroadcast of Dr. Hicks State of the School District Address on CAR20. I had tuned in just as he was finishing his speech, and was able to watch the entire Q&A segment that followed his presentation. None of the questions surprised me, however, one of Dr. Hicks answers did.
When asked why children were being socially promoted to the next grade level when they were not reading at grade level, Dr. Hicks replied “Grade level does not matter with Mastery Learning”.
Really, now? He went on to explain that a child can BE in the fourth grade and BE reading at 2nd grade level. He explained there is not a reason to hold the child back, because Mastery Learning allows the child to learn at his/her own pace.
I know that it can hurt a child’s self-esteem if the child is retained, but isn’t it more demeaning when the child gets to middle and high school and cannot read?
Is it any wonder why RUSD scores on the state’s WCKE are so abysmal? It is very possible that many 4th grade students take the 4th grade test and have never seen any of the information on the test in class because they are still working in the 2nd grade book.
Up until a few years ago, children who had not mastered the basics in the early primary grades were given extra attention (via reading specialists and teacher assistants). Now, it seems that many children are not getting the “extra” time they need. It is definitely easier to remedy this situation when the child is 7, rather than having to enroll in the new reading recovery program, Read 180, in high school.
It seems to me that the Mastery Learning has created a whole new generation of children “left behind”.
When asked why children were being socially promoted to the next grade level when they were not reading at grade level, Dr. Hicks replied “Grade level does not matter with Mastery Learning”.
Really, now? He went on to explain that a child can BE in the fourth grade and BE reading at 2nd grade level. He explained there is not a reason to hold the child back, because Mastery Learning allows the child to learn at his/her own pace.
I know that it can hurt a child’s self-esteem if the child is retained, but isn’t it more demeaning when the child gets to middle and high school and cannot read?
Is it any wonder why RUSD scores on the state’s WCKE are so abysmal? It is very possible that many 4th grade students take the 4th grade test and have never seen any of the information on the test in class because they are still working in the 2nd grade book.
Up until a few years ago, children who had not mastered the basics in the early primary grades were given extra attention (via reading specialists and teacher assistants). Now, it seems that many children are not getting the “extra” time they need. It is definitely easier to remedy this situation when the child is 7, rather than having to enroll in the new reading recovery program, Read 180, in high school.
It seems to me that the Mastery Learning has created a whole new generation of children “left behind”.
Subscribe to:
Posts (Atom)
