The end of another contentious year for the Lathan Administration, finds the District 150 public relations machine in virtual overdrive.
The end of the year rally, which was held by the Peoria Federation of Teachers, may have left the Superintendent feeling a bit vulnerable. Since the rally, she has appeared on 1470 WMBD radio, WEEK TV 25, WMBD TV 31, and although I did not see it, I am willing to bet an appearance was made on WHOI TV.
The School District also did something else that was rather unprecedented… they took out a full page ad in the local newspaper, at a cost of $2,500. I don't take the local newspaper, so I didn't see the ad. However, I am told the ad outlined the District’s accomplishments since the 2010 advent of the Lathan Administration. The info below was found on the District's website.
68 comments:
from the looks of the "ad" Lathan's resume is done. take it as sign she could be moving on soon.
Astounding. That is just doing your job. None of it addresses the criticisms of her management style
Agree with Anon #1. List of accomplishments reads well and should make Lathan very marketable.
But . . . the devil is in the details, right?
MYP (Pre-IB) was placed in middle schools without having the critical piece of this program in place, that is . . . the MYP was not implemented in 9th & 10th grade at any District HS. The MYP is a 6th through 10th grade program designed to prepare students for the rigors of the IB program which begins in 11th grade. This huge gap in programming makes no sense and demonstrates that this is way more show than go.
The expense of this program alone is a huge waste if not properly implemented and directed at the correct student population.
Lot of flashy bells & whistles listed but has the education offered to students really improved??
The way I understand the IB program is that this is just a trial period. The IB program is designed for students who are advanced academically--they will not risk their reputation by including a failing school in to the "real" IB program. However, the program is probably more than willing to accept money from schools who want to put on a show or pretense of having an IB primary/middle school program for the trial period.
Some of us were discussing that since there is fantasy football and baseball, why not have fantasy PSD150 administration and school board? What do you say? Who would you want to be on your team?
Sharon - All schools introducing the PYP, MYP, or IB have a "trial" period.
I would, instead, term it an implementation period in which the school must meet certain milestones in its implementation on its road to having a fully functioning program. IMO, this is not a scheme to extract monies from schools but an effort to maintain the integrity of the IB program.
The end result of the IB program is to earn a diploma which requires sufficient scoring in 6 different areas of study, community service & and essay/project. If sufficient resources and training are not devoted to the program it cannot succeed.
In the case of District 150, if an entire segment of the MYP program is missing, I cannot understand how it will be approved by the IB organization down the road.
I am pretty sure Lathan is more intent on making it look good on paper than how it will actually function down the road.
Middle school math is cut back for next year and not 90 minutes anymore.
Trewyn's IB application was changed to just be K-5 and not include the middle school.
There were not foreign language teachers in all middle schools, rather Rosetta Stone where kids were taken to a lab once a week.
I could go on and on about the half truths contained in the PR stunt.
You people aren't supposed to figure out what was going on before Nita rolled up her carpet and left town. Hopefully the bored (I'm sorry, I mean board) will get a clue and make their employee lay the necessary groundwork for the programs instead of laying the groundwork for her future job.
Oh yeah. And all those Trewyn middle school teachers sent to IB training last summer? Not a single thing was done with them this past school year. Instead a new group of primary teachers from Trewyn will be going to Atlanta this summer for IB training. IB was/is a joke. Their "IB Coordinator" reads a kindergarten level book twice this year in each K-5 classroom, then complains how tired she is from "teaching", and then goes back to her office to enter discipline referrals. Great use of district money!
Just because you say you are ib does not make it so.
That story alone is the tip of the iceberg of reality versus truth.
The sad truth of it is that the students deserve IB trained teachers and curriculum- a real instructional leader would make sure it was more fact than fiction...and not need to run an ad in the paper over it.
Frustrated, I didn't mean to imply (but didn't make that very clear) that I was criticizing the IB program or to imply that they wanted just to make money. I think in a moment of honesty Dr. Lathan did imply that 150's participation was more for the purpose of getting the teachers trained in IB methods. Her belief evidently is that a more advanced method of teaching (using higher level thinking skills) will cause students who are behind academically to excel because of the teaching methods.
I truly wish it could work that way, but I don't believe that is the case. Children who are behind academically often have developmental problems that must be resolved before they can go on to higher level thinking skills. I am not at all opposed to any attempt at improving teaching methods, etc. Certainly, I wish that I had had all the more recent research at my disposal when I started teaching--educational research just didn't exist.
We are still woefully behind in understanding the brain and how it works (and more importantly why it sometimes doesn't work as well).
All that said--I am cynical enough about this administration to believe that 150's addition of the IB primary program is all show--and for the benefit of those who are gullible.
To implement the IB program...PY...MY..or high school certificate or diploma, it takes a full 3 years to become an IB recognized school. What Lathan is doing is building her resume to say she expanded the IB model throughout the district. Note on the ad it states..'IB focus'...she is trying to cover herself in case another district inquires about this expansion in an interview. However it takes continual training to stay up with the IB curriculum and standards. Actually this is a slap in the face to the Richwoods teachers and staff that have attended countless hours training for IB.
Did Kevin Curtain get demoted for falsifying documents? If so shouldn't someone be demoting Lathan for falsifying the document in the PJS? So far we know that every middle school did not have a foreign language instructor, the new evaluation tool for teachers was already being worked on when Lathan arrived, Lathan is taking credit for Senate Bill 7 (really), these career options were being offered to the district students just not under one roof (oh but the board closed Woodruff to save money), Lathan taking credit for the PERA (reform), IB really not offered at any of the schools but Richwoods because the application process takes at least 3 years, the board refused to allow any and I mean any professional development for 2 years under Hinton so can't give Lathan credit for technology PD, Lathan is taking credit for being involved with Reading Buddies (been around a long time), Backpack Peoria (started working with Dream Center in 08)...this really is laughable...there has always been gifted instruction at all middle and primary schools (teachers did all they could do), there was common planning time for core courses when there was department heads (oh but board wanted those cut to save money), and most middle schools and primary schools already had 90 minutes for math and reading....anyone else see that the ad was false information and a demotion is in order. Kevin Curtain's attorney better get on this.....
And someone can ask terry knapp about areas of consultation with the union. That has been around at least a decade.
I wonder if the union should take out an ad exposing each lie point by point. What do you think? I think it would be well worth the 2,500.00. Or maybe send it (in editorial form) to the PJStar.
Actually, I think the public will see through the ad. It's one of those things where Lathan's desire to make herSELF look good will come shining through.
Here's the other thing I notice. When bashing teachers, Lathan always brings up standardized test scores. After reading her missive, I realize she wouldn't (herself) meet or exceed on the English portion of the test -- and probably not the reading either.
But anyway, where is the mention of test scores in her little ad? She lists everything BUT test scores.
And you're right -- if you take away everything that was going on before Lathan arrived, the ad would have a bunch of blank space.
Further, Lathan screwed herself with regards to any future reconciliation with the employees in the district. They ALL now know that Lathan will go to any extreme to make herself look good and to make the employees look bad.
The only thing missing on the ad is Lathan's photo. How did they talk her into not putting that on the ad?
Funny you should mention her picture. I was at the admin building last week and after I signed in, turned around to go down the hall and her GIANT mug was right in front of me. That is the biggest picture I have ever seen. No wonder they have no mice or rats over there. That picture would scare JESUS.
".....scare Jesus"
LOL!!!! I read a lot of funny things on here but that one truly takes the cake. Thank you so much for the good belly laugh!
Wasn't it Julie Lonteen who created the family mobile resource center? I doubt Lathanator had much if anything to do with it other than taking credit.
This entire document is such a falsified piece of crap. It makes me sick to think anyone would buy this horse and pony show.
She can't take credit for COMPASS either. Sharon Kherat and Manual's math coach at the time (Nicki something) put together a pilot program in the fall of 2009 BEFORE lathan ever arrived.
It is obvious that Lathan and crew want to take credit for everything that is positive, but of course the people of district 150 did nothing right...including the board of education until Lathan and crew came. Really!!! Board wake up she is making you look like a bunch of clowns.
I agree Hinton was not a good superintendent, but he did have good people in place that did a lot of good things for...nothing only the children, but the teachers, parents and the people of Peoria.
There are 3 distinct programs of IB and not all are for academically advantaged students nor is it necessary to have each component of the IB program.
http://www.ibo.org/communications/publications/documents/IBbrochureEng.pdf
"The three IB programmes can be offered individually, but a growing number of schools offer them as a continuum.
The IB Primary Years Programme, for students aged 3 to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.
The IB Middle Years Programme, for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.
The IB Diploma Programme, for students aged 16 to19, is an academically challenging and balanced programme of education with final examinations that prepares students for success at university and in life beyond."
In other words, the PYP program, such as that at Trewyn, is NOT a program for high achievers, but a program for all students that begins the foundation of an inclusive cultural view. THE MYP program turns it up a notch, prepping students for the more rigorous Diploma program.
"Some IB World Schools use IB programmes as part of a school reform process that opens doors for their students to a world of opportunities that otherwise would not be possible."
Those who don’t think an IB program belongs in a school like Trewyn don’t know how the IB program defines itself.
Jon, I don't think people believe it doesn't belong in a school like Trewyn, but people don't think the proper training took place. And I know for fact that it is a 3 year application process for all levels of IB. Actually in all the IB schools and programs I have seen were in school like Trewyn...so Jon you need to re read. It not that it is in Trewyn...it is that the process is long from over. Get with it Jon.
But Jon . . . the MYP program is missing part of its parts at District 150.
It is suppose to be a seamless program from 6th-10th grade in order to prepare students for the IB program. The most meaty part of the program occurs in 9th and 10th grade when students begin really reading, writing, and taking exams similar to IB exams. When I spoke to the IB coordinator at Richwood last Fall he stated he was not informed about the MYP program and had no knowledge of it being implemented at Richwoods or any other HS in the District.
Agreed. That wasn't the point. The point was that money was spent for middle school teachers from Trewyn to attend IB training last summer and nothing was done this past school year in regards to IB for grades 6-8 at Trewyn. Instead their application was changed mid year to just include K-5 and now they are sending another round of primary teachers to training this summer. Again, the point was that people say that Trewyn is an IB school not realizing that the MYP was cut out and that money was wasted sending teachers to training.
"I don't think people believe it doesn't belong in a school like Trewyn..." Have you met Sharon, or Terry?
"...it is that the process is long from over." EXACTLY. It's a process, and you have to start from somewhere. Nowhere does Lathan claim the process is complete, but we've started in several schools.
Sorry, Frustrated, but MYP is not solely for preparing students for the Diploma program. Yes, it would be nice to complete any gaps (see above re: process).
While I agree that it is disappointing to begin with an MYP program, train people, and then not immediately begin implementing it, I have a tough time believing that PD with respect to any reputable curriculum program, such as MYP is a "waste".
So sending teachers to a training out of state and then never even speaking to them regarding the training they received or doing anything at all to implement any of the ideas at the middle school level isn't a waste? Touting that Trewyn K-8 will be an IB school and then mid year switching to just doing IB with K-5 isn't misleading? Which by the way the teaching staff wasn't even made aware of. It was done and then it slowly leaked out that 6-8 would not be participating in anything IB related (yes not even the middle school teachers that attended the training knew that the middle grades IB program was being tabled.) Wow. I must be missing something here.
Yes. Credit recovery was in place at Manual LONG before even Kherat showed up. Initially they used a program called PLATO. Now they use Compass. It's a bullshit program anyway. Students just click buttons for hours until they put in enough time.
Jon, Terry has never expressed an opinion about the IB program at Trewyn. And there is a very good chance that (after reading your explanation) that I did not understand this component of IB as you have described it. Therefore, I can accept and even applaud making Trewyn part of the program. However, I do not believe that the program is being implemented as it should have been, etc. I believe it is just windowdressing.
Also, there have been so many 150programs and institutes aimed at teaching higher level thinking skills. I know that high school English literature texts had assignments, etc., designed for that purpose.
Jon, am I wrong in believing (only from what I've heard) that this is just a trial period for this component of the IB program--that if District 150 doesn't produce results at a certain level, then 150 can't be a part of the program? In other words, IB does have standards that must be met as to how the program has been implemented--and maybe even the results.
Credit Recovery began at Manual before I left in 2005. A teacher was assigned all day to Credit Recovery classes.
All I can say is if the teachers at Trewyn and the administration at Trewyn didn't do any thing beyond the 2 days of training at the beginning of the year for IB....they are not an IB school nor are they applying to be an IB school. Lathan is falsifying this information and once again misleading the public. The IB application is an extensive process.....for all levels...PYP, MYP, the diploma program or the certificate program. Wake up Peoria!!!!!
As a Manual teacher I can tell you that COMPASS was originally put in place as an intervention program. It's purpose was not for credit recovery. If used correctly it isn't a bull shit program. The key is "used correctly." Reports can be generated for every activity a student does and shows what percentage correct the student received. The person that used to be in charge of all of this for us at Manual left to go to another building this year, and it definitely wasn't used at the level of integrity that it was the years prior when we had someone that knew what they were doing in charge of the program. If it's being used in another way then it's another misuse of technology.
Over half of the items she is bragging about were changed due to new state requirements (Senate Bill 7 and PERA). ALL DISTRICTS have changed those items. ALL DISTRICTS HAD to change those items. For her to brag as if she is bringing in new ideas is ridiculous. Shows that this is all parsley on the plate... NO MEAT
Frustrated said:
“In the case of District 150, if an entire segment of the MYP program is missing, I cannot understand how it will be approved by the IB organization down the road.”
Individual schools (as opposed to a school district) are designated as having one or more approved IB programs. Most individual schools aren’t set up to cover the length of the entire MYP program. However, IB can still apply to the school. Here are the most recent MYP application guidelines:
http://www.ibo.org/become/guidance/documents/MYPGuidetoschoolauthorization.pdf
“Where local educational structures do not allow the five-year MYP to be offered, schools may be authorized to teach the programme over a shorter period provided the following conditions are met.
• The programme is at least three years in length if it is offered in isolation from the Primary Years Programme (PYP) and/or the Diploma Programme (DP).
• Where the school wishes to offer the MYP as a continuation of the PYP, or immediately prior to the DP, the programme is taught over at least two consecutive years.”
See the chart on page 8 for even more detail.
Sharon, just go to www.ibo.org and take a look for yourself.
Jon - your right it is not solely for preparing students for the IB program but . . . it IS a program that spans 6th - 10th grade and I cannot imagine it is intended to be implemented piecemeal. Also, at a meeting I attended last Fall for IB parents, one of the biggest complaints I heard was that students were not prepared sufficiently to handle the structure of the IB form of testing. Implementing the 9th & 10th grade component of the MYP program would cure this problem.
I have experienced the MYP program first hand and implemented properly it is an extremely challenging educational program, even for the best of students, and requires a lot of study, learning a 2nd language, and extensive writing and project work. I do not believe MYP is a good fit for students that are not performing at grade level.
Frustrated, I must have just beat you to the last comment, so you can see that MYP can in fact be implemented "piecemeal", at least as not covering grades 9-10. As to your comment about students who are not performing at grade level, the MYP states:
"The MYP is intended to be an inclusive programme that can cater for all students. However, there may be legitimate reasons why a school cannot offer the programme to all students. These will be considered by the IB when analysing the submission of Application for candidacy: Middle Years Programme. The general principle remains that schools are strongly encouraged to include all students within the relevant age range in the programme."
I think I've read enough in this series of posts to conclude that District 150 is not following through as prescribed by the IB guidelines--therefore, it is a "pretend" program--good for a resume that I hope will be circulating soon!
Yes Jon, I saw your cut and paste from the IB website after I posted. From what you quoted I gather, it would allow a school to offer MYP at grade 9th & 10th grade as a precursor to the Diploma Program or to offer MYP in only higher primary grades as an extension of PYP -- (that makes sense),but . . . as communicated to the public, that was not what I understood the District to be doing. It was implementing MYP in grades 6-8 with no functioning PYP in place at that school and no plan to implement MYP in grades 9th & 10th.
I understand the IB is an inclusive program but if you had a better understanding of the elements of the system in practice, you would understand there are limits as the IB website suggests. I spoke with the IB Coordinator and HS Principal at my old school (both are IB certified trainers that teach others the IB way) and both stated the MYP is an odd choice of teaching methodology for students performing below grade level. They wondered why the District would not select a program targeted at improving basic reading, writing, & math skills. I believe Sharon gave us the answer as to "why" in her post above.
Incomplete programs, unnecessary books, wasted training, all of these things happen because you have a school board that knows very little about education. The board's continued reliance on so called "experts" that they hire is pathetic. Instead of doing their own research, taking school visits and interacting with the people who are actually in the trenchs, they sit in their little ivory towers and only read what the Super and her team put in front of them (maybe) and take every single word as the gospel. This board must go!
There seems to be a minunderstanding regarding the "Reading Buddies" program! Dr. Lathan did not create that program. I did. I created that program as a reading coach at Blaine Sumner. I wrote the grant to receive the necessary books and materials. Mr. Lobdell (principal) permitted me to clean out an old storage place. My husband and several students helped me wash walls, scrub floors, create bulletin boards, and find furniture to create a "Reading Buddy" reading lab (named by the students who helped me). I then did an analysis of ISAT data over a 2 year period and set up a schedule for students to be tutored throughout the school day. Once I had students in place I set up a schedule of when pulling could take place. The first item on the agenda was to find tutors. That is where Jim Stowell came into the picture. He too claimed the program for political gain. He was a part of the church group that helped Blaine Sumner with special activites. He took MY program to his church and requested volunteers. That is when Mrs. Hoerr jumped into the role of volunteer gathering. It was Mrs. Hoerr that gathered about 25 tutors and we were off and running. I spent an entire day training the tutors and setting up a schedule for the tutoring to fit the tutors schdeules, and tutoring started a week later. Thank goodness for the grant because it funded all the leveled libraries and materials necessary for tutoring to be fruitful. The program was so successful that when Blaine closed it was transferred to Trewyn. That is when I saw Jim Stowell taking credit for creating the program (on the front page of the PJ star)and now I have to see it again? I told my husband enough. Now I am speaking out. Dr. Lathan>That program was created by me and approved by Felix Lobdell and named by my students! The grant I wrote provided me the ability to make it work. This is just an example of why there is a conflict between Administration and teachers. When teachers do something does something that is successful the Adminstration does not recognize it. I recognize that it's my job to make Adminstration and the students of the district succeed, but I find it troubling and unprofessional for someone to take credit for my hard work. Sharon Dodds
Continuum of Gifted and Talented Services (from 150 website)
The District serves academically gifted students in grades K-12 in the following ways:
Washington School for the highly gifted (Grades 5-8) The Gifted Program at Washington School is a full-time program designed to support highly gifted learners socially, emotionally, and academically. It offers students an opportunity to engage in learning activities at an accelerated pace, depth, and complexity on above-grade-level curriculum.
The Cluster Program for Gifted and High-Ability Learners (Grades 5-8) Gifted students may be clustered in one section of any heterogeneous class, especially when there are not enough students to form an advanced or enriched section for a particular subject. If a middle school has enough gifted students for separate sections in which curriculum is accelerated, such sections should be maintained.
The Enrichment Model for Gifted and High-Ability Learners (Grades 4 -8) For Reading/Language Arts, students are grouped according to level during Workshop (Intervention/Enrichment period) and Differentiated Small Group Instruction. During these times, students will have the opportunity to participate in the following: Literature Circles, Book Clubs, Seminars, and advanced Guided Reading/Math Groups.
The Nurture/Focus Model for targeted K-3 classrooms The P.E.T.S. (Primary Education Thinking Skills) Curriculum will be used for targeted classrooms in grades K-3 . P.E.T.S. is a systematized enrichment and diagnostic thinking skills program that serves the dual purpose of helping in the identification of academically talented students and teaching students higher level thinking skills. Sixteen Habits of Mind thinking skills will be incorporated in the program.
K-3 Consultative services for students not formally identified Students in grades K-3 that exhibit the need for acceleration/enrichment are serviced during flexible groups which occur during Workshop time (Intervention/Enrichment period), and Differentiated Small Group Instruction time. During these times, students will have the opportunity to participate in: Literature Circles, Book Clubs, Seminars, and advanced Guided Reading/Math Groups.
Early Entrance to Kindergarten Children will be considered for early entrance to kindergarten if their fifth birthday falls between September 2 and December 31. Children must demonstrate superior intellectual ability, defined as performance at or above the 90th percentile on a nationally normed, individually administered test of cognitive ability, +/- the standard error of measurement.
Advanced Placement (AP) Courses A program of college-level courses offered at the high school level.
International Baccalaureate (IB) Program The International Baccalaureate (IB) Diploma Program is a rigorous, pre-university, two-year course of study currently for high school students.
Oops Didn't proof my writing. I see errors :) S.
There is no statistical data in this ad to indicate that these accomplishments were implemented fully or with any fidelity. Why? Because it's window dressing and nothing more.
She claims to have invested in technology? Where is it? I taught in a school that had a lab so overbooked that it would be two weeks before I could get my students in. My classroom had one computer. iPad cart? I've been told we don't have one.
Sure, we can increase AP courses at the high school. Just throw it in the master schedule and schedule kids who aren't academically ready to take the class. Teachers had students who tested far below grade level in reading placed in the class and the level of the whole class suffered. Do you want to know if that impacts the level of teaching? Then as if that's not enough, don't give the teachers the textbook all year. United States History AP did not have the necessary books all year. If she wants to spout off about AP being one of her accomplishments, she should have data about the number of students who took and passed the tests to back her up. She doesn't. Why, for the same two reasons this district is in the tank. The central administration leads with a top-down approach that scorns everyone who actually does the heavy-lifting each day calling them dysfunctional and not giving them the tools to do their job. Even more devastating is the complete disregard for accountability on the part of students and their parents. We need to raise the bar for everyone, not just teachers. Undermining teachers by accepting academic mediocrity when mommy or daddy call and atrocious behavior only keeps this district down. Central administration needs to recognize this as a team endeavor and provide its professionals with the support and tools to tackle this monumental task.
You tell 'em Sharon!
Congrats to you Ms. Dodds - IMO it is targeted efforts like yours that make a difference in student performance and keep kids plugged into learning. It also give the community an opportunity to understand the challenges the District faces and become vested in its improvement.
Emerge -- Man, that is a whole lot of gifted learning going on in the District. Really??
"The central administration leads with a top-down approach that scorns everyone who actually does the heavy-lifting each day calling them dysfunctional and not giving them the tools to do their job."
WOW, this is so true.
Mrs. Coleman started this year with ONE interventionist, ONE assistant principal, NO home school facilitator, NO security even though Glen Oak is the fourth largest school in the district, and a reduced counseling staff.
Mrs. Branscumb is starting next year with TWO interventionists AND a lead teacher, THREE assistant principals, and the Elite program.
I want Glen Oak to succeed and what I do I actually do for the children, not my resume. So, it is my wish that all these things in place at Glen Oak next year lead to something wonderful for those students. I hope someone on Wisconsin Avenue can recognize that those students, more than others, need continuity and consistency in their lives versus the chaos many of them see on the streets and at home.
Don't normally chime in but thought this might be of some help. I wrote the IB timelines/ budget for Grenita before she convinced the board to terminate me. I lead the development of 2 PYP and 1 MYP new programs the two years before going PSD 150. I would share my Peoria doc but that and everything else was seized when I was walked out by security with no notice.
Anyway, IB MYP is a 6-10 program. However, American schools are mostly 5/6-8 grades and then 9-12. So, IB allows a 6-8 adoption. A school can ask for the 9/10 component to be added when MYP is developed with the feeder school at no additional charges IF is in the feeder pattern- which we know Trewyn does not feed into Richwoods so Richwoods 9/10 would not be eligible without rezoning.
When I was magnet director for GCS, I asked then principal Revonda Johnson to allow us to add 9/10 to her HS when we were creating a MYP 6-8 MS that shared the same grounds as her school. She declined stating several reasons but mostly that it was too much work for her overworked faculty.The MS and I were very disappointed b/c we believed it would save the district money ( I managed a federal grant) and build faculty/students.
It takes years to create an IB authorized school of careful planning, training, and buy in. IB polices districts that claim to be IB schools when they are not- I know of schools/districts that have received cease and desist letters from IB when they make false claims such as being an IB school when they have not filed as a. prospective, b. gained candidate status, and c. fully authorized.
Anyway, it is a thorough intense process that is all about student demonstration of learning through the IB way- its hard to do and takes careful support. The three schools I helped become IB took 24 months of intense work, funded by a multi million dollar grant. Foreign language, English, Math, the Arts, Social Studies, Science, and Technology all have to have EQUAL curriculum time- and you have to prove it to IBO. (Technology can be imbedded but you still have to prove seat time and funding.)
I recall being very excited about the skills that you were bringing to District 150 Michelle.
I believe Grenita had a really good idea when she brought you on. IMO the gaps that we are seeing in the Administration's effectiveness are directly attributable to them losing you.
Thanks for your input.
Credit recovery was held for years at The Adult Education Center. The center accepted students from every high school. Before the use of Plato and Apex, students completed 60 hours for each 1/2 credit. Of course, no mention of the hundreds of high school completions as well of the thousands of GED graduates that graduated from the center. The program was just thrown away.
Ms. Ungurait:
Thank you for your thoughtful input. It astounds me that if expansion of the MYP/IB is a District effort that a Principal at a HS can shoot the process down because it would prove inconvenient for her.
I know numerous students that just graduated from the HS IB program and it has many problems. Limited curriculum offerings and more importantly scheduling issues. The IB program crammed into the District 150 schedule does not work. Students in the IB program have difficulty plugging into music, art, sports, and state mandated classes.
It is a shame that the District has not devoted the necessary resources to shore the HS IB program up first before expanding so broadly over so many different schools.
Thanks Emerge. I wish I could have been more help.
At that particular time in GSO, the admin was allowing principals to make certain calls such as not developing the 9/10 component. I bring that decision up here in this blog b/c it may help your audience to understand two people y'all are familiar with- myself and Revonda- were on two different sides with two different, I would say valid, view points. She knew her faculty b/c she managed them day to day- I was far away in the central office. I still think mine was right :) (sorry Revonda if you are reading this...)
The main take away on the IB debate, hopefully, is that it is wonderful for students. But, you have to have some vital components: faculty buy in., a fantastic building level leader who doesn't waiver from obstacles and committed and nurturing (and financial) district level support.
I am glad that Dr. Ungurait confirms what I added several posts ago. The IB program doesn't happen over night and the IB organization is very strict with recognizing school districts. For some reason Dr. Lathan felt as though she could put individuals in place that would help cover her mistakes such as the principal at Richwoods and the principals at the new IB middle schools and primary schools in the district. This is very sad to someone who worked extremely hard to develop and implement the IB curriculum at Richwoods. Really all Dr Lathan is doing is slapping this district in the face. Thanks again Michelle for confirmation.
Thanks, Michelle, for your continued interest in District 150 and the insights you have provided. Too bad you couldn't have continued to be a vital part of this organization. If your insights, etc., had been acknowledged and used, we would be looking at a much different outlook for District 150 than the one facing us now.
Congratulations to all the high school graduates. Oh wait. D150 hasn't even graduated their seniors yet.
Another of Lathan's strategies. And, she especially likes it this weekend because she can compete with the state baseball tournament in Peoria!
I didn't realize Lathan was such a comedian until after I read the D150 ad. Wow. Many of her "accomplishments" were actually conceptualized and implemented years prior to her arrival on the scene and others were mandated by state law.
Amazing. What a wonderful, ethical role model for the students to follow.
To: 2 Anon
I'll try my questions again.
A few years ago, I remember that graduation was moved to Monday because of a Jewish holiday that fell that year on graduation Wednesday. Then they moved the start time because of a concert at the Civic Center since many parents had purchased tickets before the change in graduation. So, how much consideration was given to holding graduation on the Jewish Sabbath this year?
Also, how does this impact all-night graduation parties? If a child attends, he will probably not want to go to church tomorrow. Or has 150 chased away most people of faith to either religious schools or home schools?
I agree, Anon. I am already hearing parking is a nightmare at the stacked graduations. Putting it on the Sabbath is a major injustice. Rev. Butler should know better.
This was all Lathan's doing. Another bad choice. Her egregious errors are adding up, and she is dragging the school board down with her.
I am glad Michelle chimed in with very pertinent information with regards to the IB Program. WOW!!!! She does sound like a Superintendent to me.
To Anonymous regarding graduation and parties:
Not sure if these are the "parties" to which you are referring, but Richwoods held their overnight lock-in last Friday.
I attended the RHS graduation today. It took about 20 minutes to get from the University exit off 74 to the parking deck-everyone was in the lefthand lane on Main trying to turn in. No one was directing traffic. It was even worse coming out (although there were police at that point). First off, everyone used the main doors to exit/enter the arena-Richwoods people couldn't get out and Central people couldn't get in-just a mass of humanity in the lobby area.Central was starting their ceremony in 30 minutes and they were not being allowed into the deck. I saw people walking from all directions, Campustown and beyond. I felt bad for them, because a lot of them probably ended up late through no fault of their own.Probably ended up with sore feet, too:)
The ceremony itself and the venue were great otherwise..much better than a high school gym. They just need to work on the logistics next year. I would suggest they start by scheduling a lot more time between schools, and have traffic control there when the first group begins to arrive.
I don't think we can blame Lathan for all of this, but her staff (security folks,perhaps?) should have looked at the numbers and had the foresight to predict and thereby alleviate some of the traffic problems.
Congratulations to all the graduates of the Class of 2012!!!!
Help me remember. Didn't Dave Barnwell start the all-night graduation party at Woodruff so that students would be able to celebrate their graduation on the day of their graduation in an alocohol-free environment? Of course, if graduation is help after school is out, then buildings and volunteers (staff) might not be available. The purpose of the party was not just to celebrate graduation but to cut down on alcohol related incidents at graduation parties. Is that how it started or is my memory failing me?
Anon you are correct. It was started at Woodruff then Peoria High. I think other schools followed after the success of those two schools. The staffs at the schools volunteered hours to chaperone the events. Those were the good old days.
I know that we had all-night graduation parties at Manual, at least, in the 90s. I know I used to play Scrabble with faculty and/or students for several hours--really had a good time.
"Grier has clashed repeatedly with the school board since a new, labor-backed majority was elected in November. The superintendent is a regular punching bag for the teachers union, whose leader once called him the No. 1 problem in San Diego Unified, arguing that he sparked conflict and tried to force reforms from the top. It launched a petition criticizing an "environment of fear, hostility and divisiveness" and unrolled it loudly before the school board."
FYI: This was Lathan's mentor....see any resembalance?
Are there ANY districts in America where union led reform is seeing success? Anywhere? What are the platforms for that success?
Are there any districts in America, with district 150's demographics and social issues, where any type of education reform is seeing success? Union led or not nothing is working.
We are remiss if we don't recognize that economic status of the school's students doesn't play the most important role in success or failure. To deny that is to put one's head in the sand. Lathan's comments at the last board meeting flew in the face of all research when she said poverty had nothing to do with the failure of District 150 schools.
There is little doubt that inner city schools across the nation are the predominantly failing schools. I contend that we have allowed the drug and gang culture to permeate our schools--which adds to the problem of poverty.
Also, I think we are denying some of the major problems in inner city schools. Absenteeism is a major problem--kids who are absent at the rate of many District 150 students cannot possibly succeed in school.
How to address these problems--that is the question. The first step is to acknowledge the cause of the problems.
Apparently it isn't politically correct to admit and address these problems. Until that is overcome there will be no vast improvements in education.
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