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>>> WELCOME TO "AT ISSUE." THANK YOU SO MUCH FOR JOINING
THANK YOU SO MUCH FOR JOINING US.
US. I AM H. WAYNE WILSON.
I AM H. WAYNE WILSON. I HAVE THE OPPORTUNITY TO
I HAVE THE OPPORTUNITY TO DISCUSS WITH THE LEADERSHIP OF
DISCUSS WITH THE LEADERSHIP OF PEORIA SCHOOL DISTRICT 150
PEORIA SCHOOL DISTRICT 150 SEVERAL DIFFERENT ISSUES THAT
SEVERAL DIFFERENT ISSUES THAT HAVE BEEN IN THE NEWS A LOT, AS
HAVE BEEN IN THE NEWS A LOT, AS YOU ARE WELL AWARE, INCLUDING
YOU ARE WELL AWARE, INCLUDING INCUMBENT OF THE SCHOOL BOARD
INCUMBENT OF THE SCHOOL BOARD DEFEATED IN THE ELECTION
DEFEATED IN THE ELECTION RECENTLY, ONE PERCENT SALES TAX
RECENTLY, ONE PERCENT SALES TAX THAT FAILED.
THAT FAILED. WE ALSO HAVE THE ISSUE OF A
WE ALSO HAVE THE ISSUE OF A GROUP CALLED "CHANGE 150" THAT'S
GROUP CALLED "CHANGE 150" THAT'S ASKING FOR SOME CHANGES.
ASKING FOR SOME CHANGES. WE WILL DISCUSS THAT WITH
WE WILL DISCUSS THAT WITH REVEREND LINDA BUTLER. REVEREND
REVEREND LINDA BUTLER. REVEREND BUTLER THANK YOU FOR JOINING US.
BUTLER THANK YOU FOR JOINING US. THANK YOU FOR HAVING US.
THANK YOU FOR HAVING US. >>SHE IS A SCHOOL BOARD MEMBER
>>SHE IS A SCHOOL BOARD MEMBER FOR DISTRICT 150 IN PEORIA.
FOR DISTRICT 150 IN PEORIA. TO MY LEFT, YOU ARE RIGHT, WE
TO MY LEFT, YOU ARE RIGHT, WE HAVE DR. GRENITA LATHAN, WHO IS
HAVE DR. GRENITA LATHAN, WHO IS THE SUPERINTENDENT OF DISTRICT
THE SUPERINTENDENT OF DISTRICT 150.
150. THANK YOU SO MUCH FOR JOINING
THANK YOU SO MUCH FOR JOINING US.
US. THANK YOU.
THANK YOU. >>AND ALSO, DEBBIE WOLFMEYER IS
>>AND ALSO, DEBBIE WOLFMEYER IS HERE.
HERE. DEBBIE IS THE SURPRISE VICE
DEBBIE IS THE SURPRISE VICE PRESIDENT OF DISTRICT 150 SCHOOL
PRESIDENT OF DISTRICT 150 SCHOOL BOARD.
BOARD. THANK YOU FOR JOINING US.
THANK YOU FOR JOINING US. >>THANK YOU.
>>THANK YOU. >>LET'S START WITH THE ONE
>>LET'S START WITH THE ONE PERCENT SALES TAX.
PERCENT SALES TAX. THE PROPOSAL WAS TO ACROSS THE
THE PROPOSAL WAS TO ACROSS THE COUNTY, NOT JUST FOR DISTRICT
COUNTY, NOT JUST FOR DISTRICT 150, THE ENTIRE COUNTY WHICH
150, THE ENTIRE COUNTY WHICH WOULD BE 18 SCHOOL PUBLIC SCHOOL
WOULD BE 18 SCHOOL PUBLIC SCHOOL DISTRICTS, ONE PERCENT SALES TAX
DISTRICTS, ONE PERCENT SALES TAX DEDICATED JUST TO INFRASTRUCTURE
DEDICATED JUST TO INFRASTRUCTURE CAPITAL IMPROVEMENTS, NOT TO
CAPITAL IMPROVEMENTS, NOT TO EDUCATION.
EDUCATION. THAT FAILED 69 OPINION 31.
THAT FAILED 69 OPINION 31. IT FAILED IN THE CITY.
IT FAILED IN THE CITY. IT FAILED IN THE COUNTY.
IT FAILED IN THE COUNTY. YOUR TAKE IN TERMS OF WHAT YOU
YOUR TAKE IN TERMS OF WHAT YOU ARE GOING TO DO IN THE FUTURE
ARE GOING TO DO IN THE FUTURE FOR CAPITAL IMPROVEMENTS.
FOR CAPITAL IMPROVEMENTS. >>WELL, IT IS DISAPPOINTING
>>WELL, IT IS DISAPPOINTING BECAUSE THAT WOULD HAVE BEEN AN
BECAUSE THAT WOULD HAVE BEEN AN OPPORTUNITY FOR US TO HAVE A NEW
OPPORTUNITY FOR US TO HAVE A NEW INCOME STREAM WHICH IS VERY
INCOME STREAM WHICH IS VERY DIFFICULT FOR US TO FIND. BUT
DIFFICULT FOR US TO FIND. BUT WE ARE JUST GOING TO HAVE TO
WE ARE JUST GOING TO HAVE TO REASSESS SOME OF THE THINGS WE
REASSESS SOME OF THE THINGS WE WOULD HAVE LIKED TO DO.
WOULD HAVE LIKED TO DO. WE ARE STILL GOING TO HAVE SOME
WE ARE STILL GOING TO HAVE SOME THINGS THAT ARE REQUIRED.
THINGS THAT ARE REQUIRED. WE WILL HAVE TO SIT DOWN AND
WE WILL HAVE TO SIT DOWN AND FIND OUT WHERE IN THE BUDGET WE
FIND OUT WHERE IN THE BUDGET WE WILL BE ABLE TO DO THOSE HEALTH
WILL BE ABLE TO DO THOSE HEALTH LIFE SAFETY THINGS. IT WILL PUT
LIFE SAFETY THINGS. IT WILL PUT MORE OF A STRAIN ON OUR BUDGET
MORE OF A STRAIN ON OUR BUDGET AT THIS TIME TO FIND A WAY TO DO
AT THIS TIME TO FIND A WAY TO DO THOSE THINGS THAT HAVE TO BE
THOSE THINGS THAT HAVE TO BE DONE.
DONE. THERE WILL BE SOMETHING THAT ON
THERE WILL BE SOMETHING THAT ON OUR WISH LIST THAT WE WON'T BE
OUR WISH LIST THAT WE WON'T BE ABLE TO DO.
ABLE TO DO. >>WHAT ARE SOME OF THE THINGS
>>WHAT ARE SOME OF THE THINGS THAT HAVE TO BE DONE.
THAT HAVE TO BE DONE. >>HEALTH LIFE SAFETY AS IT
>>HEALTH LIFE SAFETY AS IT RELATES TO ROOF, ROOF ISSUES, AS
RELATES TO ROOF, ROOF ISSUES, AS IT RELATES TO OUR HEATING AND
IT RELATES TO OUR HEATING AND VENTILATION, REPLACING BOILERS
VENTILATION, REPLACING BOILERS OR REPAIRING THOSE.
OR REPAIRING THOSE. THOSE THINGS NEED TO BE
THOSE THINGS NEED TO BE ADDRESSED, AND WE WILL HAVE TO
ADDRESSED, AND WE WILL HAVE TO DO THAT AND FIND A WAY TO DO IT.
DO THAT AND FIND A WAY TO DO IT. >>HOW DO YOU GO ABOUT DOING IT?
>>HOW DO YOU GO ABOUT DOING IT? >> WE WILL LOOK IN OUR BUDGET,
>> WE WILL LOOK IN OUR BUDGET, AND LOOK AT WHERE WE CAN MAKE
AND LOOK AT WHERE WE CAN MAKE THE NECESSARY CUTS.
THE NECESSARY CUTS. WE ARE NOT RECEIVING THE
WE ARE NOT RECEIVING THE FINANCIAL SUPPORT THAT WE NEED
FINANCIAL SUPPORT THAT WE NEED FROM THE STATE.
FROM THE STATE. WE WILL REALLY HAVE TO EXAMINE
WE WILL REALLY HAVE TO EXAMINE OUR BUDGET.
OUR BUDGET. WE WILL HAVE TO LOOK AT EVERY
WE WILL HAVE TO LOOK AT EVERY DEPARTMENT, LOOK AT EVERY
DEPARTMENT, LOOK AT EVERY POSITION, LOOK AT OUR DIFFERENT
POSITION, LOOK AT OUR DIFFERENT FUNDING SOURCES AND MAKE SOME
FUNDING SOURCES AND MAKE SOME DECISIONS BECAUSE WE MUST
DECISIONS BECAUSE WE MUST ADDRESS THOSE HEALTH LIFE SAFETY
ADDRESS THOSE HEALTH LIFE SAFETY ISSUE AT OUR SCHOOL.
ISSUE AT OUR SCHOOL. >>BEFORE WE GET TO THE OTHER
>>BEFORE WE GET TO THE OTHER ELECTION RESULTS, YOU MENTIONED
ELECTION RESULTS, YOU MENTIONED LOOK AT OUR BUDGET.
LOOK AT OUR BUDGET. THE ENTIRE BUDGET IS, OF COURSE,
THE ENTIRE BUDGET IS, OF COURSE, IMPACTED BY WHAT IS COULD BE
IMPACTED BY WHAT IS COULD BE ANOTHER CUT IN STATE FUNDING.
ANOTHER CUT IN STATE FUNDING. YOU HAVE BALANCED THE BUDGET
YOU HAVE BALANCED THE BUDGET THREE YEARS IN A ROW?
THREE YEARS IN A ROW? >> YES.
>> YES. >>HOW ARE YOU GOING TO CONTINUE
>>HOW ARE YOU GOING TO CONTINUE TO BALANCE THE BUDGET IN THE
TO BALANCE THE BUDGET IN THE FACE OF CONTINUING DECLINE OF
FACE OF CONTINUING DECLINE OF STATE SUPPORT?
STATE SUPPORT? >> IT WILL BE VERY DIFFICULT,
>> IT WILL BE VERY DIFFICULT, AND WE WILL FOLLOW AND FACE THE
AND WE WILL FOLLOW AND FACE THE DEFICIT AS WE GO TO THE NEXT
DEFICIT AS WE GO TO THE NEXT COMING SCHOOL YEAR OR PHYSICAL
COMING SCHOOL YEAR OR PHYSICAL CAL YEAR, AND IT WILL BE VERY
CAL YEAR, AND IT WILL BE VERY DIFFICULT.
DIFFICULT. VERY DIFFICULT.
VERY DIFFICULT. >>WHAT AREAS OR HAVE YOU EVEN
>>WHAT AREAS OR HAVE YOU EVEN LOOKED FAR ENOUGH YET TO
LOOKED FAR ENOUGH YET TO DETERMINE WHAT YOU MIGHT
DETERMINE WHAT YOU MIGHT RECOMMEND FOR WHERE YOU ARE
RECOMMEND FOR WHERE YOU ARE GOING TO HOLD THAT?
GOING TO HOLD THAT? >> THE FIRST AREA WE START
>> THE FIRST AREA WE START LOOKING AT IS STAFFING.
LOOKING AT IS STAFFING. WE DO THAT BECAUSE THE FACT WE
WE DO THAT BECAUSE THE FACT WE HAVE TO FOLLOW OUR CONTRACTS AS
HAVE TO FOLLOW OUR CONTRACTS AS IT RELATES TO NOTIFYING STAFF,
IT RELATES TO NOTIFYING STAFF, IF WE IMPLEMENT REDUCTION IN
IF WE IMPLEMENT REDUCTION IN FORCE. THAT WILL BE THE FIRST
FORCE. THAT WILL BE THE FIRST AREA WE ARE LOOKING AT, AND
AREA WE ARE LOOKING AT, AND START LOOKING AT THAT AS WE
START LOOKING AT THAT AS WE START PLANNING FOR THE NEXT
START PLANNING FOR THE NEXT SCHOOL YEAR.
SCHOOL YEAR. WE WILL START LOOKING AT
WE WILL START LOOKING AT STAFFING, AND LOOK AT WHAT OTHER
STAFFING, AND LOOK AT WHAT OTHER CONSESSIONS WE CAN MAKE AS IT
CONSESSIONS WE CAN MAKE AS IT RELATES TO OUR EXPENSES, OVER
RELATES TO OUR EXPENSES, OVER ALL OPERATING EXPENSES.
ALL OPERATING EXPENSES. LET'S TURN TO THE ELECTION
LET'S TURN TO THE ELECTION RESULT.
RESULT. THERE WAS A RACE FOR THE SCHOOL
THERE WAS A RACE FOR THE SCHOOL BOARD.
BOARD. INCUMBENT LOST TO SUE
INCUMBENT LOST TO SUE ROSTENHOME, AN INTERESTING RACE
ROSTENHOME, AN INTERESTING RACE BECAUSE SHE DECIDED -- AFTER
BECAUSE SHE DECIDED -- AFTER BEING PUT ON THE BALLOT, SHE IS
BEING PUT ON THE BALLOT, SHE IS NOT GOING TO SERVE.
NOT GOING TO SERVE. ASSUMING SHE DOESN'T SERVE, SHE
ASSUMING SHE DOESN'T SERVE, SHE DOES SAY "I CAN'T SERVE," WHAT
DOES SAY "I CAN'T SERVE," WHAT IS THE PROCESS THAT IS INVOLVED?
IS THE PROCESS THAT IS INVOLVED? >> THE PROCESS INVOLVED IS TO
>> THE PROCESS INVOLVED IS TO THEN ALLOW THE COMMUNITY TO STEP
THEN ALLOW THE COMMUNITY TO STEP FORWARD AND SOMEONE SAYS THEY
FORWARD AND SOMEONE SAYS THEY WOULD LIKE TO BE ON THE BOARD,
WOULD LIKE TO BE ON THE BOARD, AND THEN THE BOARD CONSIDER
AND THEN THE BOARD CONSIDER THOSE INDIVIDUALS AS AN
THOSE INDIVIDUALS AS AN APPOINTMENT TO THE BOARD FOR
APPOINTMENT TO THE BOARD FOR THAT YEAR.
THAT YEAR. >>THAT IS EFFECTIVE JUNE 30 IS
>>THAT IS EFFECTIVE JUNE 30 IS THE END OF THE TERM FOR LORA B
THE END OF THE TERM FOR LORA B A.
A. TELL.
TELL. >>THAT'S CORRECT.
>>THAT'S CORRECT. >>JULY 1, YOU HAVE HOW MANY
>>JULY 1, YOU HAVE HOW MANY DAYS?
DAYS? >> 45 DAYS.
>> 45 DAYS. >>CHANGE 150, THE GROUP THAT
>>CHANGE 150, THE GROUP THAT SUPPORTED THE ROSTENHOME
SUPPORTED THE ROSTENHOME CAMPAIGN WILL SUGGEST OFFERING
CAMPAIGN WILL SUGGEST OFFERING UP NAMES.
UP NAMES. WILL YOU CONSIDER THOSE NAMES?
WILL YOU CONSIDER THOSE NAMES? WE WILL CONSIDER ANYONE WHO
WE WILL CONSIDER ANYONE WHO SHOWS AN INTEREST IN WANTING TO
SHOWS AN INTEREST IN WANTING TO BE ON THE BOARD.
BE ON THE BOARD. SO, OF COURSE, WE WOULD.
SO, OF COURSE, WE WOULD. IF SOMEONE COMES FORWARD AND
IF SOMEONE COMES FORWARD AND FOLLOWS WHATEVER PROCESS WE PUT
FOLLOWS WHATEVER PROCESS WE PUT UT R OUT THERE AND SAYS THEY
UT R OUT THERE AND SAYS THEY WANT TO BE ON BOARD, WE WILL
WANT TO BE ON BOARD, WE WILL CONSIDER EVERYONE WHO WANTS TO
CONSIDER EVERYONE WHO WANTS TO BE ON BOARD.
BE ON BOARD. >>WE FOLLOWED THAT PROCESS
>>WE FOLLOWED THAT PROCESS BEFORE WHEN WE APPOINTED TO
BEFORE WHEN WE APPOINTED TO FILLING THE POSITION OF ONE OF
FILLING THE POSITION OF ONE OF THE BOARD MEMBERS.
THE BOARD MEMBERS. YES, ALL THE INDIVIDUALS THAT
YES, ALL THE INDIVIDUALS THAT MADE APPLICATION FOR THAT
MADE APPLICATION FOR THAT POSITION WE CONSIDERED.
POSITION WE CONSIDERED. >>LET'S CONTINUE THE
>>LET'S CONTINUE THE CONVERSATION ABOUT WHAT CHANGE
CONVERSATION ABOUT WHAT CHANGE 150 WOULD LIKE.
150 WOULD LIKE. IT IS A NEW GROUP. THEY WEREN'T
IT IS A NEW GROUP. THEY WEREN'T FORMED UNTIL JANUARY OF THIS
FORMED UNTIL JANUARY OF THIS YEAR, REGISTERED WITH THE STATE,
YEAR, REGISTERED WITH THE STATE, AND THEY PRESENTED A PETITION TO
AND THEY PRESENTED A PETITION TO THE CITY COUNCIL ON MARCH -- I
THE CITY COUNCIL ON MARCH -- I DON'T REMEMBER THE DATE NOW, BUT
DON'T REMEMBER THE DATE NOW, BUT A PETITION THAT WAS A VOTE OF NO
A PETITION THAT WAS A VOTE OF NO CONFIDENCE IN YOU.
CONFIDENCE IN YOU. HOW DO YOU RESPOND TO THAT?
HOW DO YOU RESPOND TO THAT? I MEAN YOU HAVE BEEN RELATIVELY
I MEAN YOU HAVE BEEN RELATIVELY QUIET.
QUIET. YOU HAVE BEEN FOCUSING ON THE
YOU HAVE BEEN FOCUSING ON THE DISTRICT.
DISTRICT. YOU HAVE AN OPPORTUNITY TO
YOU HAVE AN OPPORTUNITY TO RESPOND TO THAT PETITION.
RESPOND TO THAT PETITION. >>WELL, ALL SUPERINTENDENTS KNOW
>>WELL, ALL SUPERINTENDENTS KNOW THEY WORK AT THE PLEASURE OF THE
THEY WORK AT THE PLEASURE OF THE BOARD.
BOARD. WE HAVE A PLAN WHEN I WAS HIRED,
WE HAVE A PLAN WHEN I WAS HIRED, THE BOARD GAVE ME A LIST OF
THE BOARD GAVE ME A LIST OF DIRECTIVES AND EXPECTATIONS OF
DIRECTIVES AND EXPECTATIONS OF WHAT THEY WANTED ME TO
WHAT THEY WANTED ME TO ACCOMPLISH.
ACCOMPLISH. I HAVE BEEN WORKING TOWARD THOSE
I HAVE BEEN WORKING TOWARD THOSE GOALS.
GOALS. SOME OF THOSE GOALS AND
SOME OF THOSE GOALS AND EXPECTATIONS HAVE NOT BEEN
EXPECTATIONS HAVE NOT BEEN WELCOMED BY WHETHER IT IS
WELCOMED BY WHETHER IT IS DISTRICT STAFF, COMMUNITY
DISTRICT STAFF, COMMUNITY MEMBERS OR PARENTS. BUT OVER
MEMBERS OR PARENTS. BUT OVER ALL, WE HAVE A JOB TO DO, AND
ALL, WE HAVE A JOB TO DO, AND THAT'S TO EDUCATE THE CHILDREN
THAT'S TO EDUCATE THE CHILDREN THAT WE HAVE BEEN CALLED TO
THAT WE HAVE BEEN CALLED TO SERVE.
SERVE. SO EVERY CITIZEN, EVERY PARENT
SO EVERY CITIZEN, EVERY PARENT HAS THE RIGHT, THAT'S THE GREAT
HAS THE RIGHT, THAT'S THE GREAT THING ABOUT BEING A CITIZEN OF
THING ABOUT BEING A CITIZEN OF THE UNITED STATES, IS TO SHARE
THE UNITED STATES, IS TO SHARE THEIR INPUT AND TO SHARE WHAT
THEIR INPUT AND TO SHARE WHAT THEY LIKE ABOUT NOT ONLY MY JOB,
THEY LIKE ABOUT NOT ONLY MY JOB, BUT EVERYONE'S JOB AS IT RELATES
BUT EVERYONE'S JOB AS IT RELATES TO WHAT WE DO WHEN WE ARE IN
TO WHAT WE DO WHEN WE ARE IN PUBLIC SERVICE. SO I RESPECT
PUBLIC SERVICE. SO I RESPECT WHAT PEOPLE HAVE TO BRING TO THE
WHAT PEOPLE HAVE TO BRING TO THE TABLE.
TABLE. WHAT I RESPECTFULLY ASK IS
WHAT I RESPECTFULLY ASK IS PEOPLE TO DO SO IN A RESPECTFUL
PEOPLE TO DO SO IN A RESPECTFUL MANNER. THERE IS A METHOD FOR
MANNER. THERE IS A METHOD FOR SHARING THAT INFORMATION.
SHARING THAT INFORMATION. THE BOARD WELCOMES COMMENTS AND
THE BOARD WELCOMES COMMENTS AND FEEDBACK.
FEEDBACK. I WELCOME COMMENTS AND FEEDBACK,
I WELCOME COMMENTS AND FEEDBACK, BUT WE SHOULD BE ABLE TO DO THAT
BUT WE SHOULD BE ABLE TO DO THAT IN A CIVIL MANNER, A RESPECTFUL
IN A CIVIL MANNER, A RESPECTFUL MANNER.
MANNER. SO, AS WE RECEIVE FEEDBACK, IT
SO, AS WE RECEIVE FEEDBACK, IT IS NOT ALWAYS POSITIVE, WE SIT
IS NOT ALWAYS POSITIVE, WE SIT DOWN AND REGROUP.
DOWN AND REGROUP. I LOOK AT IT.
I LOOK AT IT. I AM REFLECTIVE ABOUT COMMENTS
I AM REFLECTIVE ABOUT COMMENTS THAT ARE MADE AND SUGGESTIONS,
THAT ARE MADE AND SUGGESTIONS, AND THEN WE MAKE A DECISION
AND THEN WE MAKE A DECISION WHETHER OR NOT WE NEED TO MOVE
WHETHER OR NOT WE NEED TO MOVE FORWARD WITH THOSE OR STAY THE
FORWARD WITH THOSE OR STAY THE COURSE.
COURSE. >>SEVERAL MEMBERS OF CHANGE 150
>>SEVERAL MEMBERS OF CHANGE 150 HAVE SAID THAT YOU HAVE RULED IN
HAVE SAID THAT YOU HAVE RULED IN AN ATMOSPHERE OF FEAR AND
AN ATMOSPHERE OF FEAR AND INTIMIDATION.
INTIMIDATION. THEY WOULD LIKE A THIRD PARTY
THEY WOULD LIKE A THIRD PARTY ORGANIZATION TO COME IN AND
ORGANIZATION TO COME IN AND ANALYZE WHETHER OR NOT THAT, IS
ANALYZE WHETHER OR NOT THAT, IS INDEED, THE CASE IN THE
INDEED, THE CASE IN THE ADMINISTRATION THAT YOU WERE
ADMINISTRATION THAT YOU WERE RULING WITH FEAR AND
RULING WITH FEAR AND INTIMIDATION.
INTIMIDATION. IF THAT THIRD PARTY ORGANIZATION
IF THAT THIRD PARTY ORGANIZATION FINDS THAT TO BE THE CASE, TO
FINDS THAT TO BE THE CASE, TO MAKE SOME RECOMMENDATIONS.
MAKE SOME RECOMMENDATIONS. DO YOU FEEL LIKE YOU ARE RULING
DO YOU FEEL LIKE YOU ARE RULING WITH FEAR AND INTIMIDATION?
WITH FEAR AND INTIMIDATION? >> NO, I AM VERY DIRECT WITH MY
>> NO, I AM VERY DIRECT WITH MY EXPECTATIONS, THE EXPECTATIONS I
EXPECTATIONS, THE EXPECTATIONS I SHARE WITH THE ADMINISTRATORS,
SHARE WITH THE ADMINISTRATORS, THAT I DIRECTLY SUPERVISE AND
THAT I DIRECTLY SUPERVISE AND THAT I AM ACCOUNTABLE FOR
THAT I AM ACCOUNTABLE FOR EVALUATING, AND IF YOU DO NOT
EVALUATING, AND IF YOU DO NOT FOLLOW THOSE EXPECTATIONS AS IT
FOLLOW THOSE EXPECTATIONS AS IT RELATES, WE LOOK AT IT THROUGH
RELATES, WE LOOK AT IT THROUGH THE EVALUATION PROCESS.
THE EVALUATION PROCESS. I DON'T EVALUATE TEACHERS.
I DON'T EVALUATE TEACHERS. THAT IS THE RESPONSIBILITY OF
THAT IS THE RESPONSIBILITY OF OUR BUILDING PRINCIPALS.
OUR BUILDING PRINCIPALS. SO THERE IS NO DIRECT CONTACT ON
SO THERE IS NO DIRECT CONTACT ON A DAILY BASIS AS IT RELATES TO
A DAILY BASIS AS IT RELATES TO TEACHERS AND STAFF MEMBERS.
TEACHERS AND STAFF MEMBERS. I AM VERY CLEAR.
I AM VERY CLEAR. WE HAVE DEVELOPED A STRATEGIC
WE HAVE DEVELOPED A STRATEGIC PLAN THAT WAS WELCOMED BY THE
PLAN THAT WAS WELCOMED BY THE BOARD WHICH WAS ALSO ONE OF THE
BOARD WHICH WAS ALSO ONE OF THE REQUIREMENTS OF MY INITIAL
REQUIREMENTS OF MY INITIAL EMPLOYMENT.
EMPLOYMENT. WE WERE FOLLOWING THAT PLAN.
WE WERE FOLLOWING THAT PLAN. OFTENTIMES WHEN YOU ENCOUNTER
OFTENTIMES WHEN YOU ENCOUNTER PERSONNEL ISSUES, PEOPLE WILL
PERSONNEL ISSUES, PEOPLE WILL SHARE THEIR PERSPECTIVE HOW THEY
SHARE THEIR PERSPECTIVE HOW THEY FEEL BECAUSE THEY ARE BEING HELD
FEEL BECAUSE THEY ARE BEING HELD ACCOUNTABLE, IF NOTHING TO MAKE
ACCOUNTABLE, IF NOTHING TO MAKE A PERSON FEEL BAD OR THE PERSON
A PERSON FEEL BAD OR THE PERSON IS A BAD PERSON BECAUSE THEY
IS A BAD PERSON BECAUSE THEY CAN'T MEET THOSE EXPECTATIONS AS
CAN'T MEET THOSE EXPECTATIONS AS IT RELATES TO PERFORMANCE. BUT
IT RELATES TO PERFORMANCE. BUT WE HAVE A JOB TO DO, AND WE
WE HAVE A JOB TO DO, AND WE DON'T GET A SECOND TIME AT
DON'T GET A SECOND TIME AT EDUCATING CHILDREN.
EDUCATING CHILDREN. WHEN YOU HAVE THEM IN YOUR
WHEN YOU HAVE THEM IN YOUR CLASSROOMS AND IN YOUR BUILDING
CLASSROOMS AND IN YOUR BUILDING FOR THAT PARTICULAR YEAR FOR
FOR THAT PARTICULAR YEAR FOR THAT GRADE LEVEL, WE NEED TO
THAT GRADE LEVEL, WE NEED TO MAKE SURE WE ARE DOING ALL WE
MAKE SURE WE ARE DOING ALL WE CAN.
CAN. WE NEED O TO MAKE SURE WE HAVE
WE NEED O TO MAKE SURE WE HAVE THE PEOPLE IN FRONT OF THEM, NOT
THE PEOPLE IN FRONT OF THEM, NOT ONLY CLASSROOM TEACHERS,
ONLY CLASSROOM TEACHERS, CUSTODIANS, THE BUS DRIVERS THAT
CUSTODIANS, THE BUS DRIVERS THAT TRANSPORT OUR CHILDREN TO
TRANSPORT OUR CHILDREN TO SCHOOL.
SCHOOL. EVERY STAFF MEMBER THAT RECEIVES
EVERY STAFF MEMBER THAT RECEIVES A CHECK FROM DISTRICT 150 IS
A CHECK FROM DISTRICT 150 IS ACCOUNTABLE TO EVERY CHILD,
ACCOUNTABLE TO EVERY CHILD, WHETHER OR NOT THEY SEE THOSE
WHETHER OR NOT THEY SEE THOSE CHILDREN ON A DAILY BASIS, AND I
CHILDREN ON A DAILY BASIS, AND I AM ACCOUNTABLE.
AM ACCOUNTABLE. THE BOARD -- THEY HOLD ME
THE BOARD -- THEY HOLD ME ACCOUNTABLE THROUGH EVALUATION
ACCOUNTABLE THROUGH EVALUATION PROCESS OF MY JOB IS HOLD
PROCESS OF MY JOB IS HOLD PRINCIPALS AND CENTRAL OFFICE
PRINCIPALS AND CENTRAL OFFICE ADMINISTRATORS ACCOUNTABLE
ADMINISTRATORS ACCOUNTABLE THROUGH AN EVALUATION PROCESS.
THROUGH AN EVALUATION PROCESS. PRINCIPALS ARE ACCOUNTABLE FOR
PRINCIPALS ARE ACCOUNTABLE FOR HOLDING EVERYONE ACCOUNTABLE
HOLDING EVERYONE ACCOUNTABLE THROUGH THE EVALUATION PROCESS.
THROUGH THE EVALUATION PROCESS. I WANT TO GET BACK TO CHANGE 150
I WANT TO GET BACK TO CHANGE 150 RECOMMENDATIONS IN A MOMENT.
RECOMMENDATIONS IN A MOMENT. BUT, FIRST, A MENTION OF SCHOOL
BUT, FIRST, A MENTION OF SCHOOL LEADERS LEADS ME NOT NEXT
LEADERS LEADS ME NOT NEXT QUESTION, JOHN LAWER, WAS THE
QUESTION, JOHN LAWER, WAS THE PRINCIPAL, AND REASSIGNED AND
PRINCIPAL, AND REASSIGNED AND HAD A MEDICAL LEAVE OF ABSENCE.
HAD A MEDICAL LEAVE OF ABSENCE. >>LEAVE OF ABSENCE.
>>LEAVE OF ABSENCE. >>LEAVE OF ABSENCE.
>>LEAVE OF ABSENCE. HOW MUCH CAN YOU TELL US ABOUT
HOW MUCH CAN YOU TELL US ABOUT THAT SITUATION KNOWING IT IS A
THAT SITUATION KNOWING IT IS A PERSONNEL MATTER?
PERSONNEL MATTER? >>WELL, I THINK THE REPORT THAT
>>WELL, I THINK THE REPORT THAT CAME OUT AFTER THE INVESTIGATION
CAME OUT AFTER THE INVESTIGATION IS A LOT OF INFORMATION THAT THE
IS A LOT OF INFORMATION THAT THE BOARD RECEIVED, AND AS A BOARD
BOARD RECEIVED, AND AS A BOARD MEMBER, THAT SITUATION I LOOK AT
MEMBER, THAT SITUATION I LOOK AT THAT.
THAT. I LOOK AT HIS WRITTEN RESPONSE
I LOOK AT HIS WRITTEN RESPONSE AT THAT REPORT, HE NEVER SAT
AT THAT REPORT, HE NEVER SAT DOWN WITH US TO GIVE US A
DOWN WITH US TO GIVE US A RESPONSE TO ANYTHING.
RESPONSE TO ANYTHING. OTHER INFORMATION THAT WE WERE
OTHER INFORMATION THAT WE WERE PROVIDED, AND THAT'S WHERE I
PROVIDED, AND THAT'S WHERE I USE -- AND ALL BOARD MEMBERS DID
USE -- AND ALL BOARD MEMBERS DID TO MAKE THE DECISION.
TO MAKE THE DECISION. DECISIONS ARE NOT MADE IN
DECISIONS ARE NOT MADE IN ISOLATION.
ISOLATION. WE TAKE THEM VERY SERIOUSLY. WE
WE TAKE THEM VERY SERIOUSLY. WE KNOW IT IS PEOPLE'S LIVES.
KNOW IT IS PEOPLE'S LIVES. I DON'T WANT TO GET INTO ANY
I DON'T WANT TO GET INTO ANY SPECIFICS ABOUT THE INFORMATION
SPECIFICS ABOUT THE INFORMATION THAT WE KNEW AND THINGS LIKE
THAT WE KNEW AND THINGS LIKE THAT, BUT IT IS ALWAYS DIFFICULT
THAT, BUT IT IS ALWAYS DIFFICULT WHEN IT IS A PERSONNEL MATTER.
WHEN IT IS A PERSONNEL MATTER. >>YOU HAVE TAKEN SOME HEAT FOR
>>YOU HAVE TAKEN SOME HEAT FOR PERSONNEL MOVES, AT LEADERSHIP
PERSONNEL MOVES, AT LEADERSHIP POSITIONS.CúéGç
POSITIONS.CúéGç EARLY ON YOU BROUGHT IN PEOPLE
EARLY ON YOU BROUGHT IN PEOPLE FROM NORTH CAROLINA WHOM YOU HAD
FROM NORTH CAROLINA WHOM YOU HAD WORKED WITH BEFORE. YOU MADE
WORKED WITH BEFORE. YOU MADE CHANGES THIS LEADERSHIP, SOMEONE
CHANGES THIS LEADERSHIP, SOMEONE USED THE TERM 24 OUT OF THE 27
USED THE TERM 24 OUT OF THE 27 TOP POSITIONS IN THE DISTRICT.
TOP POSITIONS IN THE DISTRICT. WHY WERE THOSE MOVES NECESSARY
WHY WERE THOSE MOVES NECESSARY IN YOUR OPINION?
IN YOUR OPINION? >> BASED ON INITIAL
>> BASED ON INITIAL CONVERSATIONS WITH THE BOARD.
CONVERSATIONS WITH THE BOARD. LIKE I SAID, ONCE AGAIN, DURING
LIKE I SAID, ONCE AGAIN, DURING MY INTERVIEW PROCESS, WE
MY INTERVIEW PROCESS, WE UTILIZED 2010-11 SCHOOL YEAR TO
UTILIZED 2010-11 SCHOOL YEAR TO GATHER DATA, MET WITH PRINCIPALS
GATHER DATA, MET WITH PRINCIPALS INDIVIDUALLY AND ALSO IN SMALL
INDIVIDUALLY AND ALSO IN SMALL GROUPS. WE TALKED ABOUT
GROUPS. WE TALKED ABOUT BASICALLY GOAL SETTING, WHERE DO
BASICALLY GOAL SETTING, WHERE DO YOU SEE YOURSELF, IF YOU HAD TO
YOU SEE YOURSELF, IF YOU HAD TO MOVE TO ANOTHER SCHOOL R WOULD
MOVE TO ANOTHER SCHOOL R WOULD YOU LIKE TO SEE YOURSELF IN
YOU LIKE TO SEE YOURSELF IN PRIMARY SCHOOL OR HIGH SCHOOL,
PRIMARY SCHOOL OR HIGH SCHOOL, WHAT ROLE DO YOU SEE?
WHAT ROLE DO YOU SEE? SOME PRINCIPALS HAVE BEEN AT
SOME PRINCIPALS HAVE BEEN AT SCHOOLS FOR A NUMBER OF YEARS,
SCHOOLS FOR A NUMBER OF YEARS, AND SO CHANGE IS NEEDED.
AND SO CHANGE IS NEEDED. WHEN WE HAVE HAD SITUATIONS OR
WHEN WE HAVE HAD SITUATIONS OR YEARS WHERE WE ARE NOT GROWING
YEARS WHERE WE ARE NOT GROWING STUDENTS AND, ONCE AGAIN, WE ARE
STUDENTS AND, ONCE AGAIN, WE ARE LOOKING AT INDIVIDUAL GROWTH,
LOOKING AT INDIVIDUAL GROWTH, NOT SO MUCH AS ONE TEST SCORE
NOT SO MUCH AS ONE TEST SCORE BASED ON ONE ASSESSMENT THAT IS
BASED ON ONE ASSESSMENT THAT IS ADMINISTERED ANNUALLY.
ADMINISTERED ANNUALLY. SO WE NEEDED TO MAKE A CHANGE.
SO WE NEEDED TO MAKE A CHANGE. PART OF THAT CHANGE WAS TO MOVE
PART OF THAT CHANGE WAS TO MOVE PRINCIPALS AROUND.
PRINCIPALS AROUND. IT WASN'T DONE IN ISOLATION
IT WASN'T DONE IN ISOLATION AGAIN, PRINCIPALS KNEW UP FRONTl
AGAIN, PRINCIPALS KNEW UP FRONTl ACTUALLY THEY KNEW IN JANUARY OF
ACTUALLY THEY KNEW IN JANUARY OF 2011, BETWEEN JANUARY AND MARCH,
2011, BETWEEN JANUARY AND MARCH, WE WILL BE SITTING DOWN AGAIN TO
WE WILL BE SITTING DOWN AGAIN TO FOLLOW UP TO ASK THOSE QUESTIONS
FOLLOW UP TO ASK THOSE QUESTIONS ABOUT LEADERSHIP MOVES.
ABOUT LEADERSHIP MOVES. THEN THE CENTRAL OFFICE LEVEL
THEN THE CENTRAL OFFICE LEVEL CABINET MEMBERS AND I DISCUSSED
CABINET MEMBERS AND I DISCUSSED IT BASE ON THE SCHOOLS THAT THEY
IT BASE ON THE SCHOOLS THAT THEY SUPERVISE, AND THE BOARD AND I
SUPERVISE, AND THE BOARD AND I DISCUSSED THOSE, THAT RATIONALE
DISCUSSED THOSE, THAT RATIONALE FOR WHY A PERSON WAS BEING MOVED
FOR WHY A PERSON WAS BEING MOVED TO ANOTHER SCHOOL, AND THAT
TO ANOTHER SCHOOL, AND THAT SUPPORTING INFORMATION WHY THAT
SUPPORTING INFORMATION WHY THAT PERSON WOULD BE SUCCESSFUL IN
PERSON WOULD BE SUCCESSFUL IN THAT SCHOOL.
THAT SCHOOL. ONE OF THE THINGS WITH
I> CONSTANTLY -- AND I ASKED THEM, WHAT DO YOU NEED
ASKED THEM, WHAT DO YOU NEED FROM ME IN ORDER TOS=J BE
SUCCESSFUL IN YOUR JOB AND TO DO YOUR JOB?
YOUR JOB? WHAT DOES YOUR SCHOOL NEED?
WHAT DOES YOUR SCHOOL NEED? WHAT DO YOUR TEACHERS NEED?
WHAT DO YOUR TEACHERS NEED? WHAT DO YOUR STUDENTS NEED?
WHAT DO YOUR STUDENTS NEED? WE LOOKED AT INDIVIDUAL SCHOOLS
WE LOOKED AT INDIVIDUAL SCHOOLS WE ADDED ADDITIONAL RESOURCES
WE ADDED ADDITIONAL RESOURCES BASED ON INPUT FROM PRINCIPALS,
BASED ON INPUT FROM PRINCIPALS, ALSO FROM ULT, UNIVERSAL
ALSO FROM ULT, UNIVERSAL LEADERSHIP TEAM.
LEADERSHIP TEAM. IT IS MADE UP OF PRINCIPAL AND
IT IS MADE UP OF PRINCIPAL AND BUILDING LEVEL TEACHERS.
BUILDING LEVEL TEACHERS. SO THEY SIT DOWN AND THEN THEY
SO THEY SIT DOWN AND THEN THEY DECIDE AND CREATE THEIR PLAN.
DECIDE AND CREATE THEIR PLAN. BASICALLY WHAT WE CALLED SCHOOL
BASICALLY WHAT WE CALLED SCHOOL IMPROVEMENT PLAN, IT IS RISING
IMPROVEMENT PLAN, IT IS RISING STAR.
STAR. NEW TERM BY THE STATE.
NEW TERM BY THE STATE. SO THEY DEVELOPED THE PLAN FOR
SO THEY DEVELOPED THE PLAN FOR THEIR SCHOOL, HOW THEY ARE GOING
THEIR SCHOOL, HOW THEY ARE GOING TO MEET THE GOALS AND OBJECTIVES
TO MEET THE GOALS AND OBJECTIVES SO THAT STUDENTS AND THEIR
SO THAT STUDENTS AND THEIR SCHOOL WILL BE SUCCESSFUL.
SCHOOL WILL BE SUCCESSFUL. >>LET ME TURN TO REVEREND BUTLER
>>LET ME TURN TO REVEREND BUTLER WITH REGARD TO ANOTHER
WITH REGARD TO ANOTHER SUGGESTION FROM CHANGE 150.
SUGGESTION FROM CHANGE 150. THEY ARE SUGGESTING THAT
THEY ARE SUGGESTING THAT DISTRICT 150 JOIN MANY OF THE
DISTRICT 150 JOIN MANY OF THE OTHER SCHOOL DISTRICTS IN THE
OTHER SCHOOL DISTRICTS IN THE STATE AND INSTEAD OF HAVING FIVE
STATE AND INSTEAD OF HAVING FIVE YEAR TERMS FOR THE SCHOOL BOARD
YEAR TERMS FOR THE SCHOOL BOARD MEMBERS, TO HAVE FOUR YEAR
MEMBERS, TO HAVE FOUR YEAR TERMS.
TERMS. THEY FEEL THAT WOULD GIVE MORE
THEY FEEL THAT WOULD GIVE MORE OPPORTUNITY FOR PEOPLE TO RUP
OPPORTUNITY FOR PEOPLE TO RUP FOR OFFICE.
FOR OFFICE. HOW EASY IS IT TO CHANGE FROM
HOW EASY IS IT TO CHANGE FROM FIVE TO FOUR, AND WOULD YOU
FIVE TO FOUR, AND WOULD YOU SUPPORT SUCH A CHANGE?
SUPPORT SUCH A CHANGE? >> IT IS NOT EASY TO CHANGE FROM
>> IT IS NOT EASY TO CHANGE FROM FIVE TO FOUR BECAUSE OF OUR
FIVE TO FOUR BECAUSE OF OUR CHARTER FOR OUR COMMUNITY
CHARTER FOR OUR COMMUNITY EDUCATION PROGRAM.
EDUCATION PROGRAM. SO THAT'S NOT SOMETHING THAT WE
SO THAT'S NOT SOMETHING THAT WE CAN DO AS A BOARD.
CAN DO AS A BOARD. IT WILL REQUIRE LEGISLATIVE
IT WILL REQUIRE LEGISLATIVE ACTIVITY TO DO THAT.
ACTIVITY TO DO THAT. THAT IS SOMETHING THAT WOULD
THAT IS SOMETHING THAT WOULD HAVE TO BE ADDRESSED AT ANOTHER
HAVE TO BE ADDRESSED AT ANOTHER LEVEL WITH ANOTHER GOVERNING
LEVEL WITH ANOTHER GOVERNING BODY IF THAT IS TO HAPPEN.
BODY IF THAT IS TO HAPPEN. IN REGARDS TO THE FOUR TO FIVE
IN REGARDS TO THE FOUR TO FIVE YEARS, I AM OKAY WITH THE FIVE
YEARS, I AM OKAY WITH THE FIVE YEARS.
YEARS. IT IS A LITTLE CHALLENGING WHEN
IT IS A LITTLE CHALLENGING WHEN WE MEET WITH OTHER DISTRICTS AND
WE MEET WITH OTHER DISTRICTS AND THEIR TERMS ARE FOUR YEARS.
THEIR TERMS ARE FOUR YEARS. IT KIND OF -- WHEN YOU ARE GOING
IT KIND OF -- WHEN YOU ARE GOING THROUGH SOME THINGS AND TALKING
THROUGH SOME THINGS AND TALKING ABOUT WHAT DISTRICTS CAN DO IN
ABOUT WHAT DISTRICTS CAN DO IN THE ELECTION YEAR, IT CHALLENGES
THE ELECTION YEAR, IT CHALLENGES TO SAY WE ARE IN A FIVE YEAR
TO SAY WE ARE IN A FIVE YEAR PLAN.
PLAN. IN REGARDS TO IT WOULD ALLOW
IN REGARDS TO IT WOULD ALLOW OTHER PEOPLE TO THEN MAYBE RUN.
OTHER PEOPLE TO THEN MAYBE RUN. I DON'T KNOW HOW THAT WOULD
I DON'T KNOW HOW THAT WOULD INFLUENCE INDIVIDUALS'
INFLUENCE INDIVIDUALS' OPPORTUNITIES OR DECISIONS OR
OPPORTUNITIES OR DECISIONS OR INTEREST IN BEING ON THE BOARD.
INTEREST IN BEING ON THE BOARD. THE FIVE YEAR TERM WAS SOMETHING
THE FIVE YEAR TERM WAS SOMETHING TO CONSIDER WHEN YOU CAMPAIGN TO
TO CONSIDER WHEN YOU CAMPAIGN TO BE ON THE BOARD, BUT IF IT WOULD
BE ON THE BOARD, BUT IF IT WOULD HAVE BEEN FOUR YEARS, ITBu]jú
HAVE BEEN FOUR YEARS, ITBu]jú WOULDN'T HAVE MADE A DIFFERENCE
WOULDN'T HAVE MADE A DIFFERENCE FOR ME.
FOR ME. >>FOR BOTH OF YOU, AS BOARD
>>FOR BOTH OF YOU, AS BOARD MEMBERS, A CHANGE 150 HAS
MEMBERS, A CHANGE 150 HAS SUGGESTED THAT THERE BE BOARD
SUGGESTED THAT THERE BE BOARD TRAINING INSTITUTED FOR DISTRICT
TRAINING INSTITUTED FOR DISTRICT 150 BOARD MEMBERS.
150 BOARD MEMBERS. DO YOU BELIEVE THAT THE BOARD
DO YOU BELIEVE THAT THE BOARD MEMBERS NEED SOME ADDITIONAL
MEMBERS NEED SOME ADDITIONAL TRAINING?
TRAINING? >> WELL, ACTUALLY BOARD MEMBERS
>> WELL, ACTUALLY BOARD MEMBERS GO THROUGH TRAINING AS IT IS.
GO THROUGH TRAINING AS IT IS. THE STATE HAS INSTITUTED SOME
THE STATE HAS INSTITUTED SOME MANDATORY TRAINING FOR BOARD
MANDATORY TRAINING FOR BOARD MEMBERS WHEN IT COMES TO THINGS
MEMBERS WHEN IT COMES TO THINGS LIKE OPEN MEETINGS ACT AND JUST
LIKE OPEN MEETINGS ACT AND JUST IN GOVERNANCE.
IN GOVERNANCE. I THINK IT IS FOUR OR FIVE HOURq
I THINK IT IS FOUR OR FIVE HOURq COURSE ONLINE OR GO TO A
COURSE ONLINE OR GO TO A WORKSHOP.
WORKSHOP. SO THOSE THINGS ARE IN PLACE.
SO THOSE THINGS ARE IN PLACE. WHEN WE HAVE NEW MEMBERS COME ON
WHEN WE HAVE NEW MEMBERS COME ON BOARD, WE TRY AND DO ORIENTATION
BOARD, WE TRY AND DO ORIENTATION TYPE THING FOR THOSE MEMBERS
TYPE THING FOR THOSE MEMBERS BECAUSE IT TAKES AWHILE TO BE
BECAUSE IT TAKES AWHILE TO BE ORIENTED AND LEARN54jsR EXACTLYW
ORIENTED AND LEARN54jsR EXACTLYW THINGS WORK.
THINGS WORK. WE ALSO HAVE OPPORTUNITIES TO GO
WE ALSO HAVE OPPORTUNITIES TO GO TO TRAININGS WITH -- AT THE
TO TRAININGS WITH -- AT THE NATIONAL LEVEL.
NATIONAL LEVEL. THERE ARE FOUR OF US THAT ARE
THERE ARE FOUR OF US THAT ARE GOING TO A NATIONAL SCHOOL BOARD
GOING TO A NATIONAL SCHOOL BOARD CONVENTION SOON.
CONVENTION SOON. THEN THERE IS AN OPPORTUNITY AT
THEN THERE IS AN OPPORTUNITY AT THE STATE LEVEL EVERY YEAR WITH
THE STATE LEVEL EVERY YEAR WITH A LOT OF DIFFERENT TOPICS TO BE
A LOT OF DIFFERENT TOPICS TO BE COVERED.
COVERED. THEN THERE ARE REGIONAL MEETINGS
THEN THERE ARE REGIONAL MEETINGS THAT WE CAN GO TO I BELIEVE ARE
THAT WE CAN GO TO I BELIEVE ARE QUARTERLY.
QUARTERLY. WE DO HAVE OPPORTUNITIES TO NOT
WE DO HAVE OPPORTUNITIES TO NOT ONLY GET TRAINING FROM SCHOOL
ONLY GET TRAINING FROM SCHOOL BOARD OFFICIALS WHERE IT IS AT
BOARD OFFICIALS WHERE IT IS AT THE NATIONAL OR STATE LEVEL OR
THE NATIONAL OR STATE LEVEL OR TO MEET WITH SCHOOL BOARD
TO MEET WITH SCHOOL BOARD MEMBERS. WE ALSO HAVE ILLINOIS
MEMBERS. WE ALSO HAVE ILLINOIS ASSOCIATION OF SCHOOL BOARDS
ASSOCIATION OF SCHOOL BOARDS REPRESENTATIVE THAT SERVED US
REPRESENTATIVE THAT SERVED US THAT WE -- THEY OFFER MANY
THAT WE -- THEY OFFER MANY DIFFERENT KINDS OF TRAINING.
DIFFERENT KINDS OF TRAINING. IN FACT, WE ARE GETTING READY TO
IN FACT, WE ARE GETTING READY TO DO A SELF-EVALUATION IN APRIL
DO A SELF-EVALUATION IN APRIL WHICH THEY RECOMMEND YOU DO AS A
WHICH THEY RECOMMEND YOU DO AS A BOARD TOGETHER AT LEAST EVERY
BOARD TOGETHER AT LEAST EVERY OTHER YEAR.
OTHER YEAR. WE ARE GOING TO DO THAT PROCESS.
WE ARE GOING TO DO THAT PROCESS. WE DO GO THROUGH A LOT OF
WE DO GO THROUGH A LOT OF DIFFERENT THINGS TO TRY AND
DIFFERENT THINGS TO TRY AND IMPROVE OURSELVES AS BOARD
IMPROVE OURSELVES AS BOARD MEMBERS.
MEMBERS. >>H, WHAT I'D LIKE TO ADD TO
>>H, WHAT I'D LIKE TO ADD TO THAT IS SOMETHING MRS. WOLFMEYER
THAT IS SOMETHING MRS. WOLFMEYER SHARED WITH ME SOMETIME AGO AS
SHARED WITH ME SOMETIME AGO AS WE LOOK AT THE VARIOUS ISSUES IN
WE LOOK AT THE VARIOUS ISSUES IN WHAT WOULD BE THE BEST THING TO
WHAT WOULD BE THE BEST THING TO DO, AND WE HAVE MANY, MANY
DO, AND WE HAVE MANY, MANY PEOPLE ASKING US TO DO
PEOPLE ASKING US TO DO PARTICULAR THINGS.
PARTICULAR THINGS. WE REPRESENT ALL THE PEOPLE, AND
WE REPRESENT ALL THE PEOPLE, AND IT WAS THROUGH A REPRESENTATIVE
IT WAS THROUGH A REPRESENTATIVE FROM THE ILLINOIS ASSOCIATION OF
FROM THE ILLINOIS ASSOCIATION OF SCHOOL BOARD MEMBERS THAT HELPED
SCHOOL BOARD MEMBERS THAT HELPED US TO PROCESS HOW WE LOOK AT THE
US TO PROCESS HOW WE LOOK AT THE VARIOUS OPINIONS OR REQUESTS OF
VARIOUS OPINIONS OR REQUESTS OF PEOPLE IN THE COMMUNITY FOR THE
PEOPLE IN THE COMMUNITY FOR THE EDUCATIONAL PROGRAM.
EDUCATIONAL PROGRAM. WHEN I FIRST WAS ELECTED TO THE
WHEN I FIRST WAS ELECTED TO THE BOARD, ONE OF THE FIRST THINGS I
BOARD, ONE OF THE FIRST THINGS I HAD TO DO AND WELCOMED DOING WAS
HAD TO DO AND WELCOMED DOING WAS GOING AWAY TO TWO TRAININGS, ONE
y BOARD GOVERNANCE, AND THE OTHER ONE
GOVERNANCE, AND THE OTHER ONE SCHOOL BOARD FINANCE. SO THE
SCHOOL BOARD FINANCE. SO THE TRAINING HAS@á9ég
TRAINING HAS@á9ég AND WE HAVE PARTICIPATED IN THE
AND WE HAVE PARTICIPATED IN THE TRAINING, AND WE WILL CONTINUE
TRAINING, AND WE WILL CONTINUE TO DO THAT.
TO DO THAT. >>ONE OTHER RECOMMENDATION FROM
>>ONE OTHER RECOMMENDATION FROM CHANGE 150, SUPERINTENDENT, THEY
CHANGE 150, SUPERINTENDENT, THEY WOULD LIKE TO SEE MORE
WOULD LIKE TO SEE MORE ORGANIZATIONAL FLEXIBILITY IN
ORGANIZATIONAL FLEXIBILITY IN TERMS OF DIRECTIVES AND HOW
TERMS OF DIRECTIVES AND HOW DIRECTIVES ARE DETERMINED.
DIRECTIVES ARE DETERMINED. HOW MUCH FLEXIBILITY CAN YOU
HOW MUCH FLEXIBILITY CAN YOU AUTHORIZE IN THE SCHOOL
AUTHORIZE IN THE SCHOOL DISTRICT?
DISTRICT? >> WHAT WE HAVE LOOKED AT, ONCE
>> WHAT WE HAVE LOOKED AT, ONCE AGAIN, GOING BACK TO OUR
AGAIN, GOING BACK TO OUR STRATEGIC PLAN, WE IMPLEMENTED A
STRATEGIC PLAN, WE IMPLEMENTED A STRATEGIC PLAN. WE HAVE HIGH
STRATEGIC PLAN. WE HAVE HIGH MOBILITY RATE IN OUR DISTRICT.
MOBILITY RATE IN OUR DISTRICT. ALSO REQUIREMENTS OF THE STATE,
ALSO REQUIREMENTS OF THE STATE, AS IT RELATES TO COMMON CORE, A
AS IT RELATES TO COMMON CORE, A NEW ASSESSMENT ADMINISTERED
NEW ASSESSMENT ADMINISTERED THROUGH THE 2014-15 SCHOOL YEAR,
THROUGH THE 2014-15 SCHOOL YEAR, WE NEEDED COMMONALITY ACROSS THE
WE NEEDED COMMONALITY ACROSS THE DISTRICT, ESPECIALLY RELATED TO
DISTRICT, ESPECIALLY RELATED TO LITERACY AND MATH AND SCIENCE.
LITERACY AND MATH AND SCIENCE. THOSE ARE COMMONALITIES WHEN IT
THOSE ARE COMMONALITIES WHEN IT COMES TO INDEPENDENT VENTIONS
COMES TO INDEPENDENT VENTIONS AND ENRICHMENT.
AND ENRICHMENT. WE SHARED THAT.
WE SHARED THAT. THERE ARE INDIVIDUAL SCHOOLS
THERE ARE INDIVIDUAL SCHOOLS ALSO IMPLEMENTING DIFFERENT
ALSO IMPLEMENTING DIFFERENT PROGRAMMING.
PROGRAMMING. BASED ON THE PRESCRIBED
BASED ON THE PRESCRIBED PROGRAMMING, THERE IS
PROGRAMMING, THERE IS FLEXIBILITY BECAUSE THAT PROGRAM
FLEXIBILITY BECAUSE THAT PROGRAM REQUIRES CERTAIN THINGS.
REQUIRES CERTAIN THINGS. FOR EXAMPLE, WE HAVE FOUR
FOR EXAMPLE, WE HAVE FOUR SCHOOLS THAT ARE PARTICIPATING
SCHOOLS THAT ARE PARTICIPATING IN THE PREAUTHORIZATION STAGE,
IN THE PREAUTHORIZATION STAGE, INTERNATIONAL BACCALAUREATE
INTERNATIONAL BACCALAUREATE SCHOOL, REQUIRED FOR THE SCHOOLS
SCHOOL, REQUIRED FOR THE SCHOOLS TO HAVE MEDIA TECHNOLOGY PERSON
TO HAVE MEDIA TECHNOLOGY PERSON THAT WAS DIFFERENT.
THAT WAS DIFFERENT. IN THE PAST, WE HAD LIBRARIANS
IN THE PAST, WE HAD LIBRARIANS AT THE HIGH SCHOOL LEVEL, AND
AT THE HIGH SCHOOL LEVEL, AND PRIMARY MIDDLE SCHOOLS, HAD
PRIMARY MIDDLE SCHOOLS, HAD LIBRARY MANAGERS, NON-CERTIFIED
LIBRARY MANAGERS, NON-CERTIFIED POSITIONS.
POSITIONS. BUT THAT WAS A MANDATE.
BUT THAT WAS A MANDATE. ALSO A MANDATE OF THAT
ALSO A MANDATE OF THAT PARTICULAR PROGRAM, CHANGES TO
PARTICULAR PROGRAM, CHANGES TO THE SCHEDULING, AS IT RELATES TO
THE SCHEDULING, AS IT RELATES TO LANGUAGE ARTS, HUMANITIES,
LANGUAGE ARTS, HUMANITIES, TITLES OF COURSES.
TITLES OF COURSES. BUT PEOPLE SHOULD KNOW THE STATE
BUT PEOPLE SHOULD KNOW THE STATE REQUIRES US TO IMPLEMENT CERTAIN
REQUIRES US TO IMPLEMENT CERTAIN COURSES. WE MUST USE CERTAIN
COURSES. WE MUST USE CERTAIN TITLES, CERTAIN CODES.
TITLES, CERTAIN CODES. WE ALSO HAVE STATE AND FEDERAL
WE ALSO HAVE STATE AND FEDERAL REGULATIONS THAT WE MUST FOLLOW.
REGULATIONS THAT WE MUST FOLLOW. THERE IS SOME FLEXIBILITY BUT
THERE IS SOME FLEXIBILITY BUT THERE ARE SOME THINGS THAT ARE
THERE ARE SOME THINGS THAT ARE MANDATES THAT BECAUSE IT IS
MANDATES THAT BECAUSE IT IS BEING PUSHED DOWN THAT WE MUST
BEING PUSHED DOWN THAT WE MUST IMPLEMENT.
IMPLEMENT. WE ALSO WANT TO MAKE SURE WE ARE
WE ALSO WANT TO MAKE SURE WE ARE FAIR TO ALL STUDENTS ACROSS THE
FAIR TO ALL STUDENTS ACROSS THE DISTRICT AND ALL TEACHERS AND
DISTRICT AND ALL TEACHERS AND PRINCIPALS.
PRINCIPALS. THE NEW REQUIREMENT TEACHERS AND
THE NEW REQUIREMENT TEACHERS AND PRINCIPAL E VAIL WATIONS TIED TO
PRINCIPAL E VAIL WATIONS TIED TO STUDENT GROWTH.
STUDENT GROWTH. WE USE SOME TYPE OF ASSESSMENT
WE USE SOME TYPE OF ASSESSMENT OF GROWTH OF STUDENTS AND
OF GROWTH OF STUDENTS AND TEACHERS ON A REGULAR BASIS.
TEACHERS ON A REGULAR BASIS. BY HAVING PRESCRIBED CURRICULUMS
BY HAVING PRESCRIBED CURRICULUMS AND RESOURCES FOR PRINCIPALS AND
AND RESOURCES FOR PRINCIPALS AND TEACHERS, WHEN WE ADMINISTER THE
TEACHERS, WHEN WE ADMINISTER THE COMMON ASSESSMENTS, WE ARE
COMMON ASSESSMENTS, WE ARE ASSURED TEACHERS AND STUDENTS
ASSURED TEACHERS AND STUDENTS HAVE THE INFORMATION THEY NEED.
HAVE THE INFORMATION THEY NEED. SO SOME SCHOOLS CHOOSE TO, LET'S
SO SOME SCHOOLS CHOOSE TO, LET'S SAY, ADOPT NEW PROGRAMS, AND THE
SAY, ADOPT NEW PROGRAMS, AND THE PROGRAMS ARE NOT TIED TO THE
PROGRAMS ARE NOT TIED TO THE COMMON CORE, WHERE YOU WILL HAVE
COMMON CORE, WHERE YOU WILL HAVE A PROBLEM LATER USING THAT
A PROBLEM LATER USING THAT INFORMATION AS PART OF THEIR
INFORMATION AS PART OF THEIR EVALUATION.
EVALUATION. YOU WANT TO BE FAIR ACROSS THE
YOU WANT TO BE FAIR ACROSS THE BOARD, NOT ONLY TO THE STUDENTS
BOARD, NOT ONLY TO THE STUDENTS WE SERVE, BUT TEACHERS AND
WE SERVE, BUT TEACHERS AND PRINCIPALS EVE FOR THE BENEFIT
PRINCIPALS EVE FOR THE BENEFIT OF THE AUDIENCE, COMMON CORE,
OF THE AUDIENCE, COMMON CORE, BRIEF EXPLANATION.
BRIEF EXPLANATION. >>COMMON CORE, OUR STATE AND
>>COMMON CORE, OUR STATE AND OTHER STATES AGREE TO JOIN
OTHER STATES AGREE TO JOIN CONSORTIUM WHERE THEY WOULD
CONSORTIUM WHERE THEY WOULD IMPLEMENT THE COMMON CORE.
IMPLEMENT THE COMMON CORE. IT IS PRESCRIBED SET OF
IT IS PRESCRIBED SET OF STANDARDS AT EVERY GRADE LEVEL,
STANDARDS AT EVERY GRADE LEVEL, STUDENTS NEED TO KNOW HOW TO
STUDENTS NEED TO KNOW HOW TO MASTER CERTAIN STANDARDS BY THE
MASTER CERTAIN STANDARDS BY THE END OF THAT PARTICULAR SCHOOL
END OF THAT PARTICULAR SCHOOL YEAR. SO IT LEVELS THE PLAYING
YEAR. SO IT LEVELS THE PLAYING FIELD.
FIELD. FOR EXAMPLE, FOR STUDENTS IN
FOR EXAMPLE, FOR STUDENTS IN ILLINOIS, WHERE STUDENTS IN
ILLINOIS, WHERE STUDENTS IN TEXAS OR CALIFORNIA OR MAINE, AT
TEXAS OR CALIFORNIA OR MAINE, AT LEVELS OF PLAYING FIELD BECAUSE
LEVELS OF PLAYING FIELD BECAUSE WE ARE FOCUSED ON THE COMMON
WE ARE FOCUSED ON THE COMMON CORE STATE STANDARDS.
CORE STATE STANDARDS. ALTHOUGH AT THE END OF THE DAY,
ALTHOUGH AT THE END OF THE DAY, STATES STILL HAVE THE
STATES STILL HAVE THE FLEXIBILITY IN SCHOOL DISTRICTS
FLEXIBILITY IN SCHOOL DISTRICTS HOW THEY ARRIVE AT THAT.
HOW THEY ARRIVE AT THAT. FOR EXAMPLE, IN A NINE WEEK
FOR EXAMPLE, IN A NINE WEEK PERIOD, WE ARE SAYING STUDENTS
PERIOD, WE ARE SAYING STUDENTS MUST COMPLETE MASTER CERTAIN
MUST COMPLETE MASTER CERTAIN OBJECTIVES. HOWEVER, A SCHOOL
OBJECTIVES. HOWEVER, A SCHOOL HAS THE FLEXIBILITY TO DETERMINE
HAS THE FLEXIBILITY TO DETERMINE HOW TO IMPLEMENT AND WHEN TO
HOW TO IMPLEMENT AND WHEN TO INTRODUCE THOSE OBJECTIVES.
INTRODUCE THOSE OBJECTIVES. >>LET ME TURN BACK TO OUR SCHOOL
>>LET ME TURN BACK TO OUR SCHOOL BOARD REPRESENTATIVES.
BOARD REPRESENTATIVES. HOW FRUSTRATING HAS IT BEEN TO
HOW FRUSTRATING HAS IT BEEN TO SEE THAT A COUPLE OF NEGATIVE
SEE THAT A COUPLE OF NEGATIVE ISSUES HAVE DOMINATED THE NEWS,
ISSUES HAVE DOMINATED THE NEWS, AND BEFORE THIS TAPING, YOU
AND BEFORE THIS TAPING, YOU SHARED WITH ME SOME OF THE
SHARED WITH ME SOME OF THE POSITIVE THINGS HAPPENING IN THE
POSITIVE THINGS HAPPENING IN THE DISTRICT.
DISTRICT. IS IT DIFFICULT TO GET THAT
IS IT DIFFICULT TO GET THAT MESSAGE OUT?
MESSAGE OUT? >> IT IS.
>> IT IS. PART OF IT IS -- AND I DON'T
PART OF IT IS -- AND I DON'T WANT TO BLAME MEDIA, BUT IT IS
WANT TO BLAME MEDIA, BUT IT IS ALWAYS MORE SENSATIONAL TO
ALWAYS MORE SENSATIONAL TO REPORT THE NEGATIVES.
REPORT THE NEGATIVES. I THINK THE OTHER THING IS THAT
I THINK THE OTHER THING IS THAT PEOPLE WHO ARE UPSET ARE THE
PEOPLE WHO ARE UPSET ARE THE ONES WHO ARE USUALLY VOCAL,
ONES WHO ARE USUALLY VOCAL, PEOPLE WHO DON'T LIKE A DECISION
PEOPLE WHO DON'T LIKE A DECISION ARE THE ONES WHO ARE USUALLY
ARE THE ONES WHO ARE USUALLY VOCAL.
VOCAL. YOU ALWAYS SEE WHETHER AT THE
YOU ALWAYS SEE WHETHER AT THE MODE PODIUM OR E-MAILS, THAT
MODE PODIUM OR E-MAILS, THAT PEOPLE ARE UNHAPPY WITH YOU.
PEOPLE ARE UNHAPPY WITH YOU. I AM GUILTY OF THAT.
I AM GUILTY OF THAT. IF I AM HAPPY OF SOMETHING, I
IF I AM HAPPY OF SOMETHING, I JUST DON'T SAY ANYTHING.
JUST DON'T SAY ANYTHING. IT IS VERY FRUSTRATING TO HEAR
IT IS VERY FRUSTRATING TO HEAR OVER AND OVER AGAIN THE PEOPLE
OVER AND OVER AGAIN THE PEOPLE THAT ARE UPSET WHEN YOU ARE OUT
THAT ARE UPSET WHEN YOU ARE OUT IN THE COMMUNITY AND ALSO
IN THE COMMUNITY AND ALSO HEARING THAT PEOPLE SUPPORT THE
HEARING THAT PEOPLE SUPPORT THE THINGS THAT ARE GOING ON, BUT
THINGS THAT ARE GOING ON, BUT THEY AREN'T AS VOCAL ABOUT IT.
THEY AREN'T AS VOCAL ABOUT IT. >>REVEREND?
>>REVEREND? >> I WOULD LIKE TO ADD IT IS MY
>> I WOULD LIKE TO ADD IT IS MY HOPE THAT PEOPLE WILL BEGIN TO
HOPE THAT PEOPLE WILL BEGIN TO LISTEN MORE AND TO RECEIVE WHAT
LISTEN MORE AND TO RECEIVE WHAT IT IS THAT WE ARE SHARING WITH
IT IS THAT WE ARE SHARING WITH THEM ABOUT THE THINGS THAT ARE
THEM ABOUT THE THINGS THAT ARE HAPPENING IN THE DISTRICT, NOT
HAPPENING IN THE DISTRICT, NOT ONLY OPEN YOUR EARS WHEN
ONLY OPEN YOUR EARS WHEN SOMETHING NEGATIVE IS HAPPENING,
SOMETHING NEGATIVE IS HAPPENING, BUT TO BE EVEN SEARCHING FOR THE
BUT TO BE EVEN SEARCHING FOR THE POSITIVE WITH THE DISTRICT
POSITIVE WITH THE DISTRICT BECAUSE IT IS THERE.
BECAUSE IT IS THERE. SO I SEE IT AS MORE THAN JUST
SO I SEE IT AS MORE THAN JUST PUTTING THE MESSAGE OUT.
PUTTING THE MESSAGE OUT. I SEE IT AS THE COMMUNITY
I SEE IT AS THE COMMUNITY LOOKING AND LISTENING FOR WHAT
LOOKING AND LISTENING FOR WHAT THE MESSAGE IS.
THE MESSAGE IS. >>WE HAVE SPENT SO FAR THE TIME
>>WE HAVE SPENT SO FAR THE TIME ALLOWING YOU TO RESPOND TO
ALLOWING YOU TO RESPOND TO CERTAIN ISSUES.
CERTAIN ISSUES. HOW ABOUT SOME POSITIVE THINGS
HOW ABOUT SOME POSITIVE THINGS THAT HAVE HAPPENED IN THE
THAT HAVE HAPPENED IN THE DISTRICT.
DISTRICT. LET ME GIVE YOU A COUPLE OF
LET ME GIVE YOU A COUPLE OF MINUTES TO TALK ABOUT POSITIVE
MINUTES TO TALK ABOUT POSITIVE MINUTES.
MINUTES. ONE IS VOCATIONAL EDUCATION
ONE IS VOCATIONAL EDUCATION ATWOOD ROUGH.
ATWOOD ROUGH. >>WE OPENED THE WOODRUFF
>>WE OPENED THE WOODRUFF TECHNICAL CENTER, THIS IS OUR
TECHNICAL CENTER, THIS IS OUR THIRD YEAR OF BEING OPENED.
THIRD YEAR OF BEING OPENED. WE HAVE -- LET'S SEE,
WE HAVE -- LET'S SEE, ENGINEERING, COSMETOLOGY,
ENGINEERING, COSMETOLOGY, BARBERING, METAL, CONSTRUCTION
BARBERING, METAL, CONSTRUCTION TRADE, HEALTH OCCUPATIONS.
TRADE, HEALTH OCCUPATIONS. WE HAVE ACCESS FOR STUDENTS
WE HAVE ACCESS FOR STUDENTS ACROSS THE DISTRICT HAVE AN
ACROSS THE DISTRICT HAVE AN OPPORTUNITY TO SPEND A PORTION
OPPORTUNITY TO SPEND A PORTION OF THEIR SCHOOL DAY AT THEIR
OF THEIR SCHOOL DAY AT THEIR HOME HIGH SCHOOL, AND PORTION OF
HOME HIGH SCHOOL, AND PORTION OF THEIR DAY ATWOOD ROUGH. WE
THEIR DAY ATWOOD ROUGH. WE WORKED IN PARTNERSHIP WITH LOCAL
WORKED IN PARTNERSHIP WITH LOCAL TRADES UNION, VERY PLEASED ABOUT
TRADES UNION, VERY PLEASED ABOUT WHERE WE ARE HEADED.
WHERE WE ARE HEADED. THEY PROVIDED US INPUT AS IT
THEY PROVIDED US INPUT AS IT RELATES TO CURRICULUM.
RELATES TO CURRICULUM. THEY PROVIDED US INPUT AROUND
THEY PROVIDED US INPUT AROUND INTERVIEWING SKILLS FOR OUR
INTERVIEWING SKILLS FOR OUR STUDENTS, AND THEY HAVE AGREED
STUDENTS, AND THEY HAVE AGREED TO PARTNER AND COME IN AND HELP
TO PARTNER AND COME IN AND HELP WITH OUR CAREER DAYS, AND OR
WITH OUR CAREER DAYS, AND OR ENIATION FOR STUDENTS THIS
ENIATION FOR STUDENTS THIS INTERESTED IN THAT PARTICULAR
INTERESTED IN THAT PARTICULAR AREA.
AREA. THAT WAS A MAJOR PUSH.
THAT WAS A MAJOR PUSH. AND BASED ON FEEDBACK, NOT ONLY
AND BASED ON FEEDBACK, NOT ONLY THAT I RECEIVED FROM BOARD
THAT I RECEIVED FROM BOARD MEMBERS DURING MY FIRST YEAR,
MEMBERS DURING MY FIRST YEAR, BUT ALSO FROM THE COMMUNITY THAT
BUT ALSO FROM THE COMMUNITY THAT THEY WERE DISHEARTENED WE HAD
THEY WERE DISHEARTENED WE HAD MANY YEARS AGO ELIMINATED
MANY YEARS AGO ELIMINATED VOCATIONAL EDUCATION, WHAT WE
VOCATIONAL EDUCATION, WHAT WE CALL CAREER AND TECHNICAL
CALL CAREER AND TECHNICAL EDUCATION.
EDUCATION. SO IT WAS A BIG PUSH.
SO IT WAS A BIG PUSH. A LOT OF TIMES YOU HEAR THE
A LOT OF TIMES YOU HEAR THE NEGATIVES, BUT THROUGH THE
NEGATIVES, BUT THROUGH THE LISTENING, THOSE CONVERSATIONS
LISTENING, THOSE CONVERSATIONS OF LISTENING TO THE COMMUNITY
OF LISTENING TO THE COMMUNITY PARENTS AND STUDENTS, THAT WAS
PARENTS AND STUDENTS, THAT WAS ONE OF THE THINGS THAT THEY
ONE OF THE THINGS THAT THEY WANTED TO SEE RETURNED.
WANTED TO SEE RETURNED. NOW WE HAVE PRINCIPAL IN PLACE
NOW WE HAVE PRINCIPAL IN PLACE THAT IS EXCITED ABOUT THE WORK
THAT IS EXCITED ABOUT THE WORK THAT HE IS DOING THERE, THE
THAT HE IS DOING THERE, THE STAFF ARE EXCITED.
STAFF ARE EXCITED. SO WE ARE HOPING TO SEE GREAT
SO WE ARE HOPING TO SEE GREAT THINGS COME OUT OF WOODRUFF.
THINGS COME OUT OF WOODRUFF. >>LONGER SCHOOL DAY, GRADUATION
>>LONGER SCHOOL DAY, GRADUATION REQUIREMENTS INCREASED.
REQUIREMENTS INCREASED. >>LONGER SCHOOL DAY NEGOTIATED
>>LONGER SCHOOL DAY NEGOTIATED WITH TEACHER UNION'S, A WIN FOR
WITH TEACHER UNION'S, A WIN FOR THE STUDENTS AND ALSO OUR STAFF.
THE STUDENTS AND ALSO OUR STAFF. VERY EXCITED ABOUT THAT.
VERY EXCITED ABOUT THAT. FOREIGN LANGUAGE EXPANSION TO
FOREIGN LANGUAGE EXPANSION TO THE MIDDLE ZOOM SO THE MIDDLE
THE MIDDLE ZOOM SO THE MIDDLE SCHOOL STUDENTS HAVE ACCESS TO
SCHOOL STUDENTS HAVE ACCESS TO THAT BEFORE THEY ENTER INTO HIGH
THAT BEFORE THEY ENTER INTO HIGH SCHOOL.
SCHOOL. WE ALSO ADDED ADDITIONAL SUPPORT
WE ALSO ADDED ADDITIONAL SUPPORT POSITIONS, SOCIAL WORKERS AND
POSITIONS, SOCIAL WORKERS AND COUNSELORS WERE ADDED.
COUNSELORS WERE ADDED. COUNSELORS AT ALL OF OUR MIDDLE
COUNSELORS AT ALL OF OUR MIDDLE AND HIGH SCHOOLS, AND SOCIAL
AND HIGH SCHOOLS, AND SOCIAL WORKERS AT SOME OF OUR SCHOOLS
WORKERS AT SOME OF OUR SCHOOLS THAT HAD SOME MAJOR SOCIAL,
THAT HAD SOME MAJOR SOCIAL, EMOTIONAL ISSUES THAT STUDENTS
EMOTIONAL ISSUES THAT STUDENTS H.
H. >>WITH THAT, WE HAVE EXPENDED
>>WITH THAT, WE HAVE EXPENDED THE HALF HOUR OF TIME.
THE HALF HOUR OF TIME. >>WOW.
>>WOW. >>WOW!
>>WOW! YOU WANT TO TALK SOME MORE.
YOU WANT TO TALK SOME MORE. >>I DID!
>>I DID! (LAUGHING).
(LAUGHING). >>WITH THAT, WE WILL INVITE YOU
>>WITH THAT, WE WILL INVITE YOU BACK ANOTHER TIME.
BACK ANOTHER TIME. OKAY!
OKAY! >>THANK YOU TO BOTH LINDA BUTLER
>>THANK YOU TO BOTH LINDA BUTLER AND DEBBIE WOLFMEYER, BOARD
AND DEBBIE WOLFMEYER, BOARD MEMBERS OF DISTRICT 150, AND
MEMBERS OF DISTRICT 150, AND ALSO TO SUPERINTENDENT GRENITA
ALSO TO SUPERINTENDENT GRENITA LATHAN.
LATHAN. THANK YOU SO MUCH FOR JOINING US
THANK YOU SO MUCH FOR JOINING US ON "AT ISSUE."
ON "AT ISSUE." NEXT WEEK, WE WILL BE REVIEWING
NEXT WEEK, WE WILL BE REVIEWING WITH LEGISLATORS AND WITH THE
WITH LEGISLATORS AND WITH THE HEAD OF THE ILLINOIS STATE
HEAD OF THE ILLINOIS STATE CHAMBER OF COMMERCE, THE BUDGET
CHAMBER OF COMMERCE, THE BUDGET MESSAGE FROM GOVERNOR PAT QUINN.
MESSAGE FROM GOVERNOR PAT QUINN. JOIN US A WEEK FROM NOW FOR THAT
JOIN US A WEEK FROM NOW FOR THAT REVIEW.>>