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WELCOME TO AT ISSUE. THANK YOU SO MUCH FOR JOINING US I AM H. WAYNE WILSON.
THANK YOU SO MUCH FOR JOINING US I AM H. WAYNE WILSON. I SUPPOSE IF I USE THE TWO WORDS
I AM H. WAYNE WILSON. I SUPPOSE IF I USE THE TWO WORDS "SCHOOL BUDGETS" EVERYONE
I SUPPOSE IF I USE THE TWO WORDS "SCHOOL BUDGETS" EVERYONE PROBABLY KNOWS THE SITUATION.
"SCHOOL BUDGETS" EVERYONE PROBABLY KNOWS THE SITUATION. BUT WE WILL TALK ABOUT HOW
PROBABLY KNOWS THE SITUATION. BUT WE WILL TALK ABOUT HOW DIFFICULT IT IS AND WHAT
BUT WE WILL TALK ABOUT HOW DIFFICULT IT IS AND WHAT SOLUTIONS MIGHT BE OUT THERE
DIFFICULT IT IS AND WHAT SOLUTIONS MIGHT BE OUT THERE WITH THREE SMALLER SCHOOL
SOLUTIONS MIGHT BE OUT THERE WITH THREE SMALLER SCHOOL DISTRICTS AND ALSO THE HEAD OF
WITH THREE SMALLER SCHOOL DISTRICTS AND ALSO THE HEAD OF THE REGIONAL OFFICE OF EDUCATION
DISTRICTS AND ALSO THE HEAD OF THE REGIONAL OFFICE OF EDUCATION IN PEORIA.
THE REGIONAL OFFICE OF EDUCATION IN PEORIA. LET ME INTRODUCE OUR GUESTS,
IN PEORIA. LET ME INTRODUCE OUR GUESTS, FIRST DR. GERALD BROOKHART,
LET ME INTRODUCE OUR GUESTS, FIRST DR. GERALD BROOKHART, SUPERINTENDENT OF REGIONAL
FIRST DR. GERALD BROOKHART, SUPERINTENDENT OF REGIONAL OFFICE OF EDUCATION FOR PEORIA
SUPERINTENDENT OF REGIONAL OFFICE OF EDUCATION FOR PEORIA COUNTY.
OFFICE OF EDUCATION FOR PEORIA COUNTY. THANK YOU.
COUNTY. THANK YOU. THANKS, H.
THANK YOU. THANKS, H. >>ACROSS TABLE IS DR. ROGER
THANKS, H. >>ACROSS TABLE IS DR. ROGER ALVEY, SUPERINTENDENT AT ELWOOD
>>ACROSS TABLE IS DR. ROGER ALVEY, SUPERINTENDENT AT ELWOOD IN HIS THIRD YEAR AT THAT
ALVEY, SUPERINTENDENT AT ELWOOD IN HIS THIRD YEAR AT THAT SCHOOL.
IN HIS THIRD YEAR AT THAT SCHOOL. THANK YOU SO MUCH FOR BEING WITH
SCHOOL. THANK YOU SO MUCH FOR BEING WITH US.
THANK YOU SO MUCH FOR BEING WITH US. DR. SAM LIGHT, ILLINI BLUFFS, IN
US. DR. SAM LIGHT, ILLINI BLUFFS, IN YOUR LAST YEAR, THE NAMES,
DR. SAM LIGHT, ILLINI BLUFFS, IN YOUR LAST YEAR, THE NAMES, ILLINI BLUFFS, IT IS GLASSFORD,
YOUR LAST YEAR, THE NAMES, ILLINI BLUFFS, IT IS GLASSFORD, PEOPLE.
ILLINI BLUFFS, IT IS GLASSFORD, PEOPLE. ACROSS FROM SAM IS ANN CHANDLER.
PEOPLE. ACROSS FROM SAM IS ANN CHANDLER. ANN IS THE SUPERINTENDENT AT DE
ACROSS FROM SAM IS ANN CHANDLER. ANN IS THE SUPERINTENDENT AT DE PUE SCHOOLS.
ANN IS THE SUPERINTENDENT AT DE PUE SCHOOLS. TWO QUICK NOTES BEFORE WE GET
PUE SCHOOLS. TWO QUICK NOTES BEFORE WE GET INTO THE CONVERSATION, ANN IS
TWO QUICK NOTES BEFORE WE GET INTO THE CONVERSATION, ANN IS SUBSTITUTING FOR JAY MC CRACKEN
INTO THE CONVERSATION, ANN IS SUBSTITUTING FOR JAY MC CRACKEN OF PUTNAM COUNTY SCHOOLS WHO HAD
SUBSTITUTING FOR JAY MC CRACKEN OF PUTNAM COUNTY SCHOOLS WHO HAD A DEATH IN THE FAMILY AND
OF PUTNAM COUNTY SCHOOLS WHO HAD A DEATH IN THE FAMILY AND DR. BROOKHART IS SUBSTITUTING
A DEATH IN THE FAMILY AND DR. BROOKHART IS SUBSTITUTING FOR REPRESENTATIVE MIKE SMITH
DR. BROOKHART IS SUBSTITUTING FOR REPRESENTATIVE MIKE SMITH WHOSE WIFE SUNDAY GOING
FOR REPRESENTATIVE MIKE SMITH WHOSE WIFE SUNDAY GOING EMERGENCY DENTAL SURGERY WHILE
WHOSE WIFE SUNDAY GOING EMERGENCY DENTAL SURGERY WHILE WE TAPE THIS PROGRAM.
EMERGENCY DENTAL SURGERY WHILE WE TAPE THIS PROGRAM. LET'S GO AROUND THE TABLE AND
WE TAPE THIS PROGRAM. LET'S GO AROUND THE TABLE AND TALK ABOUT WHAT POSITION YOU YOU
LET'S GO AROUND THE TABLE AND TALK ABOUT WHAT POSITION YOU YOU ARE IN BUDGET WISE.
TALK ABOUT WHAT POSITION YOU YOU ARE IN BUDGET WISE. WE WILL START WITH ILLINI
ARE IN BUDGET WISE. WE WILL START WITH ILLINI BLUFFS.
WE WILL START WITH ILLINI BLUFFS. >>IN FEBRUARY, IN PREPARATION
BLUFFS. >>IN FEBRUARY, IN PREPARATION FOR OUR BUDGET, WE CUT $549,000
>>IN FEBRUARY, IN PREPARATION FOR OUR BUDGET, WE CUT $549,000 IN PREPARATION FOR NEXT YEAR.
FOR OUR BUDGET, WE CUT $549,000 IN PREPARATION FOR NEXT YEAR. WE CUT 12 POSITIONS, ABOUT YOU
IN PREPARATION FOR NEXT YEAR. WE CUT 12 POSITIONS, ABOUT YOU WE MADE SURE WE DID NOT CUT
WE CUT 12 POSITIONS, ABOUT YOU WE MADE SURE WE DID NOT CUT ANYTHING THAT WAS DIRECT STUDENT
WE MADE SURE WE DID NOT CUT ANYTHING THAT WAS DIRECT STUDENT CONTACT.
ANYTHING THAT WAS DIRECT STUDENT CONTACT. OF COURSE, WE CUT SUPPLIES AND
CONTACT. OF COURSE, WE CUT SUPPLIES AND ALL THOSE KIND OF THINGS YOU YOU
OF COURSE, WE CUT SUPPLIES AND ALL THOSE KIND OF THINGS YOU YOU CAN CUT INITIALLY TRYING TO
ALL THOSE KIND OF THINGS YOU YOU CAN CUT INITIALLY TRYING TO REDUCE IMPACT ON THE CLASSROOM
CAN CUT INITIALLY TRYING TO REDUCE IMPACT ON THE CLASSROOM AND THE IMPACT ON THE CHILDREN.
REDUCE IMPACT ON THE CLASSROOM AND THE IMPACT ON THE CHILDREN. CURRENTLY, THE STATE OWES US A
AND THE IMPACT ON THE CHILDREN. CURRENTLY, THE STATE OWES US A LITTLE OVER 450,000 THEY HAVEN'T
CURRENTLY, THE STATE OWES US A LITTLE OVER 450,000 THEY HAVEN'T PAID THAT WAS PROMISED.
LITTLE OVER 450,000 THEY HAVEN'T PAID THAT WAS PROMISED. >>FOR THIS CURRENT SCHOOL YEAR?
PAID THAT WAS PROMISED. >>FOR THIS CURRENT SCHOOL YEAR? >> FOR THE CURRENT SCHOOL YEAR,
>>FOR THIS CURRENT SCHOOL YEAR? >> FOR THE CURRENT SCHOOL YEAR, RIGHT.
>> FOR THE CURRENT SCHOOL YEAR, RIGHT. IF YOU COMBINE THOSE TWO, WE ARE
RIGHT. IF YOU COMBINE THOSE TWO, WE ARE LOOKING AT A LITTLE O OVER A
IF YOU COMBINE THOSE TWO, WE ARE LOOKING AT A LITTLE O OVER A MILLION THAT COULD BE MISSING
LOOKING AT A LITTLE O OVER A MILLION THAT COULD BE MISSING FOR NEXT YEAR ALREADY OF WE ARE
MILLION THAT COULD BE MISSING FOR NEXT YEAR ALREADY OF WE ARE HOPING TO GET THOSE DOLLARS THEY
FOR NEXT YEAR ALREADY OF WE ARE HOPING TO GET THOSE DOLLARS THEY OWE US, BUT WE DON'T SEE THAT IN
HOPING TO GET THOSE DOLLARS THEY OWE US, BUT WE DON'T SEE THAT IN THE FORESEEABLE FUTURE.
OWE US, BUT WE DON'T SEE THAT IN THE FORESEEABLE FUTURE. WE ARE VERY CONCERNED.
THE FORESEEABLE FUTURE. WE ARE VERY CONCERNED. >> I ASSUME THAT WE ARE GOING TO
WE ARE VERY CONCERNED. >> I ASSUME THAT WE ARE GOING TO HEAR THE SAME KINDS OF NUMBERS
>> I ASSUME THAT WE ARE GOING TO HEAR THE SAME KINDS OF NUMBERS WITH YOU, UP IN DE PUE.
HEAR THE SAME KINDS OF NUMBERS WITH YOU, UP IN DE PUE. >>?
WITH YOU, UP IN DE PUE. >>? WE ARE.
>>? WE ARE. WE HAVE FOUR AND A HALF MILLION
WE ARE. WE HAVE FOUR AND A HALF MILLION DOLLARS BUDGET.
WE HAVE FOUR AND A HALF MILLION DOLLARS BUDGET. WE HAVE 16% PROPERTY TAX BASED,
DOLLARS BUDGET. WE HAVE 16% PROPERTY TAX BASED, AND THE REST OF IT 84% WE ARE
WE HAVE 16% PROPERTY TAX BASED, AND THE REST OF IT 84% WE ARE STATE AID AND GRANT FUNDED.
AND THE REST OF IT 84% WE ARE STATE AID AND GRANT FUNDED. >>LET ME POINT OUT 16% IS VERY,
STATE AID AND GRANT FUNDED. >>LET ME POINT OUT 16% IS VERY, VERY LOW FOR A SCHOOL DISTRICT.
>>LET ME POINT OUT 16% IS VERY, VERY LOW FOR A SCHOOL DISTRICT. IT IS USUALLY IN THE 50% O OR
VERY LOW FOR A SCHOOL DISTRICT. IT IS USUALLY IN THE 50% O OR HIGHER RANGE.
IT IS USUALLY IN THE 50% O OR HIGHER RANGE. >>EXACTLY.
HIGHER RANGE. >>EXACTLY. WE DID CUT ONE AND A HALF
>>EXACTLY. WE DID CUT ONE AND A HALF PEOPLE, BUT ONE AND A HALF
WE DID CUT ONE AND A HALF PEOPLE, BUT ONE AND A HALF POSITIONS, BUT YOU HAVE TO
PEOPLE, BUT ONE AND A HALF POSITIONS, BUT YOU HAVE TO UNDERSTAND WE ARE BARE BONES
POSITIONS, BUT YOU HAVE TO UNDERSTAND WE ARE BARE BONES FACULTY, WE DON'T HAVE ANY
UNDERSTAND WE ARE BARE BONES FACULTY, WE DON'T HAVE ANY EXTRA'S AT THIS POINT AND
FACULTY, WE DON'T HAVE ANY EXTRA'S AT THIS POINT AND HAVEN'T HAD FOR MANY YEARS.
EXTRA'S AT THIS POINT AND HAVEN'T HAD FOR MANY YEARS. AT THIS POINT AND TIME, WHAT WE
HAVEN'T HAD FOR MANY YEARS. AT THIS POINT AND TIME, WHAT WE ARE LOOKING AT NEXT YEAR, IT IS
AT THIS POINT AND TIME, WHAT WE ARE LOOKING AT NEXT YEAR, IT IS VERY DIFFICULT TO PROJECT OUT
ARE LOOKING AT NEXT YEAR, IT IS VERY DIFFICULT TO PROJECT OUT BECAUSE WE DON'T HAVE ANY SOLID
VERY DIFFICULT TO PROJECT OUT BECAUSE WE DON'T HAVE ANY SOLID FIGURES.
BECAUSE WE DON'T HAVE ANY SOLID FIGURES. WE WILL BE OVER 300,000 IN
FIGURES. WE WILL BE OVER 300,000 IN DEFICIT IN OUR EDUCATION FUND.
WE WILL BE OVER 300,000 IN DEFICIT IN OUR EDUCATION FUND. WE ARE ALSO OWED BY THE STATE
DEFICIT IN OUR EDUCATION FUND. WE ARE ALSO OWED BY THE STATE OVER $200,000 AT THIS POINT.
WE ARE ALSO OWED BY THE STATE OVER $200,000 AT THIS POINT. LET'S TURN TO DR. BROOKHART.
OVER $200,000 AT THIS POINT. LET'S TURN TO DR. BROOKHART. FIRST OF ALL, THIS DESCRIPTION
LET'S TURN TO DR. BROOKHART. FIRST OF ALL, THIS DESCRIPTION OF WHAT THE REGIONAL OFFICE OF
FIRST OF ALL, THIS DESCRIPTION OF WHAT THE REGIONAL OFFICE OF EDUCATION, WHAT PURPOSE DO YOU
OF WHAT THE REGIONAL OFFICE OF EDUCATION, WHAT PURPOSE DO YOU SERVE?
EDUCATION, WHAT PURPOSE DO YOU SERVE? >> I THINK THE BEST WAY TO
SERVE? >> I THINK THE BEST WAY TO DESCRIBE IT, H, WOULD BE IT IS
>> I THINK THE BEST WAY TO DESCRIBE IT, H, WOULD BE IT IS KIND OF IND MEET IARY O OFFICE
DESCRIBE IT, H, WOULD BE IT IS KIND OF IND MEET IARY O OFFICE BETWEEN THE STATE BOARD OF
KIND OF IND MEET IARY O OFFICE BETWEEN THE STATE BOARD OF EDUCATION AND LOCAL DISTRICTS.
BETWEEN THE STATE BOARD OF EDUCATION AND LOCAL DISTRICTS. >>AND YOU ARE NOT FREE OF THE
EDUCATION AND LOCAL DISTRICTS. >>AND YOU ARE NOT FREE OF THE CUTS EITHER?
>>AND YOU ARE NOT FREE OF THE CUTS EITHER? >> NO, WE ARE CERTAINLY NOT.
CUTS EITHER? >> NO, WE ARE CERTAINLY NOT. WE ARE $1.6 MILLION IN AREARS AT
>> NO, WE ARE CERTAINLY NOT. WE ARE $1.6 MILLION IN AREARS AT THIS TIME.
WE ARE $1.6 MILLION IN AREARS AT THIS TIME. THE WORST PART OF IT ALL, I
THIS TIME. THE WORST PART OF IT ALL, I THINK, THE BEST SOURCES WE HAVE
THE WORST PART OF IT ALL, I THINK, THE BEST SOURCES WE HAVE FROM THE STATE COMPTROLLER'S
THINK, THE BEST SOURCES WE HAVE FROM THE STATE COMPTROLLER'S OFFICE IS THAT THEY ARE NINE
FROM THE STATE COMPTROLLER'S OFFICE IS THAT THEY ARE NINE MONTHS AWAY FROM MAKING THE NEXT
OFFICE IS THAT THEY ARE NINE MONTHS AWAY FROM MAKING THE NEXT PAYMENT.
MONTHS AWAY FROM MAKING THE NEXT PAYMENT. >>NINE MORE MONTHS.
PAYMENT. >>NINE MORE MONTHS. >>NINE MORE MONTHS BEFORE WE
>>NINE MORE MONTHS. >>NINE MORE MONTHS BEFORE WE RECEIVE ANY ADDITIONAL.
>>NINE MORE MONTHS BEFORE WE RECEIVE ANY ADDITIONAL. >>YOUR OFFICE BORROWED MONEY
RECEIVE ANY ADDITIONAL. >>YOUR OFFICE BORROWED MONEY THROUGH THE PEORIA COUNTY?
>>YOUR OFFICE BORROWED MONEY THROUGH THE PEORIA COUNTY? >> WE HAVEN'T BORROWED AT THIS
THROUGH THE PEORIA COUNTY? >> WE HAVEN'T BORROWED AT THIS POINT, BUT WE HAVE BEEN
>> WE HAVEN'T BORROWED AT THIS POINT, BUT WE HAVE BEEN FORTUNATE, PRIVATE AND PUBLIC,
POINT, BUT WE HAVE BEEN FORTUNATE, PRIVATE AND PUBLIC, AND PUBLIC OF COURSE BEING
FORTUNATE, PRIVATE AND PUBLIC, AND PUBLIC OF COURSE BEING PEORIA COUNTY BOARD THAT THEY
AND PUBLIC OF COURSE BEING PEORIA COUNTY BOARD THAT THEY HAVE ARRANGED LINES OF CREDIT
PEORIA COUNTY BOARD THAT THEY HAVE ARRANGED LINES OF CREDIT FOR US IN CASE THAT WE -- WE
HAVE ARRANGED LINES OF CREDIT FOR US IN CASE THAT WE -- WE HAVE BEEN ABLE TO USE RESERVES
FOR US IN CASE THAT WE -- WE HAVE BEEN ABLE TO USE RESERVES UP O TO THIS TIME.
HAVE BEEN ABLE TO USE RESERVES UP O TO THIS TIME. BUT WE WILL NOT BE ABLE TO
UP O TO THIS TIME. BUT WE WILL NOT BE ABLE TO SUSTAIN THAT FOREVER.
BUT WE WILL NOT BE ABLE TO SUSTAIN THAT FOREVER. WE DON'T GET ANY INCOME FOR SIX
SUSTAIN THAT FOREVER. WE DON'T GET ANY INCOME FOR SIX MONTHS -- OR NINE MONTHS, THERE
WE DON'T GET ANY INCOME FOR SIX MONTHS -- OR NINE MONTHS, THERE WILL BE CUTS, ESPECIALLY
MONTHS -- OR NINE MONTHS, THERE WILL BE CUTS, ESPECIALLY PRE-SCHOOL FOR ALL, VIRTUAL
WILL BE CUTS, ESPECIALLY PRE-SCHOOL FOR ALL, VIRTUAL EDUCATION, THOSE SORT OF THINGS.
PRE-SCHOOL FOR ALL, VIRTUAL EDUCATION, THOSE SORT OF THINGS. WE WILL HAVE TO REALLY GO DARK.
EDUCATION, THOSE SORT OF THINGS. WE WILL HAVE TO REALLY GO DARK. >>LET'S TURN TO DR. ALVEY,
WE WILL HAVE TO REALLY GO DARK. >>LET'S TURN TO DR. ALVEY, ELWOOD.
>>LET'S TURN TO DR. ALVEY, ELWOOD. >>THE STATE O OWES US MORE THAN
ELWOOD. >>THE STATE O OWES US MORE THAN $200,000.
>>THE STATE O OWES US MORE THAN $200,000. WE, LIKE THE OTHER DISTRICTS,
$200,000. WE, LIKE THE OTHER DISTRICTS, HAVE CUT POSITIONS AS WELL.
WE, LIKE THE OTHER DISTRICTS, HAVE CUT POSITIONS AS WELL. WE HAD TO CUT APPROXIMATELY TEN
HAVE CUT POSITIONS AS WELL. WE HAD TO CUT APPROXIMATELY TEN NON-CERTIFIED POSITIONS AND FIVE
WE HAD TO CUT APPROXIMATELY TEN NON-CERTIFIED POSITIONS AND FIVE CERTIFIED POSITION, NOT KNOWING
NON-CERTIFIED POSITIONS AND FIVE CERTIFIED POSITION, NOT KNOWING FOR SURE WHICH OF THOSE
CERTIFIED POSITION, NOT KNOWING FOR SURE WHICH OF THOSE INDIVIDUALS MIGHT BE CALLED
FOR SURE WHICH OF THOSE INDIVIDUALS MIGHT BE CALLED BACK, DEPENDING O ON THE P
INDIVIDUALS MIGHT BE CALLED BACK, DEPENDING O ON THE P GUESSING GAME, OF COURSE.
BACK, DEPENDING O ON THE P GUESSING GAME, OF COURSE. WE MAY NOT KNOW WHAT THE STATE
GUESSING GAME, OF COURSE. WE MAY NOT KNOW WHAT THE STATE FUNDING LEVEL IS GOING TO BE
WE MAY NOT KNOW WHAT THE STATE FUNDING LEVEL IS GOING TO BE UNTIL POSSIBLY SEPTEMBER.
FUNDING LEVEL IS GOING TO BE UNTIL POSSIBLY SEPTEMBER. THAT'S THE DIFFICULT THING FOR
UNTIL POSSIBLY SEPTEMBER. THAT'S THE DIFFICULT THING FOR US AS SCHOOL DISTRICTS.
THAT'S THE DIFFICULT THING FOR US AS SCHOOL DISTRICTS. WE HAVE ONE WINDOW, BEING IN
US AS SCHOOL DISTRICTS. WE HAVE ONE WINDOW, BEING IN MARCH, THAT WE CAN REDUCE OUR
WE HAVE ONE WINDOW, BEING IN MARCH, THAT WE CAN REDUCE OUR STAFF, AND IT PUTS OUR PEOPLE IN
MARCH, THAT WE CAN REDUCE OUR STAFF, AND IT PUTS OUR PEOPLE IN DIFFICULT POSITIONS.
STAFF, AND IT PUTS OUR PEOPLE IN DIFFICULT POSITIONS. >>YOU SEND OUT WHAT I TYPICALLY
DIFFICULT POSITIONS. >>YOU SEND OUT WHAT I TYPICALLY CALL PINK SLIP MEANING THAT YOU
>>YOU SEND OUT WHAT I TYPICALLY CALL PINK SLIP MEANING THAT YOU MIGHT NOT BE COMING BACK AS A
CALL PINK SLIP MEANING THAT YOU MIGHT NOT BE COMING BACK AS A TEACHER OR STAFF MEMBER?
MIGHT NOT BE COMING BACK AS A TEACHER OR STAFF MEMBER? >> CORRECT.
TEACHER OR STAFF MEMBER? >> CORRECT. WE HAVE TO DO THAT EARLY ENOUGH,
>> CORRECT. WE HAVE TO DO THAT EARLY ENOUGH, AS DR. ALVEY IS IDENTIFYING TO
WE HAVE TO DO THAT EARLY ENOUGH, AS DR. ALVEY IS IDENTIFYING TO MEET THE STATE LAW AND THE STATE
AS DR. ALVEY IS IDENTIFYING TO MEET THE STATE LAW AND THE STATE REQUIREMENTS.
MEET THE STATE LAW AND THE STATE REQUIREMENTS. SO YOU NOTIFY THOSE PEOPLE THEY
REQUIREMENTS. SO YOU NOTIFY THOSE PEOPLE THEY MAY NOT RECEIVE A POSITION NEXT
SO YOU NOTIFY THOSE PEOPLE THEY MAY NOT RECEIVE A POSITION NEXT YEAR BECAUSE WE WON'T HAVE THE
MAY NOT RECEIVE A POSITION NEXT YEAR BECAUSE WE WON'T HAVE THE FUNDING TO PAY THEM.
YEAR BECAUSE WE WON'T HAVE THE FUNDING TO PAY THEM. OF COURSE, THEY ARE NOT GOING TO
FUNDING TO PAY THEM. OF COURSE, THEY ARE NOT GOING TO VOLUNTEER.
OF COURSE, THEY ARE NOT GOING TO VOLUNTEER. THEY WANT TO BE PAID TO WORK AND
VOLUNTEER. THEY WANT TO BE PAID TO WORK AND WE NEED THEM, BUT THERE IS NO
THEY WANT TO BE PAID TO WORK AND WE NEED THEM, BUT THERE IS NO MONEY.
WE NEED THEM, BUT THERE IS NO MONEY. >>UP IN DE PUE, YOU ALLUDED O TO
MONEY. >>UP IN DE PUE, YOU ALLUDED O TO THE FACT, YOUR SMALL DISTRICT.
>>UP IN DE PUE, YOU ALLUDED O TO THE FACT, YOUR SMALL DISTRICT. >>517.
THE FACT, YOUR SMALL DISTRICT. >>517. >>517 STUDENTS.
>>517. >>517 STUDENTS. SO IT IS DIFFICULT TO CUT WHEN
>>517 STUDENTS. SO IT IS DIFFICULT TO CUT WHEN ALL YOU HAVE ARE ONE OR
SO IT IS DIFFICULT TO CUT WHEN ALL YOU HAVE ARE ONE OR SOMETIMES TWO TEACHERS PER CLASS
ALL YOU HAVE ARE ONE OR SOMETIMES TWO TEACHERS PER CLASS LEVEL?
SOMETIMES TWO TEACHERS PER CLASS LEVEL? >> EXACTLY.
LEVEL? >> EXACTLY. WE ARE IN A UNIQUE POSITION WE
>> EXACTLY. WE ARE IN A UNIQUE POSITION WE ARE A GROWING SCHOOL.
WE ARE IN A UNIQUE POSITION WE ARE A GROWING SCHOOL. THE OTHER PART OF THIS BOW SIDES
ARE A GROWING SCHOOL. THE OTHER PART OF THIS BOW SIDES OUR STATE AID IS GRANT FUNDING.
THE OTHER PART OF THIS BOW SIDES OUR STATE AID IS GRANT FUNDING. THAT'S ALSO KID CAL.
OUR STATE AID IS GRANT FUNDING. THAT'S ALSO KID CAL. WE HAVE TO BE MAKING OUT OUR
THAT'S ALSO KID CAL. WE HAVE TO BE MAKING OUT OUR BUDGETS IN THE SUMMER, AND WE
WE HAVE TO BE MAKING OUT OUR BUDGETS IN THE SUMMER, AND WE DON'T KNOW WHAT KIND OF FIGURES
BUDGETS IN THE SUMMER, AND WE DON'T KNOW WHAT KIND OF FIGURES TO EVEN USE.
DON'T KNOW WHAT KIND OF FIGURES TO EVEN USE. WE WILL BE HELD ACCOUNTABLE FOR
TO EVEN USE. WE WILL BE HELD ACCOUNTABLE FOR THOSE BUDGETS.
WE WILL BE HELD ACCOUNTABLE FOR THOSE BUDGETS. IT IS EXTREMELY CRITICAL.
THOSE BUDGETS. IT IS EXTREMELY CRITICAL. >>GRANT MONEY CAN BE ANY NUMBER
IT IS EXTREMELY CRITICAL. >>GRANT MONEY CAN BE ANY NUMBER OF THINGS, BUT, FOR INSTANCE,
>>GRANT MONEY CAN BE ANY NUMBER OF THINGS, BUT, FOR INSTANCE, YOU ARE ALL PREK-12?
OF THINGS, BUT, FOR INSTANCE, YOU ARE ALL PREK-12? >> UH-HUH.
YOU ARE ALL PREK-12? >> UH-HUH. >>PRE-K IS THAT GRANT O MONEY?
>> UH-HUH. >>PRE-K IS THAT GRANT O MONEY? >> PRE-K IS GRANT MONEY.
>>PRE-K IS THAT GRANT O MONEY? >> PRE-K IS GRANT MONEY. OF COURSE, WE DON'T KNOW WHAT
>> PRE-K IS GRANT MONEY. OF COURSE, WE DON'T KNOW WHAT DIRECTION THE STATE WILL HEAD
OF COURSE, WE DON'T KNOW WHAT DIRECTION THE STATE WILL HEAD WITH THAT.
DIRECTION THE STATE WILL HEAD WITH THAT. ALSO, READING IMPROVEMENT IS
WITH THAT. ALSO, READING IMPROVEMENT IS ANOTHER GRANT WE HAVEN'T
ALSO, READING IMPROVEMENT IS ANOTHER GRANT WE HAVEN'T RECEIVED ANY MONEY FOR,
ANOTHER GRANT WE HAVEN'T RECEIVED ANY MONEY FOR, SOMETHING CALLED THE ADA BLOCK
RECEIVED ANY MONEY FOR, SOMETHING CALLED THE ADA BLOCK GRANT WE HAVEN'T RECEIVED MONEY.
SOMETHING CALLED THE ADA BLOCK GRANT WE HAVEN'T RECEIVED MONEY. MANDATED CATEGORICALS IS ANOTHER
GRANT WE HAVEN'T RECEIVED MONEY. MANDATED CATEGORICALS IS ANOTHER TOPIC THAT MANY OF US HAVEN'T
MANDATED CATEGORICALS IS ANOTHER TOPIC THAT MANY OF US HAVEN'T RECEIVED OUR FUNDING FROM AS
TOPIC THAT MANY OF US HAVEN'T RECEIVED OUR FUNDING FROM AS WELL AND BIGGEST FEAR, IS
RECEIVED OUR FUNDING FROM AS WELL AND BIGGEST FEAR, IS HEADING INTO THE END OF THE
WELL AND BIGGEST FEAR, IS HEADING INTO THE END OF THE FISCAL YEAR, ARE WE GOING TO GET
HEADING INTO THE END OF THE FISCAL YEAR, ARE WE GOING TO GET ALL THE STATE AID PROMISED TO
FISCAL YEAR, ARE WE GOING TO GET ALL THE STATE AID PROMISED TO US, WHICH IS A MAJORITY OF OUR
ALL THE STATE AID PROMISED TO US, WHICH IS A MAJORITY OF OUR FUNDING.
US, WHICH IS A MAJORITY OF OUR FUNDING. >>DR. BROOKHART, LET'S TALK WHEN
FUNDING. >>DR. BROOKHART, LET'S TALK WHEN PEOPLE TALK ABOUT -- WELL WHY
>>DR. BROOKHART, LET'S TALK WHEN PEOPLE TALK ABOUT -- WELL WHY DON'T YOU TAKE THE MONEY YOU
PEOPLE TALK ABOUT -- WELL WHY DON'T YOU TAKE THE MONEY YOU HAVE FOR X AND PUT IT INTO
DON'T YOU TAKE THE MONEY YOU HAVE FOR X AND PUT IT INTO TEACHING THE KIDS.
HAVE FOR X AND PUT IT INTO TEACHING THE KIDS. THE TRANSPORTATION FUNDING,
TEACHING THE KIDS. THE TRANSPORTATION FUNDING, EDUCATION, FUND, ETCETERA, CAN'T
THE TRANSPORTATION FUNDING, EDUCATION, FUND, ETCETERA, CAN'T CROSS.
EDUCATION, FUND, ETCETERA, CAN'T CROSS. >>THAT'S CORRECT.
CROSS. >>THAT'S CORRECT. SOMETIMES THE PUBLIC DOESN'T
>>THAT'S CORRECT. SOMETIMES THE PUBLIC DOESN'T UNDERSTAND THAT, AND THAT'S WHY
SOMETIMES THE PUBLIC DOESN'T UNDERSTAND THAT, AND THAT'S WHY SHOWS SUCH AS THIS ARE SUCH GOOD
UNDERSTAND THAT, AND THAT'S WHY SHOWS SUCH AS THIS ARE SUCH GOOD MENTORS TO MAKE THE PUBLIC
SHOWS SUCH AS THIS ARE SUCH GOOD MENTORS TO MAKE THE PUBLIC UNDERSTAND THAT, FOR EXAMPLE,
MENTORS TO MAKE THE PUBLIC UNDERSTAND THAT, FOR EXAMPLE, YOU MAY HAVE A BUILDING FUND
UNDERSTAND THAT, FOR EXAMPLE, YOU MAY HAVE A BUILDING FUND SURPLUS BUT YOU CAN'T HIRE
YOU MAY HAVE A BUILDING FUND SURPLUS BUT YOU CAN'T HIRE ADDITIONAL PERSONNEL WITH THE
SURPLUS BUT YOU CAN'T HIRE ADDITIONAL PERSONNEL WITH THE BUILDING FUND EXCEPT IF THEY ARE
ADDITIONAL PERSONNEL WITH THE BUILDING FUND EXCEPT IF THEY ARE THIS MAINTENANCE OR CONSTRUCTION
BUILDING FUND EXCEPT IF THEY ARE THIS MAINTENANCE OR CONSTRUCTION OR SOMETHING TO THAT EFFECT.
THIS MAINTENANCE OR CONSTRUCTION OR SOMETHING TO THAT EFFECT. AND THAT'S TRUE OF ALL THE
OR SOMETHING TO THAT EFFECT. AND THAT'S TRUE OF ALL THE VARIOUS CATEGORIES THAT YOU HAVE
AND THAT'S TRUE OF ALL THE VARIOUS CATEGORIES THAT YOU HAVE UNDER THE STATE CODE FORMULA,
VARIOUS CATEGORIES THAT YOU HAVE UNDER THE STATE CODE FORMULA, THAT YOU CAN'T NECESSARILY
UNDER THE STATE CODE FORMULA, THAT YOU CAN'T NECESSARILY FREELY TRANSFER ALL FUNDS TO
THAT YOU CAN'T NECESSARILY FREELY TRANSFER ALL FUNDS TO DIFFERENT PURPOSES IF THAT
FREELY TRANSFER ALL FUNDS TO DIFFERENT PURPOSES IF THAT WASN'T THEIR INTENDED -- THAT
DIFFERENT PURPOSES IF THAT WASN'T THEIR INTENDED -- THAT THEY WERE LEVIED FOR.
WASN'T THEIR INTENDED -- THAT THEY WERE LEVIED FOR. >>IT IS THE EDUCATION FUND
THEY WERE LEVIED FOR. >>IT IS THE EDUCATION FUND MOSTLY UNDER FIRE?
>>IT IS THE EDUCATION FUND MOSTLY UNDER FIRE? >> IT IS WHERE THE BIGGEST
MOSTLY UNDER FIRE? >> IT IS WHERE THE BIGGEST EXPENDITURES ARE.
>> IT IS WHERE THE BIGGEST EXPENDITURES ARE. >>TEACHERS ARE PAID FROM --
EXPENDITURES ARE. >>TEACHERS ARE PAID FROM -- >>SALARIES, BENEFITS, SUPPLIES,
>>TEACHERS ARE PAID FROM -- >>SALARIES, BENEFITS, SUPPLIES, TEXTBOOKS, ATHLETICS, ANYTHING
>>SALARIES, BENEFITS, SUPPLIES, TEXTBOOKS, ATHLETICS, ANYTHING RELATED TO THAT,
TEXTBOOKS, ATHLETICS, ANYTHING RELATED TO THAT, EXTRACURRICULAR.
RELATED TO THAT, EXTRACURRICULAR. >>SO LET'S TALK ABOUT SOLUTIONS
EXTRACURRICULAR. >>SO LET'S TALK ABOUT SOLUTIONS FOR A MOMENT.
>>SO LET'S TALK ABOUT SOLUTIONS FOR A MOMENT. YOU MENTIONED ATHLETICS.
FOR A MOMENT. YOU MENTIONED ATHLETICS. I THINK SOMETIMES PEOPLE SAY,
YOU MENTIONED ATHLETICS. I THINK SOMETIMES PEOPLE SAY, WELL, ESPECIALLY IF NO CHILD
I THINK SOMETIMES PEOPLE SAY, WELL, ESPECIALLY IF NO CHILD LEFT BEHIND, YOU YOU HAVE GOT TO
WELL, ESPECIALLY IF NO CHILD LEFT BEHIND, YOU YOU HAVE GOT TO PAY ATTENTION TO MATH, SCIENCE,
LEFT BEHIND, YOU YOU HAVE GOT TO PAY ATTENTION TO MATH, SCIENCE, ENGLISH, THAT'S WHAT IS
PAY ATTENTION TO MATH, SCIENCE, ENGLISH, THAT'S WHAT IS IMPORTANT.
ENGLISH, THAT'S WHAT IS IMPORTANT. SO HAVE YOU CUT ANY
IMPORTANT. SO HAVE YOU CUT ANY EXTRACURRICULAR'S OR ARE YOU
SO HAVE YOU CUT ANY EXTRACURRICULAR'S OR ARE YOU CONSIDERING TO CUT ANY
EXTRACURRICULAR'S OR ARE YOU CONSIDERING TO CUT ANY EXTRACURRICULARS?
CONSIDERING TO CUT ANY EXTRACURRICULARS? >> AT THIS POINT, WE HAVE NOT
EXTRACURRICULARS? >> AT THIS POINT, WE HAVE NOT CUT EXTRACURRICULAR'S.
>> AT THIS POINT, WE HAVE NOT CUT EXTRACURRICULAR'S. HOWEVER, THAT'S NOT SOMETHING
CUT EXTRACURRICULAR'S. HOWEVER, THAT'S NOT SOMETHING THAT WE WOULD THROW OUT THE
HOWEVER, THAT'S NOT SOMETHING THAT WE WOULD THROW OUT THE WINDOW.
THAT WE WOULD THROW OUT THE WINDOW. IN FACT, WE HAVE DEFINITELY
WINDOW. IN FACT, WE HAVE DEFINITELY DISCUSSED IT AS A BOARD AS A
IN FACT, WE HAVE DEFINITELY DISCUSSED IT AS A BOARD AS A POSSIBILITY.
DISCUSSED IT AS A BOARD AS A POSSIBILITY. WE ARE LOOKING FOR ANSWERS.
POSSIBILITY. WE ARE LOOKING FOR ANSWERS. I HAVE ASKED ALL OF MY PEOPLE,
WE ARE LOOKING FOR ANSWERS. I HAVE ASKED ALL OF MY PEOPLE, IF YOU COME UP WITH A
I HAVE ASKED ALL OF MY PEOPLE, IF YOU COME UP WITH A SUGGESTION, BRING IT TO ME.
IF YOU COME UP WITH A SUGGESTION, BRING IT TO ME. IT IS SOMETHING WE'D LOVE TO
SUGGESTION, BRING IT TO ME. IT IS SOMETHING WE'D LOVE TO HEAR. WE HAVE A LOT OF VERY
IT IS SOMETHING WE'D LOVE TO HEAR. WE HAVE A LOT OF VERY INTELLIGENT PEOPLE IN ALL OF OUR
HEAR. WE HAVE A LOT OF VERY INTELLIGENT PEOPLE IN ALL OF OUR BUILDINGS.
INTELLIGENT PEOPLE IN ALL OF OUR BUILDINGS. WE WANT TO HEAR THEIR
BUILDINGS. WE WANT TO HEAR THEIR SUGGESTIONS AS WELL.
WE WANT TO HEAR THEIR SUGGESTIONS AS WELL. THEY MAY NOT WORK.
SUGGESTIONS AS WELL. THEY MAY NOT WORK. THEY MAY.
THEY MAY NOT WORK. THEY MAY. BUT I DON'T PROFESS TO SAY I
THEY MAY. BUT I DON'T PROFESS TO SAY I HAVE ALL THE ANSWERS.
BUT I DON'T PROFESS TO SAY I HAVE ALL THE ANSWERS. I WANT TO LISTEN TO EVERYBODY
HAVE ALL THE ANSWERS. I WANT TO LISTEN TO EVERYBODY THAT WORKS AROUND ME TO LOOK FOR
I WANT TO LISTEN TO EVERYBODY THAT WORKS AROUND ME TO LOOK FOR A BETTER ANSWER.
THAT WORKS AROUND ME TO LOOK FOR A BETTER ANSWER. WE ARE BEGGING FOR HELP, AND
A BETTER ANSWER. WE ARE BEGGING FOR HELP, AND THAT'S ONE OF THEM WE HAVE
WE ARE BEGGING FOR HELP, AND THAT'S ONE OF THEM WE HAVE CONSIDERED.
THAT'S ONE OF THEM WE HAVE CONSIDERED. >>AND IN ELWOOD, ANY CUTS IN
CONSIDERED. >>AND IN ELWOOD, ANY CUTS IN THAT ARENA?
>>AND IN ELWOOD, ANY CUTS IN THAT ARENA? >> NO, WE HAVE NOT MADE ANY CUTS
THAT ARENA? >> NO, WE HAVE NOT MADE ANY CUTS THUS FAR.
>> NO, WE HAVE NOT MADE ANY CUTS THUS FAR. WE DON'T ANTICIPATE MAKING CUTS
THUS FAR. WE DON'T ANTICIPATE MAKING CUTS IN THE COMING SCHOOL YEAR.
WE DON'T ANTICIPATE MAKING CUTS IN THE COMING SCHOOL YEAR. WE WILL BE IMPLEMENTING ACTIVITY
IN THE COMING SCHOOL YEAR. WE WILL BE IMPLEMENTING ACTIVITY FEES FOR HIGH SCHOOL SPORTS,
WE WILL BE IMPLEMENTING ACTIVITY FEES FOR HIGH SCHOOL SPORTS, WHICH WE HAVEN'T DONE BEFORE.
FEES FOR HIGH SCHOOL SPORTS, WHICH WE HAVEN'T DONE BEFORE. THAT'S A DROP IN THE BUCKET FOR
WHICH WE HAVEN'T DONE BEFORE. THAT'S A DROP IN THE BUCKET FOR WHAT THE PROGRAMS COST US.
THAT'S A DROP IN THE BUCKET FOR WHAT THE PROGRAMS COST US. EXTRACURRICULAR ACTIVITIES ARE
WHAT THE PROGRAMS COST US. EXTRACURRICULAR ACTIVITIES ARE INTEGRAL PART OF ANY SCHOOL, AND
EXTRACURRICULAR ACTIVITIES ARE INTEGRAL PART OF ANY SCHOOL, AND I THINK ALL OF US SITTING AROUND
INTEGRAL PART OF ANY SCHOOL, AND I THINK ALL OF US SITTING AROUND THE TABLE WOULD CERTAINLY AGREE
I THINK ALL OF US SITTING AROUND THE TABLE WOULD CERTAINLY AGREE WITH THAT.
THE TABLE WOULD CERTAINLY AGREE WITH THAT. WE WILL DO WHAT WE CAN TO AVOID
WITH THAT. WE WILL DO WHAT WE CAN TO AVOID MAKING CUTS TO THOSE AREAS, BUT,
WE WILL DO WHAT WE CAN TO AVOID MAKING CUTS TO THOSE AREAS, BUT, ULTIMATELY, DEPENDING HOW THINGS
MAKING CUTS TO THOSE AREAS, BUT, ULTIMATELY, DEPENDING HOW THINGS PROGRESS IN THE NEXT YEAR OR
ULTIMATELY, DEPENDING HOW THINGS PROGRESS IN THE NEXT YEAR OR TWO, THAT HAS TO BE CONSIDERED
PROGRESS IN THE NEXT YEAR OR TWO, THAT HAS TO BE CONSIDERED AS WELL.
TWO, THAT HAS TO BE CONSIDERED AS WELL. >>LET ME ADD TO THAT IF I MIGHT.
AS WELL. >>LET ME ADD TO THAT IF I MIGHT. I THINK TECHNICALLY WE SHOULD
>>LET ME ADD TO THAT IF I MIGHT. I THINK TECHNICALLY WE SHOULD REFER O TO THOSE AS CO
I THINK TECHNICALLY WE SHOULD REFER O TO THOSE AS CO CURRICULAR, NOT EXTRACURRICULAR
REFER O TO THOSE AS CO CURRICULAR, NOT EXTRACURRICULAR BECAUSE, IN FACT, PRETTY MUCH
CURRICULAR, NOT EXTRACURRICULAR BECAUSE, IN FACT, PRETTY MUCH ALL OF THE RESEARCH SHOWS THEY
BECAUSE, IN FACT, PRETTY MUCH ALL OF THE RESEARCH SHOWS THEY ARE SUPPORTING FACTORS TO THE
ALL OF THE RESEARCH SHOWS THEY ARE SUPPORTING FACTORS TO THE TOTAL ACADEMIC PROGRAM THAT A
ARE SUPPORTING FACTORS TO THE TOTAL ACADEMIC PROGRAM THAT A YOUNGSTER GOES THROUGH AND THE
TOTAL ACADEMIC PROGRAM THAT A YOUNGSTER GOES THROUGH AND THE DEVELOPMENT OF A CHILD IS BEYOND
YOUNGSTER GOES THROUGH AND THE DEVELOPMENT OF A CHILD IS BEYOND THE TEXTBOOKS.
DEVELOPMENT OF A CHILD IS BEYOND THE TEXTBOOKS. SO IT IS IT SHOULD BE REFERRED
THE TEXTBOOKS. SO IT IS IT SHOULD BE REFERRED TO ACCURATELY AS CO CURRICULAR,
SO IT IS IT SHOULD BE REFERRED TO ACCURATELY AS CO CURRICULAR, NOT EXTRA.
TO ACCURATELY AS CO CURRICULAR, NOT EXTRA. >>LET'S TALK A LITTLE BIT ABOUT
NOT EXTRA. >>LET'S TALK A LITTLE BIT ABOUT WE CONSTANTLY HEAR THERE IS
>>LET'S TALK A LITTLE BIT ABOUT WE CONSTANTLY HEAR THERE IS APPROXIMATELY 900 SCHOOL
WE CONSTANTLY HEAR THERE IS APPROXIMATELY 900 SCHOOL DISTRICTS IN THE STATE OF
APPROXIMATELY 900 SCHOOL DISTRICTS IN THE STATE OF ILLINOIS, AND SOME OF THOSE ARE
DISTRICTS IN THE STATE OF ILLINOIS, AND SOME OF THOSE ARE DUAL DISTRICTS.
ILLINOIS, AND SOME OF THOSE ARE DUAL DISTRICTS. EAST PEORIA WOULD BE A DUAL
DUAL DISTRICTS. EAST PEORIA WOULD BE A DUAL DISTRICT.
EAST PEORIA WOULD BE A DUAL DISTRICT. YOU ARE ALL UNIT DISTRICTS?
DISTRICT. YOU ARE ALL UNIT DISTRICTS? >> RIGHT.
YOU ARE ALL UNIT DISTRICTS? >> RIGHT. >>BUT A DUAL DISTRICT MIGHT
>> RIGHT. >>BUT A DUAL DISTRICT MIGHT COMBINE ELEMENTARY WITH THE HIGH
>>BUT A DUAL DISTRICT MIGHT COMBINE ELEMENTARY WITH THE HIGH SCHOOL OR IN THE CASE OF
COMBINE ELEMENTARY WITH THE HIGH SCHOOL OR IN THE CASE OF LIMESTONE AND CORRECT ME IF I AM
SCHOOL OR IN THE CASE OF LIMESTONE AND CORRECT ME IF I AM WRONG, I THINK THERE ARE EIGHT
LIMESTONE AND CORRECT ME IF I AM WRONG, I THINK THERE ARE EIGHT FEEDER SCHOOLS TO LIMESTONE HIGH
WRONG, I THINK THERE ARE EIGHT FEEDER SCHOOLS TO LIMESTONE HIGH SCHOOL.
FEEDER SCHOOLS TO LIMESTONE HIGH SCHOOL. >>CORRECT.
SCHOOL. >>CORRECT. >>ISSUE DOWN THERE, AND I DON'T
>>CORRECT. >>ISSUE DOWN THERE, AND I DON'T KNOW ABOUT MONEY, BUT ONE OF THE
>>ISSUE DOWN THERE, AND I DON'T KNOW ABOUT MONEY, BUT ONE OF THE BENEFITS OF CONSOLIDATING THOSE
KNOW ABOUT MONEY, BUT ONE OF THE BENEFITS OF CONSOLIDATING THOSE EIGHT WOULD BE ALL THE KIDS
BENEFITS OF CONSOLIDATING THOSE EIGHT WOULD BE ALL THE KIDS WOULD COME IN WITH THE SAME
EIGHT WOULD BE ALL THE KIDS WOULD COME IN WITH THE SAME LEVEL OF -- WOULD FOLLOW THE
WOULD COME IN WITH THE SAME LEVEL OF -- WOULD FOLLOW THE SAME CURRICULUM.
LEVEL OF -- WOULD FOLLOW THE SAME CURRICULUM. RIGHT NOW WHEN THEY GET TO
SAME CURRICULUM. RIGHT NOW WHEN THEY GET TO LIMESTONE, THE STRUGGLE IS EIGHT
RIGHT NOW WHEN THEY GET TO LIMESTONE, THE STRUGGLE IS EIGHT DIFFERENT CURRICULA THAT KIDS
LIMESTONE, THE STRUGGLE IS EIGHT DIFFERENT CURRICULA THAT KIDS TOOK, AND NOW THEY ARE IN ONE
DIFFERENT CURRICULA THAT KIDS TOOK, AND NOW THEY ARE IN ONE POT AT LIMESTONE HIGH SCHOOL.
TOOK, AND NOW THEY ARE IN ONE POT AT LIMESTONE HIGH SCHOOL. >>I THINK THAT'S CORRECT.
POT AT LIMESTONE HIGH SCHOOL. >>I THINK THAT'S CORRECT. THEY WORK HARD WITH A GROUP
>>I THINK THAT'S CORRECT. THEY WORK HARD WITH A GROUP CALLED LUDA -- EXCUSE ME, DR.
THEY WORK HARD WITH A GROUP CALLED LUDA -- EXCUSE ME, DR. DR. ALVEY TOLD ME, THEY DO WORK
CALLED LUDA -- EXCUSE ME, DR. DR. ALVEY TOLD ME, THEY DO WORK ON THAT.
DR. ALVEY TOLD ME, THEY DO WORK ON THAT. I DON'T KNOW HOW SUCCESSFUL THAT
ON THAT. I DON'T KNOW HOW SUCCESSFUL THAT IS.
I DON'T KNOW HOW SUCCESSFUL THAT IS. >>I SPENT TIME AS SUPERINTENDENT
IS. >>I SPENT TIME AS SUPERINTENDENT AT WALTERS.
>>I SPENT TIME AS SUPERINTENDENT AT WALTERS. THERE IS A COMMITTEE CALLED
AT WALTERS. THERE IS A COMMITTEE CALLED LIMESTONE AREA CURRICULUM
THERE IS A COMMITTEE CALLED LIMESTONE AREA CURRICULUM COMMITTEE.
LIMESTONE AREA CURRICULUM COMMITTEE. THEY HAVE MADE SOME STRIDES IN
COMMITTEE. THEY HAVE MADE SOME STRIDES IN TRYING TO ARTICULATE THE
THEY HAVE MADE SOME STRIDES IN TRYING TO ARTICULATE THE CURRICULUM.
TRYING TO ARTICULATE THE CURRICULUM. IT IS DIFFICULT ADMITTEDLY.
CURRICULUM. IT IS DIFFICULT ADMITTEDLY. EVERY DISTRICT HAS ITS O OWN
IT IS DIFFICULT ADMITTEDLY. EVERY DISTRICT HAS ITS O OWN ISSUES.
EVERY DISTRICT HAS ITS O OWN ISSUES. DEMO GRAPHICALLY.
ISSUES. DEMO GRAPHICALLY. IDEALLY, YOU'D LIKE TO OFFER THE
DEMO GRAPHICALLY. IDEALLY, YOU'D LIKE TO OFFER THE SAME CURRICULUM WITHIN THOSE
IDEALLY, YOU'D LIKE TO OFFER THE SAME CURRICULUM WITHIN THOSE DISTRICTS, BUT FUNDING, THERE IS
SAME CURRICULUM WITHIN THOSE DISTRICTS, BUT FUNDING, THERE IS A DISPARITY IN FUNDING IN THOSE
DISTRICTS, BUT FUNDING, THERE IS A DISPARITY IN FUNDING IN THOSE DISTRICTS AND CAN'T OFFER THE
A DISPARITY IN FUNDING IN THOSE DISTRICTS AND CAN'T OFFER THE SAME TEXTBOOKS THAT OTHER
DISTRICTS AND CAN'T OFFER THE SAME TEXTBOOKS THAT OTHER DISTRICTS DO IN THE SAME YEAR.
SAME TEXTBOOKS THAT OTHER DISTRICTS DO IN THE SAME YEAR. THERE ARE SOME ISSUES ASSOCIATED
DISTRICTS DO IN THE SAME YEAR. THERE ARE SOME ISSUES ASSOCIATED WITH THAT, YES.
THERE ARE SOME ISSUES ASSOCIATED WITH THAT, YES. >>NO SCHOOL DISTRICT, AND I
WITH THAT, YES. >>NO SCHOOL DISTRICT, AND I ASSUME DE PUE WOULD BE, DON'T
>>NO SCHOOL DISTRICT, AND I ASSUME DE PUE WOULD BE, DON'T LIKE TO LOSE CONTROL.
ASSUME DE PUE WOULD BE, DON'T LIKE TO LOSE CONTROL. >>IN OUR TOWN OF SEVEN SQUARE
LIKE TO LOSE CONTROL. >>IN OUR TOWN OF SEVEN SQUARE MILES AND FOR DE PUE TO LOSE ITS
>>IN OUR TOWN OF SEVEN SQUARE MILES AND FOR DE PUE TO LOSE ITS SCHOOL OR EVEN LOSE ITS HIGH
MILES AND FOR DE PUE TO LOSE ITS SCHOOL OR EVEN LOSE ITS HIGH SCHOOL, LOSES IDENTITY, WE LOSE
SCHOOL OR EVEN LOSE ITS HIGH SCHOOL, LOSES IDENTITY, WE LOSE PEOPLE.
SCHOOL, LOSES IDENTITY, WE LOSE PEOPLE. IF YOU DON'T HAVE A HIGH SCHOOL,
PEOPLE. IF YOU DON'T HAVE A HIGH SCHOOL, YOU ARE DEFINITELY NOT GOING TO
IF YOU DON'T HAVE A HIGH SCHOOL, YOU ARE DEFINITELY NOT GOING TO ATTRACT NEW PEOPLE OR INDUSTRY
YOU ARE DEFINITELY NOT GOING TO ATTRACT NEW PEOPLE OR INDUSTRY SHOULD SHOULD THAT EVER BE
ATTRACT NEW PEOPLE OR INDUSTRY SHOULD SHOULD THAT EVER BE AVAILABLE.
SHOULD SHOULD THAT EVER BE AVAILABLE. IT WOULD BE VERY DETRIMENTAL TO
AVAILABLE. IT WOULD BE VERY DETRIMENTAL TO THE COMMUNITY AND MOST
IT WOULD BE VERY DETRIMENTAL TO THE COMMUNITY AND MOST IMPORTANTLY TO THE CHILDREN.
THE COMMUNITY AND MOST IMPORTANTLY TO THE CHILDREN. HOW CLOSELY DO YOU WORK WITH THE
IMPORTANTLY TO THE CHILDREN. HOW CLOSELY DO YOU WORK WITH THE MAYORS AND CITY COUNCILS IN
HOW CLOSELY DO YOU WORK WITH THE MAYORS AND CITY COUNCILS IN TRYING TO MAKE SURE THE SCHOOLS
MAYORS AND CITY COUNCILS IN TRYING TO MAKE SURE THE SCHOOLS ARE GOING WELL?
TRYING TO MAKE SURE THE SCHOOLS ARE GOING WELL? >> THAT'S EASIER IN A UNIT
ARE GOING WELL? >> THAT'S EASIER IN A UNIT DISTRICT.
>> THAT'S EASIER IN A UNIT DISTRICT. I WAS IN GEORGIA, IN FACT, THAT
DISTRICT. I WAS IN GEORGIA, IN FACT, THAT HAD A COUNTY SUPERINTENDENT.
I WAS IN GEORGIA, IN FACT, THAT HAD A COUNTY SUPERINTENDENT. SO EVERY DISTRICT -- OR EVERY
HAD A COUNTY SUPERINTENDENT. SO EVERY DISTRICT -- OR EVERY SCHOOL IN THAT DISTRICT WAS ALL
SO EVERY DISTRICT -- OR EVERY SCHOOL IN THAT DISTRICT WAS ALL PART OF ONE COUNTY, AND IT WAS
SCHOOL IN THAT DISTRICT WAS ALL PART OF ONE COUNTY, AND IT WAS ALL UNDER THE SAME BLANKET SO TO
PART OF ONE COUNTY, AND IT WAS ALL UNDER THE SAME BLANKET SO TO SPEAK.
ALL UNDER THE SAME BLANKET SO TO SPEAK. THAT GAVE YOU A BETTER
SPEAK. THAT GAVE YOU A BETTER OPPORTUNITY TO MAKE A DIRECT
THAT GAVE YOU A BETTER OPPORTUNITY TO MAKE A DIRECT CONNECTION.
OPPORTUNITY TO MAKE A DIRECT CONNECTION. ROGER AND I BEING IN ELWOOD AND
CONNECTION. ROGER AND I BEING IN ELWOOD AND PROBABLY DE PUE, WE HAVE ONE
ROGER AND I BEING IN ELWOOD AND PROBABLY DE PUE, WE HAVE ONE MAYOR.
PROBABLY DE PUE, WE HAVE ONE MAYOR. BUT AS YOU IDENTIFIED WITH
MAYOR. BUT AS YOU IDENTIFIED WITH LIMESTONE, THOSE FOLKS ALL HAVE
BUT AS YOU IDENTIFIED WITH LIMESTONE, THOSE FOLKS ALL HAVE THE SAME MAYOR AND SAME
LIMESTONE, THOSE FOLKS ALL HAVE THE SAME MAYOR AND SAME CONNECTION.
THE SAME MAYOR AND SAME CONNECTION. SO IT WOULDN'T BE AS EASY FOR
CONNECTION. SO IT WOULDN'T BE AS EASY FOR THEM TO PICK UP THE PHONE AND
SO IT WOULDN'T BE AS EASY FOR THEM TO PICK UP THE PHONE AND TALK TO THE MAYOR.
THEM TO PICK UP THE PHONE AND TALK TO THE MAYOR. I CAN TALK TO THE GLASSMAYOR
TALK TO THE MAYOR. I CAN TALK TO THE GLASSMAYOR OVER THE PHONE SIMPLY OR TODAY I
I CAN TALK TO THE GLASSMAYOR OVER THE PHONE SIMPLY OR TODAY I WAS IN A BUSINESS MEETING IN
OVER THE PHONE SIMPLY OR TODAY I WAS IN A BUSINESS MEETING IN MAPLETON FOR THE BUSINESSES DOWN
WAS IN A BUSINESS MEETING IN MAPLETON FOR THE BUSINESSES DOWN ON THE RIVER THAT DIRECTLY
MAPLETON FOR THE BUSINESSES DOWN ON THE RIVER THAT DIRECTLY AFFECT MY CHILDREN, MY
ON THE RIVER THAT DIRECTLY AFFECT MY CHILDREN, MY CHILDREN'S PARENTS, AND IF
AFFECT MY CHILDREN, MY CHILDREN'S PARENTS, AND IF SOMETHING GOES WRONG AT ONE OF
CHILDREN'S PARENTS, AND IF SOMETHING GOES WRONG AT ONE OF THOSE BUSINESSES, WE ARE RIGHT
SOMETHING GOES WRONG AT ONE OF THOSE BUSINESSES, WE ARE RIGHT THERE NEXT TO THEM.
THOSE BUSINESSES, WE ARE RIGHT THERE NEXT TO THEM. WE HAVE THAT CONNECTION BECAUSE
THERE NEXT TO THEM. WE HAVE THAT CONNECTION BECAUSE DEMOGRAPHIC CALLY WE ARE RIGHT
WE HAVE THAT CONNECTION BECAUSE DEMOGRAPHIC CALLY WE ARE RIGHT NEXT TO THAT.
DEMOGRAPHIC CALLY WE ARE RIGHT NEXT TO THAT. >> LIKEWISE WITH ERIC BRYANT UP
NEXT TO THAT. >> LIKEWISE WITH ERIC BRYANT UP IN DE PUE?
>> LIKEWISE WITH ERIC BRYANT UP IN DE PUE? >> WE WORK WELL TOGETHER.
IN DE PUE? >> WE WORK WELL TOGETHER. WE WORK WITH THEM FOR WATER
>> WE WORK WELL TOGETHER. WE WORK WITH THEM FOR WATER SURVEYS.
WE WORK WITH THEM FOR WATER SURVEYS. WE HAVE WORKED WITH THEM FOR THE
SURVEYS. WE HAVE WORKED WITH THEM FOR THE CENSUS.
WE HAVE WORKED WITH THEM FOR THE CENSUS. IT IS ONE BIG COMMUNITY BECAUSE
CENSUS. IT IS ONE BIG COMMUNITY BECAUSE WHAT HAPPENS TO ONE SEGMENT ALSO
IT IS ONE BIG COMMUNITY BECAUSE WHAT HAPPENS TO ONE SEGMENT ALSO HAPPENS TO THE OTHER SEGMENT.
WHAT HAPPENS TO ONE SEGMENT ALSO HAPPENS TO THE OTHER SEGMENT. SO WE WORK CLOSELY TOGETHER
HAPPENS TO THE OTHER SEGMENT. SO WE WORK CLOSELY TOGETHER BECAUSE IT IS CRITICAL.
SO WE WORK CLOSELY TOGETHER BECAUSE IT IS CRITICAL. >>WE HAVE ALREADY TALKED A
BECAUSE IT IS CRITICAL. >>WE HAVE ALREADY TALKED A LITTLE BIT ABOUT PLACING BLAME
>>WE HAVE ALREADY TALKED A LITTLE BIT ABOUT PLACING BLAME WITH THE STATE.
LITTLE BIT ABOUT PLACING BLAME WITH THE STATE. OBVIOUSLY THE STATE HAS A HUGE
WITH THE STATE. OBVIOUSLY THE STATE HAS A HUGE DEFICIT THEY NEED TO WORK W
OBVIOUSLY THE STATE HAS A HUGE DEFICIT THEY NEED TO WORK W LET'S START THE NEXT
DEFICIT THEY NEED TO WORK W LET'S START THE NEXT CONVERSATION OFF WITH WITH
LET'S START THE NEXT CONVERSATION OFF WITH WITH LITTLE POLITICAL CARTOON.
CONVERSATION OFF WITH WITH LITTLE POLITICAL CARTOON. SCOTT CHEF LER WHO DOES THE
LITTLE POLITICAL CARTOON. SCOTT CHEF LER WHO DOES THE POLITICAL CARTOONS FOR THE
SCOTT CHEF LER WHO DOES THE POLITICAL CARTOONS FOR THE PEORIA JOURNAL STARVES KIND
POLITICAL CARTOONS FOR THE PEORIA JOURNAL STARVES KIND ENOUGH TO SHOW YOU THE POLITICAL
PEORIA JOURNAL STARVES KIND ENOUGH TO SHOW YOU THE POLITICAL CARTOON FROM MARCH 14TH.
ENOUGH TO SHOW YOU THE POLITICAL CARTOON FROM MARCH 14TH. WE HAVE PUT IT IN THREE PIECES
CARTOON FROM MARCH 14TH. WE HAVE PUT IT IN THREE PIECES SO YOU CAN READ IT.
WE HAVE PUT IT IN THREE PIECES SO YOU CAN READ IT. WE WILL LET THE VIEWERS READ IT
SO YOU CAN READ IT. WE WILL LET THE VIEWERS READ IT AS THEY SEE IT.
WE WILL LET THE VIEWERS READ IT AS THEY SEE IT. THEN WE WILL SHOW YOU THE WHOLE
AS THEY SEE IT. THEN WE WILL SHOW YOU THE WHOLE CARTOON AT THE END, AND THEN
THEN WE WILL SHOW YOU THE WHOLE CARTOON AT THE END, AND THEN THERE IS THE GOVERNOR SAYING THE
CARTOON AT THE END, AND THEN THERE IS THE GOVERNOR SAYING THE SCHOOLS GET IT, BASICALLY THE
THERE IS THE GOVERNOR SAYING THE SCHOOLS GET IT, BASICALLY THE SCHOOLS WILL GET CHOPPED IF YOU
SCHOOLS GET IT, BASICALLY THE SCHOOLS WILL GET CHOPPED IF YOU DON'T DO AS I WISH.
SCHOOLS WILL GET CHOPPED IF YOU DON'T DO AS I WISH. THEN THERE IS A LITTLE SIDE, BUT
DON'T DO AS I WISH. THEN THERE IS A LITTLE SIDE, BUT SCOTT CHEF LER, JOURNAL STAR,
THEN THERE IS A LITTLE SIDE, BUT SCOTT CHEF LER, JOURNAL STAR, THANK YOU.
SCOTT CHEF LER, JOURNAL STAR, THANK YOU. THERE IS THE WHOLE CARTOON.
THANK YOU. THERE IS THE WHOLE CARTOON. HOW MUCH SHOULD WE POINT THE
THERE IS THE WHOLE CARTOON. HOW MUCH SHOULD WE POINT THE FINGER AT THE STATE OF ILLINOIS?
HOW MUCH SHOULD WE POINT THE FINGER AT THE STATE OF ILLINOIS? >> WELL, I THINK THERE IS A LOT
FINGER AT THE STATE OF ILLINOIS? >> WELL, I THINK THERE IS A LOT OF BLAME TO GO AROUND, ALL KINDS
>> WELL, I THINK THERE IS A LOT OF BLAME TO GO AROUND, ALL KINDS OF DIFFERENT PLACES I SUPPOSE,
OF BLAME TO GO AROUND, ALL KINDS OF DIFFERENT PLACES I SUPPOSE, STARTING WITH THE GENERAL
OF DIFFERENT PLACES I SUPPOSE, STARTING WITH THE GENERAL PUBLIC.
STARTING WITH THE GENERAL PUBLIC. WE ALWAYS DEMAND ALL KINDS OF
PUBLIC. WE ALWAYS DEMAND ALL KINDS OF SERVICES, BUT SOMETIMES WE ARE
WE ALWAYS DEMAND ALL KINDS OF SERVICES, BUT SOMETIMES WE ARE NOT QUITE AS WILLING TO DIG INTO
SERVICES, BUT SOMETIMES WE ARE NOT QUITE AS WILLING TO DIG INTO OUR CHECKBOOKS AND PAY FOR THOSE
NOT QUITE AS WILLING TO DIG INTO OUR CHECKBOOKS AND PAY FOR THOSE AS MUCH AS YOU WOULD THINK.
OUR CHECKBOOKS AND PAY FOR THOSE AS MUCH AS YOU WOULD THINK. THE PROBLEM REALLY IS THE
AS MUCH AS YOU WOULD THINK. THE PROBLEM REALLY IS THE DEPENDENCE O ON PROPERTY TAX.
THE PROBLEM REALLY IS THE DEPENDENCE O ON PROPERTY TAX. I THINK IT IS NOT AN EQUITABLE
DEPENDENCE O ON PROPERTY TAX. I THINK IT IS NOT AN EQUITABLE TYPE OF FUNDING, AND IT CREATES
I THINK IT IS NOT AN EQUITABLE TYPE OF FUNDING, AND IT CREATES INEQUITY, JUST BY THE ACCIDENT
TYPE OF FUNDING, AND IT CREATES INEQUITY, JUST BY THE ACCIDENT OF YOUR BIRTH.
INEQUITY, JUST BY THE ACCIDENT OF YOUR BIRTH. IF YOU ARE IN NORTH SHORE
OF YOUR BIRTH. IF YOU ARE IN NORTH SHORE CHICAGO, YOU WILL PROBABLY DO
IF YOU ARE IN NORTH SHORE CHICAGO, YOU WILL PROBABLY DO PRETTY WELL IN SCHOOL.
CHICAGO, YOU WILL PROBABLY DO PRETTY WELL IN SCHOOL. IF YOU ARE IN HAD A POOR
PRETTY WELL IN SCHOOL. IF YOU ARE IN HAD A POOR DOWNSTATE SCHOOL THAT PROBABLY
IF YOU ARE IN HAD A POOR DOWNSTATE SCHOOL THAT PROBABLY DOESN'T HAVE A WHOLE LOT OF
DOWNSTATE SCHOOL THAT PROBABLY DOESN'T HAVE A WHOLE LOT OF PROPERTY VALUE, YOU WON'T
DOESN'T HAVE A WHOLE LOT OF PROPERTY VALUE, YOU WON'T RECEIVE THE SAME DOLLAR AMOUNT
PROPERTY VALUE, YOU WON'T RECEIVE THE SAME DOLLAR AMOUNT THAT WOULD SUPPORT THE SAME
RECEIVE THE SAME DOLLAR AMOUNT THAT WOULD SUPPORT THE SAME EDUCATION.
THAT WOULD SUPPORT THE SAME EDUCATION. >>WE HAVE AN EXAMPLE OF
EDUCATION. >>WE HAVE AN EXAMPLE OF DISPARITY.
>>WE HAVE AN EXAMPLE OF DISPARITY. HOW MUCH OF YOUR BUDGET IS
DISPARITY. HOW MUCH OF YOUR BUDGET IS PROPERTY TAX BASED?
HOW MUCH OF YOUR BUDGET IS PROPERTY TAX BASED? >> ALMOST 77%.
PROPERTY TAX BASED? >> ALMOST 77%. >>ALMOST 77%.
>> ALMOST 77%. >>ALMOST 77%. >>IN DE PUE.
>>ALMOST 77%. >>IN DE PUE. >>16%.
>>IN DE PUE. >>16%. >>16.
>>16%. >>16. AND YOU ARE.
>>16. AND YOU ARE. >>50%.
AND YOU ARE. >>50%. >>ABOUT HALF.
>>50%. >>ABOUT HALF. >>UH-HUH.
>>ABOUT HALF. >>UH-HUH. >>THERE IS A WIDE DISPARITY
>>UH-HUH. >>THERE IS A WIDE DISPARITY RIGHT THERE.
>>THERE IS A WIDE DISPARITY RIGHT THERE. WHAT KIND OF RELATIONSHIP DO YOU
RIGHT THERE. WHAT KIND OF RELATIONSHIP DO YOU HAVE WITH YOUR STATE
WHAT KIND OF RELATIONSHIP DO YOU HAVE WITH YOUR STATE REPRESENTATIVE AND STATE
HAVE WITH YOUR STATE REPRESENTATIVE AND STATE SENATORS?
REPRESENTATIVE AND STATE SENATORS? I AM SURE YOU TALK TO THEM.
SENATORS? I AM SURE YOU TALK TO THEM. WHAT ARE YOU HEARING BACK?
I AM SURE YOU TALK TO THEM. WHAT ARE YOU HEARING BACK? I HAVE ACTUALLY HAD TWO MEETINGS
WHAT ARE YOU HEARING BACK? I HAVE ACTUALLY HAD TWO MEETINGS AT MY SCHOOL, SEPTEMBER 15 AND
I HAVE ACTUALLY HAD TWO MEETINGS AT MY SCHOOL, SEPTEMBER 15 AND WE DID ONE IN EARLY MARCH TRYING
AT MY SCHOOL, SEPTEMBER 15 AND WE DID ONE IN EARLY MARCH TRYING TO GET THEM TO COME TO THE
WE DID ONE IN EARLY MARCH TRYING TO GET THEM TO COME TO THE COMMUNITY AND TALK WITH THE
TO GET THEM TO COME TO THE COMMUNITY AND TALK WITH THE COMMUNITY AND LET MY COMMUNITY
COMMUNITY AND TALK WITH THE COMMUNITY AND LET MY COMMUNITY OR OUR COMMUNITY, IN FACT,
COMMUNITY AND LET MY COMMUNITY OR OUR COMMUNITY, IN FACT, BECAUSE EVERYONE WAS INVITED TO
OR OUR COMMUNITY, IN FACT, BECAUSE EVERYONE WAS INVITED TO COME OUT AND HEAR IT FROM THE
BECAUSE EVERYONE WAS INVITED TO COME OUT AND HEAR IT FROM THE LEGISLATION AS WELL.
COME OUT AND HEAR IT FROM THE LEGISLATION AS WELL. ITS NOT JUST THE SUPERINTENDENT
LEGISLATION AS WELL. ITS NOT JUST THE SUPERINTENDENT SAYING THESE HORRIBLE WORDS.
ITS NOT JUST THE SUPERINTENDENT SAYING THESE HORRIBLE WORDS. THE 15TH OF SEPTEMBER WENT
SAYING THESE HORRIBLE WORDS. THE 15TH OF SEPTEMBER WENT FAIRLY WELL.
THE 15TH OF SEPTEMBER WENT FAIRLY WELL. IT WAS STILL VERY EARLY, AND WE
FAIRLY WELL. IT WAS STILL VERY EARLY, AND WE HAD REPRESENTATIVE SMITH AND
IT WAS STILL VERY EARLY, AND WE HAD REPRESENTATIVE SMITH AND SENATOR KAY LOR THERE.
HAD REPRESENTATIVE SMITH AND SENATOR KAY LOR THERE. AND THEN IN EARLY MARCH, WE
SENATOR KAY LOR THERE. AND THEN IN EARLY MARCH, WE INVITED FIVE LEGISLATURE O ORS
AND THEN IN EARLY MARCH, WE INVITED FIVE LEGISLATURE O ORS FROM THE SURROUNDING AREA, AND
INVITED FIVE LEGISLATURE O ORS FROM THE SURROUNDING AREA, AND UNFORTUNATELY, ONLY ONE COULD
FROM THE SURROUNDING AREA, AND UNFORTUNATELY, ONLY ONE COULD SHOW, AND THAT WAS SENATOR KAY
UNFORTUNATELY, ONLY ONE COULD SHOW, AND THAT WAS SENATOR KAY LOR.
SHOW, AND THAT WAS SENATOR KAY LOR. HE TRIED TO GET US TO UNDERSTAND
LOR. HE TRIED TO GET US TO UNDERSTAND AS A GROUP, AND HE WAS
HE TRIED TO GET US TO UNDERSTAND AS A GROUP, AND HE WAS SURROUNDED BY SUPERINTENDENTS.
AS A GROUP, AND HE WAS SURROUNDED BY SUPERINTENDENTS. IT WASN'T A VERY POSITIVE
SURROUNDED BY SUPERINTENDENTS. IT WASN'T A VERY POSITIVE ATMOSPHERE FOR HIM TO BE IN, BUT
IT WASN'T A VERY POSITIVE ATMOSPHERE FOR HIM TO BE IN, BUT HE WAS VERY WILLING TO BE HERE,
ATMOSPHERE FOR HIM TO BE IN, BUT HE WAS VERY WILLING TO BE HERE, AND I THANKED HIM GRACIOUSLY FOR
HE WAS VERY WILLING TO BE HERE, AND I THANKED HIM GRACIOUSLY FOR BEING THERE.
AND I THANKED HIM GRACIOUSLY FOR BEING THERE. HE TRIED TO EXPLAIN THE MESS WE
BEING THERE. HE TRIED TO EXPLAIN THE MESS WE ARE IN AND WHAT THEY ARE LOOKING
HE TRIED TO EXPLAIN THE MESS WE ARE IN AND WHAT THEY ARE LOOKING AT TO TRY TO FIX IT.
ARE IN AND WHAT THEY ARE LOOKING AT TO TRY TO FIX IT. THEY ARE STILL CALLING IT THE
AT TO TRY TO FIX IT. THEY ARE STILL CALLING IT THE CLIFF EFFECT WHEN THE FEDERAL
THEY ARE STILL CALLING IT THE CLIFF EFFECT WHEN THE FEDERAL DOLLARS DROP OFF.
CLIFF EFFECT WHEN THE FEDERAL DOLLARS DROP OFF. IT IS THE CLIFF EFFECT.
DOLLARS DROP OFF. IT IS THE CLIFF EFFECT. THEY DON'T KNOW WHAT THEY ARE
IT IS THE CLIFF EFFECT. THEY DON'T KNOW WHAT THEY ARE GOING TO DO.
THEY DON'T KNOW WHAT THEY ARE GOING TO DO. AND THAT'S SCARY BECAUSE THEY
GOING TO DO. AND THAT'S SCARY BECAUSE THEY KNEW THIS WAS COMING.
AND THAT'S SCARY BECAUSE THEY KNEW THIS WAS COMING. THAT REALLY CONCERNS ME.
KNEW THIS WAS COMING. THAT REALLY CONCERNS ME. >>CLIFF EFFECT REFERS TO THE
THAT REALLY CONCERNS ME. >>CLIFF EFFECT REFERS TO THE STATE NEW TWO YEARS AGO THEY HAD
>>CLIFF EFFECT REFERS TO THE STATE NEW TWO YEARS AGO THEY HAD TO STIMULUS MONEY THE LAST TWO
STATE NEW TWO YEARS AGO THEY HAD TO STIMULUS MONEY THE LAST TWO YEARS, THIS COMING YEAR, NO
TO STIMULUS MONEY THE LAST TWO YEARS, THIS COMING YEAR, NO STIMULUS MONEY.
YEARS, THIS COMING YEAR, NO STIMULUS MONEY. >>RIGHT.
STIMULUS MONEY. >>RIGHT. >>RIGHT.
>>RIGHT. >>RIGHT. >>I WILL SAY REPRESENTATIVE MIKE
>>RIGHT. >>I WILL SAY REPRESENTATIVE MIKE SMITH IS HOSTING AN
>>I WILL SAY REPRESENTATIVE MIKE SMITH IS HOSTING AN ADMINISTRATORS' MEETING IN HE
SMITH IS HOSTING AN ADMINISTRATORS' MEETING IN HE EARLY APRIL, O I DON'T HAVE THE
ADMINISTRATORS' MEETING IN HE EARLY APRIL, O I DON'T HAVE THE EXACT DATE IN MIND.
EARLY APRIL, O I DON'T HAVE THE EXACT DATE IN MIND. BUT I KNOW IT IS COMING UP SOON
EXACT DATE IN MIND. BUT I KNOW IT IS COMING UP SOON IN PEKIN AT THE CHATEAUX
BUT I KNOW IT IS COMING UP SOON IN PEKIN AT THE CHATEAUX RESTAURANT.
IN PEKIN AT THE CHATEAUX RESTAURANT. >>THERE ARE CERTAIN THINGS,
RESTAURANT. >>THERE ARE CERTAIN THINGS, DIFFERENT SCHOOL DISTRICTS ARE
>>THERE ARE CERTAIN THINGS, DIFFERENT SCHOOL DISTRICTS ARE TRYING TO DO TO SAVE MONEY. YOU
DIFFERENT SCHOOL DISTRICTS ARE TRYING TO DO TO SAVE MONEY. YOU ARE LOOKING AT THE POSSIBILITY
TRYING TO DO TO SAVE MONEY. YOU ARE LOOKING AT THE POSSIBILITY OF A WIND TOWER.
ARE LOOKING AT THE POSSIBILITY OF A WIND TOWER. >>YEAH, WE ARE IN THE BEGINNING
OF A WIND TOWER. >>YEAH, WE ARE IN THE BEGINNING STAGES.
>>YEAH, WE ARE IN THE BEGINNING STAGES. WE RECEIVED A GRANT THAT IS
STAGES. WE RECEIVED A GRANT THAT IS FUNDING 90 O% PUTTING UP THE
WE RECEIVED A GRANT THAT IS FUNDING 90 O% PUTTING UP THE ACTUAL TOWER WHICH MEASURES,
FUNDING 90 O% PUTTING UP THE ACTUAL TOWER WHICH MEASURES, WIND SPEED, DIRECTION, THE NEXT
ACTUAL TOWER WHICH MEASURES, WIND SPEED, DIRECTION, THE NEXT 12 MONTHS. IT IS ONE EFFORT ON
WIND SPEED, DIRECTION, THE NEXT 12 MONTHS. IT IS ONE EFFORT ON O OUR PART TO DETERMINE IT IT IS
12 MONTHS. IT IS ONE EFFORT ON O OUR PART TO DETERMINE IT IT IS FEASIBLE FOR US TO PUT UP A WIND
O OUR PART TO DETERMINE IT IT IS FEASIBLE FOR US TO PUT UP A WIND TURBINE, IT IS EXPENSIVE PRO
FEASIBLE FOR US TO PUT UP A WIND TURBINE, IT IS EXPENSIVE PRO PROPOSITION AS HAS TO BE
TURBINE, IT IS EXPENSIVE PRO PROPOSITION AS HAS TO BE WORTHWHILE.
PROPOSITION AS HAS TO BE WORTHWHILE. YOU ARE LOOK TWO TO THREE
WORTHWHILE. YOU ARE LOOK TWO TO THREE MILLION DOLLARS FOR A TURBINE.
YOU ARE LOOK TWO TO THREE MILLION DOLLARS FOR A TURBINE. IN THE COURSE OF TIME, IT MIGHT
MILLION DOLLARS FOR A TURBINE. IN THE COURSE OF TIME, IT MIGHT PAY FOR ITSELF.
IN THE COURSE OF TIME, IT MIGHT PAY FOR ITSELF. I AM NOT TOTALLY SOLD ON THE
PAY FOR ITSELF. I AM NOT TOTALLY SOLD ON THE PROPOSITION.
I AM NOT TOTALLY SOLD ON THE PROPOSITION. I NEED TO SEAT NUMBERS FIRST.
PROPOSITION. I NEED TO SEAT NUMBERS FIRST. >>BUREAU MANLY HAD.
I NEED TO SEAT NUMBERS FIRST. >>BUREAU MANLY HAD. >>THEY DO.
>>BUREAU MANLY HAD. >>THEY DO. >>I SHOULD HAVE CALLED AND ASKED
>>THEY DO. >>I SHOULD HAVE CALLED AND ASKED HOW THEY ARE DOING WITH THAT.
>>I SHOULD HAVE CALLED AND ASKED HOW THEY ARE DOING WITH THAT. TELL ME ABOUT VIRTUAL LEARNING
HOW THEY ARE DOING WITH THAT. TELL ME ABOUT VIRTUAL LEARNING SCHOOLS.
TELL ME ABOUT VIRTUAL LEARNING SCHOOLS. >>I THINK IT TIE INS WITH THE
SCHOOLS. >>I THINK IT TIE INS WITH THE HIGH TECHNOLOGY OF THE FUTURE
>>I THINK IT TIE INS WITH THE HIGH TECHNOLOGY OF THE FUTURE WHICH IS THE WIND TURBINES AND
HIGH TECHNOLOGY OF THE FUTURE WHICH IS THE WIND TURBINES AND THOSE SORT OF THINGS AS AMERICA
WHICH IS THE WIND TURBINES AND THOSE SORT OF THINGS AS AMERICA TRIES TO GO GREENER, ILLINOIS
THOSE SORT OF THINGS AS AMERICA TRIES TO GO GREENER, ILLINOIS VIRTUAL SCHOOL RECEIVED A
TRIES TO GO GREENER, ILLINOIS VIRTUAL SCHOOL RECEIVED A CONTRACT FOR 11.7 MILLION WITH
VIRTUAL SCHOOL RECEIVED A CONTRACT FOR 11.7 MILLION WITH THE STATE OF ILLINOIS TO DELIVER
CONTRACT FOR 11.7 MILLION WITH THE STATE OF ILLINOIS TO DELIVER 5-12 VIRTUAL EDUCATION AROUND TO
THE STATE OF ILLINOIS TO DELIVER 5-12 VIRTUAL EDUCATION AROUND TO THE SCHOOLS BOTH PUBLIC,
5-12 VIRTUAL EDUCATION AROUND TO THE SCHOOLS BOTH PUBLIC, PRIVATE, AND PAROCHIAL AND EVEN
THE SCHOOLS BOTH PUBLIC, PRIVATE, AND PAROCHIAL AND EVEN HOME SCHOOLERS THROUGH THE STATE
PRIVATE, AND PAROCHIAL AND EVEN HOME SCHOOLERS THROUGH THE STATE OF ILLINOIS.
HOME SCHOOLERS THROUGH THE STATE OF ILLINOIS. THIS IS ONE OF THE TRENDS THAT
OF ILLINOIS. THIS IS ONE OF THE TRENDS THAT FOR EXAMPLE, IN THE STATE OF
THIS IS ONE OF THE TRENDS THAT FOR EXAMPLE, IN THE STATE OF FLORIDA, YOU MUST IN ORDER TO
FOR EXAMPLE, IN THE STATE OF FLORIDA, YOU MUST IN ORDER TO GRAD WAIT FROM HIGH SCHOOL, YOU
FLORIDA, YOU MUST IN ORDER TO GRAD WAIT FROM HIGH SCHOOL, YOU HAVE TO HAVE RECEIVED CREDIT FOR
GRAD WAIT FROM HIGH SCHOOL, YOU HAVE TO HAVE RECEIVED CREDIT FOR AT LEAST TWO ON LINE COURSES
HAVE TO HAVE RECEIVED CREDIT FOR AT LEAST TWO ON LINE COURSES BEFORE YOU ARE ELIGIBLE TO
AT LEAST TWO ON LINE COURSES BEFORE YOU ARE ELIGIBLE TO GRADUATE.
BEFORE YOU ARE ELIGIBLE TO GRADUATE. SO IT IS THE TREND.
GRADUATE. SO IT IS THE TREND. IT IS A BLENDED BETWEEN THE FACE
SO IT IS THE TREND. IT IS A BLENDED BETWEEN THE FACE TO FACE CLASSROOM AS WE KNOW IT
IT IS A BLENDED BETWEEN THE FACE TO FACE CLASSROOM AS WE KNOW IT TRADITIONALLY, AND THE NEW
TO FACE CLASSROOM AS WE KNOW IT TRADITIONALLY, AND THE NEW CUTTING EDGE TECHNOLOGY WHICH
TRADITIONALLY, AND THE NEW CUTTING EDGE TECHNOLOGY WHICH WOULD BE LEARNING ON THE VIRTUAL
CUTTING EDGE TECHNOLOGY WHICH WOULD BE LEARNING ON THE VIRTUAL EDUCATIONAL PROCESS.
WOULD BE LEARNING ON THE VIRTUAL EDUCATIONAL PROCESS. >>YOU ARE DOING THIS ILLINI
EDUCATIONAL PROCESS. >>YOU ARE DOING THIS ILLINI BLUFFS?
>>YOU ARE DOING THIS ILLINI BLUFFS? >> NO.
BLUFFS? >> NO. WE ARE NOT YET.
>> NO. WE ARE NOT YET. WE HAVE LOOKED AT IT, AND JERRY
WE ARE NOT YET. WE HAVE LOOKED AT IT, AND JERRY HAS BEEN GREAT ABOUT SHOWING US
WE HAVE LOOKED AT IT, AND JERRY HAS BEEN GREAT ABOUT SHOWING US WHAT THE POSSIBILITIES ARE.
HAS BEEN GREAT ABOUT SHOWING US WHAT THE POSSIBILITIES ARE. >>ELWOOD?
WHAT THE POSSIBILITIES ARE. >>ELWOOD? >> WE ARE DOING IT AT THE HIGH
>>ELWOOD? >> WE ARE DOING IT AT THE HIGH SCHOOL LEVEL.
>> WE ARE DOING IT AT THE HIGH SCHOOL LEVEL. WE STARTED IT THIS YEAR.
SCHOOL LEVEL. WE STARTED IT THIS YEAR. IT HAS BEEN VERY BENEFICIAL FOR
WE STARTED IT THIS YEAR. IT HAS BEEN VERY BENEFICIAL FOR US.
IT HAS BEEN VERY BENEFICIAL FOR US. OFTENTIMES IN RURAL SCHOOL
US. OFTENTIMES IN RURAL SCHOOL DISTRICTS, YOU CAN'T OFFER THE
OFTENTIMES IN RURAL SCHOOL DISTRICTS, YOU CAN'T OFFER THE EXPANSIVE CURRICULUM YOU
DISTRICTS, YOU CAN'T OFFER THE EXPANSIVE CURRICULUM YOU NORMALLY WOULD.
EXPANSIVE CURRICULUM YOU NORMALLY WOULD. WE HAVE STUDENTS THIS YEAR ABLE
NORMALLY WOULD. WE HAVE STUDENTS THIS YEAR ABLE TO TAKE AS A RESULT OF THE
WE HAVE STUDENTS THIS YEAR ABLE TO TAKE AS A RESULT OF THE ILLINOIS VIRTUAL SCHOOL COURSES
TO TAKE AS A RESULT OF THE ILLINOIS VIRTUAL SCHOOL COURSES LIKE ANTHROPOLOGY, GERMAN,
ILLINOIS VIRTUAL SCHOOL COURSES LIKE ANTHROPOLOGY, GERMAN, LATIN, MEDICAL TERM KNOWLEDGE,
LIKE ANTHROPOLOGY, GERMAN, LATIN, MEDICAL TERM KNOWLEDGE, METEOROLOGY, AND THINGS WE
LATIN, MEDICAL TERM KNOWLEDGE, METEOROLOGY, AND THINGS WE WOULDN'T NORMALLY BE ABLE TO
METEOROLOGY, AND THINGS WE WOULDN'T NORMALLY BE ABLE TO OFFER IT A GREAT EXPERIENCE FOR
WOULDN'T NORMALLY BE ABLE TO OFFER IT A GREAT EXPERIENCE FOR THE KIDS.
OFFER IT A GREAT EXPERIENCE FOR THE KIDS. THIS DOESN'T ADDRESS THE
THE KIDS. THIS DOESN'T ADDRESS THE FINANCIAL SITUATION, BUT ALLOWS
THIS DOESN'T ADDRESS THE FINANCIAL SITUATION, BUT ALLOWS YOU TO OFFER BROADER OFFERINGS
FINANCIAL SITUATION, BUT ALLOWS YOU TO OFFER BROADER OFFERINGS WITHOUT HAVING TO HIRE A TEACH
YOU TO OFFER BROADER OFFERINGS WITHOUT HAVING TO HIRE A TEACH NER.
WITHOUT HAVING TO HIRE A TEACH NER. >>CORRECT.
NER. >>CORRECT. RIGHT.
>>CORRECT. RIGHT. >>IT ALLOWS US TO OFFER THINGS
RIGHT. >>IT ALLOWS US TO OFFER THINGS WE WOULDN'T NORMALLY BE ABLE TO
>>IT ALLOWS US TO OFFER THINGS WE WOULDN'T NORMALLY BE ABLE TO OFFER, BUT IT DOESN'T
WE WOULDN'T NORMALLY BE ABLE TO OFFER, BUT IT DOESN'T NECESSARILY HELP US FINANCIALLY.
OFFER, BUT IT DOESN'T NECESSARILY HELP US FINANCIALLY. >>I THINK THE POSSIBILITY IS
NECESSARILY HELP US FINANCIALLY. >>I THINK THE POSSIBILITY IS THERE THAT IT COULD HELP
>>I THINK THE POSSIBILITY IS THERE THAT IT COULD HELP FINANCIALLY THROUGH ALL KINDS
THERE THAT IT COULD HELP FINANCIALLY THROUGH ALL KINDS OF, I GUESS, DIFFERENT
FINANCIALLY THROUGH ALL KINDS OF, I GUESS, DIFFERENT CONSTRUCTION CONSTRUCTS.
OF, I GUESS, DIFFERENT CONSTRUCTION CONSTRUCTS. WHERE ELWOOD AND OTHERS, FOR
CONSTRUCTION CONSTRUCTS. WHERE ELWOOD AND OTHERS, FOR EXAMPLE, WHERE YOU WANT ADVANCED
WHERE ELWOOD AND OTHERS, FOR EXAMPLE, WHERE YOU WANT ADVANCED ALGEBRA, AND ONLY HAD SEVEN
EXAMPLE, WHERE YOU WANT ADVANCED ALGEBRA, AND ONLY HAD SEVEN KIDS.
ALGEBRA, AND ONLY HAD SEVEN KIDS. THEY COULD JOIN.
KIDS. THEY COULD JOIN. THERE ARE POSSIBILITES THERE.
THEY COULD JOIN. THERE ARE POSSIBILITES THERE. BUT THE THINK, I THINK, H, YOU,
THERE ARE POSSIBILITES THERE. BUT THE THINK, I THINK, H, YOU, OF COURSE, BEING FROM THE WORLD
BUT THE THINK, I THINK, H, YOU, OF COURSE, BEING FROM THE WORLD OF TECHNOLOGY, YOU SPENT YOUR
OF COURSE, BEING FROM THE WORLD OF TECHNOLOGY, YOU SPENT YOUR LIFE WITH, THAT THE FIRST
OF TECHNOLOGY, YOU SPENT YOUR LIFE WITH, THAT THE FIRST AVERAGE CITIZEN I THINK THINKS,
LIFE WITH, THAT THE FIRST AVERAGE CITIZEN I THINK THINKS, OH, MY GOSH, THIS WOULD DE
AVERAGE CITIZEN I THINK THINKS, OH, MY GOSH, THIS WOULD DE HUMANIZE EDUCATION.
OH, MY GOSH, THIS WOULD DE HUMANIZE EDUCATION. IT HAS BEEN MY EXPERIENCE SHORT
HUMANIZE EDUCATION. IT HAS BEEN MY EXPERIENCE SHORT TERMLESS THAN A YEAR NOW, BUT
IT HAS BEEN MY EXPERIENCE SHORT TERMLESS THAN A YEAR NOW, BUT THE PEOPLE THAT ARE INVOLVED
TERMLESS THAN A YEAR NOW, BUT THE PEOPLE THAT ARE INVOLVED THIS THAT, TO ME, HAVE SHOWN A
THE PEOPLE THAT ARE INVOLVED THIS THAT, TO ME, HAVE SHOWN A WONDERFUL CAPACITY TO REALLY
THIS THAT, TO ME, HAVE SHOWN A WONDERFUL CAPACITY TO REALLY DELIVER PERSONAL SERVICE INS A
WONDERFUL CAPACITY TO REALLY DELIVER PERSONAL SERVICE INS A VERY PERSONAL MANNER WITH NOT
DELIVER PERSONAL SERVICE INS A VERY PERSONAL MANNER WITH NOT ONLY THE STUDENT BUT THE
VERY PERSONAL MANNER WITH NOT ONLY THE STUDENT BUT THE PARENTS, GUARDIANS AND SO FORTH.
ONLY THE STUDENT BUT THE PARENTS, GUARDIANS AND SO FORTH. I DON'T THINK IT IS AS GREATEST
PARENTS, GUARDIANS AND SO FORTH. I DON'T THINK IT IS AS GREATEST DEPARTURE FROM SOME OF THE
I DON'T THINK IT IS AS GREATEST DEPARTURE FROM SOME OF THE TRADITIONAL SUBJECTS THAT WE
DEPARTURE FROM SOME OF THE TRADITIONAL SUBJECTS THAT WE HAVE TAKEN IN THE PAST.
TRADITIONAL SUBJECTS THAT WE HAVE TAKEN IN THE PAST. I THINK THE POTENTIAL THERE OF
HAVE TAKEN IN THE PAST. I THINK THE POTENTIAL THERE OF NICE BLENDING WHICH MODERATION
I THINK THE POTENTIAL THERE OF NICE BLENDING WHICH MODERATION IN EVERYTHING IS IS ALWAYS A
NICE BLENDING WHICH MODERATION IN EVERYTHING IS IS ALWAYS A GOOD RULE.
IN EVERYTHING IS IS ALWAYS A GOOD RULE. >>WE ARE LOOKING AT IT FOR NEXT
GOOD RULE. >>WE ARE LOOKING AT IT FOR NEXT YEAR BECAUSE OF THE HIGHER TIER
>>WE ARE LOOKING AT IT FOR NEXT YEAR BECAUSE OF THE HIGHER TIER KIDS GOING ONTO UNIVERSITIES.
YEAR BECAUSE OF THE HIGHER TIER KIDS GOING ONTO UNIVERSITIES. IT IS GOOD ON THE TRANSCRIPT.
KIDS GOING ONTO UNIVERSITIES. IT IS GOOD ON THE TRANSCRIPT. IT MAKES THEM MORE COMPETITIVE
IT IS GOOD ON THE TRANSCRIPT. IT MAKES THEM MORE COMPETITIVE WHEN THEY GET OUT THERE AND MORE
IT MAKES THEM MORE COMPETITIVE WHEN THEY GET OUT THERE AND MORE SUCCESSFUL.
WHEN THEY GET OUT THERE AND MORE SUCCESSFUL. >>LET'S LOOK AT WHAT ARE CALLED
SUCCESSFUL. >>LET'S LOOK AT WHAT ARE CALLED MAINTENANCE GRANTS OF IT HAS
>>LET'S LOOK AT WHAT ARE CALLED MAINTENANCE GRANTS OF IT HAS BEEN AWHILE SINCE YOU HAD A
MAINTENANCE GRANTS OF IT HAS BEEN AWHILE SINCE YOU HAD A MAINTENANCE GRANT?
BEEN AWHILE SINCE YOU HAD A MAINTENANCE GRANT? >> THE LAST TIME WE HAD
MAINTENANCE GRANT? >> THE LAST TIME WE HAD MAINTENANCE GRANTS WAS EIGHT OR
>> THE LAST TIME WE HAD MAINTENANCE GRANTS WAS EIGHT OR NINE YEARS AGO.
MAINTENANCE GRANTS WAS EIGHT OR NINE YEARS AGO. >>HOW DID IT COME TO BE.
NINE YEARS AGO. >>HOW DID IT COME TO BE. >>IT CAME OUT TODAY IN THE STATE
>>HOW DID IT COME TO BE. >>IT CAME OUT TODAY IN THE STATE SUPERINTENDENT'S BULLETIN THEY
>>IT CAME OUT TODAY IN THE STATE SUPERINTENDENT'S BULLETIN THEY WOULD BE FORTH COMING AND ENERGY
SUPERINTENDENT'S BULLETIN THEY WOULD BE FORTH COMING AND ENERGY EFFECIENCY FOR RETRO GRADES OR
WOULD BE FORTH COMING AND ENERGY EFFECIENCY FOR RETRO GRADES OR RETRO FITS TO EXISTING LIGHTING
EFFECIENCY FOR RETRO GRADES OR RETRO FITS TO EXISTING LIGHTING O OR HEATING, COOLING, HVAC
RETRO FITS TO EXISTING LIGHTING O OR HEATING, COOLING, HVAC ISSUES.
O OR HEATING, COOLING, HVAC ISSUES. $50,000 MAINTENANCE GRANTS WOULD
ISSUES. $50,000 MAINTENANCE GRANTS WOULD BE TREMENDOUS HELP TO US AS
$50,000 MAINTENANCE GRANTS WOULD BE TREMENDOUS HELP TO US AS SCHOOLS TO ALLOW US TO DO SOME
BE TREMENDOUS HELP TO US AS SCHOOLS TO ALLOW US TO DO SOME OF THE CAPITAL PROJECTS THAT WE
SCHOOLS TO ALLOW US TO DO SOME OF THE CAPITAL PROJECTS THAT WE HAVEN'T BEEN ABLE TO DO.
OF THE CAPITAL PROJECTS THAT WE HAVEN'T BEEN ABLE TO DO. >>WE HAVE PAINTED A FAIRLY DOOM
HAVEN'T BEEN ABLE TO DO. >>WE HAVE PAINTED A FAIRLY DOOM AND GLOOM PICTURE I THINK.
>>WE HAVE PAINTED A FAIRLY DOOM AND GLOOM PICTURE I THINK. LET'S LOOK AT THE FUTURE.
AND GLOOM PICTURE I THINK. LET'S LOOK AT THE FUTURE. WHERE DO YOU THINK WE ARE GOING
LET'S LOOK AT THE FUTURE. WHERE DO YOU THINK WE ARE GOING TO BE THREE YEARS FROM NOW IN
WHERE DO YOU THINK WE ARE GOING TO BE THREE YEARS FROM NOW IN TERMS OF ILLINI BLUFFS?
TO BE THREE YEARS FROM NOW IN TERMS OF ILLINI BLUFFS? FIRST OF ALL, CAN YOU HOLD ON
TERMS OF ILLINI BLUFFS? FIRST OF ALL, CAN YOU HOLD ON THAT LONG?
FIRST OF ALL, CAN YOU HOLD ON THAT LONG? (LAUGHING).
THAT LONG? (LAUGHING). >>I DON'T BELIEVE GLASSFORD
(LAUGHING). >>I DON'T BELIEVE GLASSFORD MAPLE TON, MY DISTRICT WOULD
>>I DON'T BELIEVE GLASSFORD MAPLE TON, MY DISTRICT WOULD ALLOW ME TO CLOSE THE DOORS.
MAPLE TON, MY DISTRICT WOULD ALLOW ME TO CLOSE THE DOORS. I DON'T BELIEVE THEY WOULD ALLOW
ALLOW ME TO CLOSE THE DOORS. I DON'T BELIEVE THEY WOULD ALLOW THE BOARD TO DO THAT.
I DON'T BELIEVE THEY WOULD ALLOW THE BOARD TO DO THAT. I THINK I HAVE THE TYPE OF
THE BOARD TO DO THAT. I THINK I HAVE THE TYPE OF DISTRICT THAT O WOULD DO
I THINK I HAVE THE TYPE OF DISTRICT THAT O WOULD DO WHATEVER IT NEEDS TO HAPPEN TO
DISTRICT THAT O WOULD DO WHATEVER IT NEEDS TO HAPPEN TO KEEP THAT DISTRICT OPEN OF
WHATEVER IT NEEDS TO HAPPEN TO KEEP THAT DISTRICT OPEN OF HOWEVER, I DO SEE US GOING
KEEP THAT DISTRICT OPEN OF HOWEVER, I DO SEE US GOING THROUGH VERY DIFFICULT TIMES OF
HOWEVER, I DO SEE US GOING THROUGH VERY DIFFICULT TIMES OF I HAVE TO APPLAUDE PREVIOUS
THROUGH VERY DIFFICULT TIMES OF I HAVE TO APPLAUDE PREVIOUS BOARDS AND PREVIOUS
I HAVE TO APPLAUDE PREVIOUS BOARDS AND PREVIOUS SUPERINTENDENTS THAT HAVE BEEN
BOARDS AND PREVIOUS SUPERINTENDENTS THAT HAVE BEEN AT ILLINI BLUFFS BECAUSE THEY
SUPERINTENDENTS THAT HAVE BEEN AT ILLINI BLUFFS BECAUSE THEY HAVE BUILT-UP SOME RESERVES FOR
AT ILLINI BLUFFS BECAUSE THEY HAVE BUILT-UP SOME RESERVES FOR US TO BE ABLE TO LIVE ON FOR A
HAVE BUILT-UP SOME RESERVES FOR US TO BE ABLE TO LIVE ON FOR A LITTLE WHILE.
US TO BE ABLE TO LIVE ON FOR A LITTLE WHILE. THOSE GENTLEMEN THAT WERE IN
LITTLE WHILE. THOSE GENTLEMEN THAT WERE IN FRONT OF ME, THOSE LADIES AND
THOSE GENTLEMEN THAT WERE IN FRONT OF ME, THOSE LADIES AND GENTLEMEN, THEY HAVE WORKED HARD
FRONT OF ME, THOSE LADIES AND GENTLEMEN, THEY HAVE WORKED HARD TO MAKE SURE THERE ARE DOLLARS
GENTLEMEN, THEY HAVE WORKED HARD TO MAKE SURE THERE ARE DOLLARS IN RESERVE SO WE HAVE SOMETHING
TO MAKE SURE THERE ARE DOLLARS IN RESERVE SO WE HAVE SOMETHING TO FALL BACK ON.
IN RESERVE SO WE HAVE SOMETHING TO FALL BACK ON. A LOT OF DISTRICTS DON'T.
TO FALL BACK ON. A LOT OF DISTRICTS DON'T. I THINK WE CAN SURVIVE IF WE GET
A LOT OF DISTRICTS DON'T. I THINK WE CAN SURVIVE IF WE GET THE FUNDING THAT WE ARE HOPING
I THINK WE CAN SURVIVE IF WE GET THE FUNDING THAT WE ARE HOPING TO GET THIS COMING YEAR.
THE FUNDING THAT WE ARE HOPING TO GET THIS COMING YEAR. I THINK WE CAN SURVIVE THREE
TO GET THIS COMING YEAR. I THINK WE CAN SURVIVE THREE YEARS BEFORE WE SO A TURN
I THINK WE CAN SURVIVE THREE YEARS BEFORE WE SO A TURN AROUND.
YEARS BEFORE WE SO A TURN AROUND. THEY ARE DROPPING THE FUNDING
AROUND. THEY ARE DROPPING THE FUNDING FOR US A LITTLE BIT THIS YEAR.
THEY ARE DROPPING THE FUNDING FOR US A LITTLE BIT THIS YEAR. IT IS ALREADY PREDICTED, BUT IT
FOR US A LITTLE BIT THIS YEAR. IT IS ALREADY PREDICTED, BUT IT COULD EASILY BE MORE.
IT IS ALREADY PREDICTED, BUT IT COULD EASILY BE MORE. >>DR. ALVEY.
COULD EASILY BE MORE. >>DR. ALVEY. >>THE GREATER ELWOOD COMMUNITY
>>DR. ALVEY. >>THE GREATER ELWOOD COMMUNITY WILL LET OUR STUDENTS SUFFER AS
>>THE GREATER ELWOOD COMMUNITY WILL LET OUR STUDENTS SUFFER AS A RESULT OF FINANCIAL ISSUES.
WILL LET OUR STUDENTS SUFFER AS A RESULT OF FINANCIAL ISSUES. WE HAVE MONEY IN RESERVE.
A RESULT OF FINANCIAL ISSUES. WE HAVE MONEY IN RESERVE. WE HAVE THE ABILITY TO BORROW
WE HAVE MONEY IN RESERVE. WE HAVE THE ABILITY TO BORROW MONEY IF NEED BE.
WE HAVE THE ABILITY TO BORROW MONEY IF NEED BE. NEXT YEAR WE ARE HEARING IT IS
MONEY IF NEED BE. NEXT YEAR WE ARE HEARING IT IS GOING TO BE DIFFICULT, BUT THE
NEXT YEAR WE ARE HEARING IT IS GOING TO BE DIFFICULT, BUT THE YEAR AFTER THAT COULD BE EVEN
GOING TO BE DIFFICULT, BUT THE YEAR AFTER THAT COULD BE EVEN MORE DIFFICULT IS WHAT WE ARE
YEAR AFTER THAT COULD BE EVEN MORE DIFFICULT IS WHAT WE ARE HEARING FROM THE STATE.
MORE DIFFICULT IS WHAT WE ARE HEARING FROM THE STATE. TALKING TO A SUPERINTENDENT FROM
HEARING FROM THE STATE. TALKING TO A SUPERINTENDENT FROM ACROSS THE RIVER, HE INDICATED
TALKING TO A SUPERINTENDENT FROM ACROSS THE RIVER, HE INDICATED IN HIS 42 YEARS OF EDUCATION, HE
ACROSS THE RIVER, HE INDICATED IN HIS 42 YEARS OF EDUCATION, HE HAS NEVER SEEN IT THIS BAD.
IN HIS 42 YEARS OF EDUCATION, HE HAS NEVER SEEN IT THIS BAD. BUT WITH THAT SAID, I DON'T
HAS NEVER SEEN IT THIS BAD. BUT WITH THAT SAID, I DON'T THINK WE CAN APPROACH THIS WITH
BUT WITH THAT SAID, I DON'T THINK WE CAN APPROACH THIS WITH A NEGATIVE ATTITUDE INDICATING
THINK WE CAN APPROACH THIS WITH A NEGATIVE ATTITUDE INDICATING THAT WE HAVE NO PLACE TO GO BUT
A NEGATIVE ATTITUDE INDICATING THAT WE HAVE NO PLACE TO GO BUT DOWN. WE ARE GOING TO DO WHAT
THAT WE HAVE NO PLACE TO GO BUT DOWN. WE ARE GOING TO DO WHAT IT TAKES TO EDUCATE THE CHILDREN
DOWN. WE ARE GOING TO DO WHAT IT TAKES TO EDUCATE THE CHILDREN TO THE HIGHEST DEGREE POSSIBLE,
IT TAKES TO EDUCATE THE CHILDREN TO THE HIGHEST DEGREE POSSIBLE, AND I KNOW OUR COMMUNITY WOULD
TO THE HIGHEST DEGREE POSSIBLE, AND I KNOW OUR COMMUNITY WOULD BE FULLY SUPPORTIVE OF THAT
AND I KNOW OUR COMMUNITY WOULD BE FULLY SUPPORTIVE OF THAT EFFORT.
BE FULLY SUPPORTIVE OF THAT EFFORT. >>IN DE PUE?
EFFORT. >>IN DE PUE? >> BASICALLY WE HAVE WITH
>>IN DE PUE? >> BASICALLY WE HAVE WITH CURRENT FUNDING OR CURRENT
>> BASICALLY WE HAVE WITH CURRENT FUNDING OR CURRENT PROJECTED FUNDINGS, LOWER
CURRENT FUNDING OR CURRENT PROJECTED FUNDINGS, LOWER LEVELS, WE COULD GO FOR THREE
PROJECTED FUNDINGS, LOWER LEVELS, WE COULD GO FOR THREE YEARS.
LEVELS, WE COULD GO FOR THREE YEARS. WE HAVE ENOUGH RESERVE TO CARRY
YEARS. WE HAVE ENOUGH RESERVE TO CARRY US.
WE HAVE ENOUGH RESERVE TO CARRY US. SOME OF THE THINGS THAT WE ARE
US. SOME OF THE THINGS THAT WE ARE LOOKING AT, WE RECENTLY WON
SOME OF THE THINGS THAT WE ARE LOOKING AT, WE RECENTLY WON ENHANCING EDUCATION THROUGH
LOOKING AT, WE RECENTLY WON ENHANCING EDUCATION THROUGH TECHNOLOGY GRANT FOR $295,000.
ENHANCING EDUCATION THROUGH TECHNOLOGY GRANT FOR $295,000. SO THAT'S HELPED US TECHNOLOGY
TECHNOLOGY GRANT FOR $295,000. SO THAT'S HELPED US TECHNOLOGY WISE.
SO THAT'S HELPED US TECHNOLOGY WISE. WE ARE GETTING READY TO WRITE A
WISE. WE ARE GETTING READY TO WRITE A SCHOOL IMPROVEMENT GRANT.
WE ARE GETTING READY TO WRITE A SCHOOL IMPROVEMENT GRANT. WITHIN OUR SITUATION, WE ARE
SCHOOL IMPROVEMENT GRANT. WITHIN OUR SITUATION, WE ARE VERY HOPEFUL TO SUSTAIN
WITHIN OUR SITUATION, WE ARE VERY HOPEFUL TO SUSTAIN EDUCATION, BUT, AGAIN, THREE
VERY HOPEFUL TO SUSTAIN EDUCATION, BUT, AGAIN, THREE YEARS OUT, IF IT DOESN'T CHANGE,
EDUCATION, BUT, AGAIN, THREE YEARS OUT, IF IT DOESN'T CHANGE, WE WILL HAVE TO LOOK AT OTHER
YEARS OUT, IF IT DOESN'T CHANGE, WE WILL HAVE TO LOOK AT OTHER MEANS.
WE WILL HAVE TO LOOK AT OTHER MEANS. VERY BRIEFLY, DR. BROOKHART, THE
MEANS. VERY BRIEFLY, DR. BROOKHART, THE FUTURE IN TERMS OF FUNDING FROM
VERY BRIEFLY, DR. BROOKHART, THE FUTURE IN TERMS OF FUNDING FROM THE STATE, DO YOU SEE THIS
FUTURE IN TERMS OF FUNDING FROM THE STATE, DO YOU SEE THIS TURNING AROUND SOME PLACE?
THE STATE, DO YOU SEE THIS TURNING AROUND SOME PLACE? >> WELL, I THINK THAT, YES, OUT
TURNING AROUND SOME PLACE? >> WELL, I THINK THAT, YES, OUT OF THIS CRISIS, I THINK
>> WELL, I THINK THAT, YES, OUT OF THIS CRISIS, I THINK OFTENTIMES MOTHERS NECESSITIES
OF THIS CRISIS, I THINK OFTENTIMES MOTHERS NECESSITIES MOTHER OF INVENTION.
OFTENTIMES MOTHERS NECESSITIES MOTHER OF INVENTION. IN HARD TIMES, YOU LOOK AT NEW
MOTHER OF INVENTION. IN HARD TIMES, YOU LOOK AT NEW AND DIFFERENT ANSWERS.
IN HARD TIMES, YOU LOOK AT NEW AND DIFFERENT ANSWERS. ONE OF THE THINGS, I THINK WE
AND DIFFERENT ANSWERS. ONE OF THE THINGS, I THINK WE HAVE TO BE I GUESS WOULD BE
ONE OF THE THINGS, I THINK WE HAVE TO BE I GUESS WOULD BE CERTAINLY ALERT TO.
HAVE TO BE I GUESS WOULD BE CERTAINLY ALERT TO. I WOULDN'T SAY WARY IT ISN'T
CERTAINLY ALERT TO. I WOULDN'T SAY WARY IT ISN'T ALWAYS NEGATIVE.
I WOULDN'T SAY WARY IT ISN'T ALWAYS NEGATIVE. BUT THE FEDERAL GOVERNMENT IS IN
ALWAYS NEGATIVE. BUT THE FEDERAL GOVERNMENT IS IN THE PROCESS OF PUTTING TOGETHER
BUT THE FEDERAL GOVERNMENT IS IN THE PROCESS OF PUTTING TOGETHER THROUGH DOLLARS AND ALSO THROUGH
THE PROCESS OF PUTTING TOGETHER THROUGH DOLLARS AND ALSO THROUGH CURRICULUM ACTIONS THAT WE ARE
THROUGH DOLLARS AND ALSO THROUGH CURRICULUM ACTIONS THAT WE ARE GOING TO HAVE SET UP NATIONAL
CURRICULUM ACTIONS THAT WE ARE GOING TO HAVE SET UP NATIONAL STANDARDS.
GOING TO HAVE SET UP NATIONAL STANDARDS. ONCE YOU HAVE NATIONAL STANDARDS
STANDARDS. ONCE YOU HAVE NATIONAL STANDARDS WE WILL HAVE A WHOLE DIFFERENT
ONCE YOU HAVE NATIONAL STANDARDS WE WILL HAVE A WHOLE DIFFERENT BALL GAME.
WE WILL HAVE A WHOLE DIFFERENT BALL GAME. >>WITH THAT, WE HAVE RUN OUT OF
BALL GAME. >>WITH THAT, WE HAVE RUN OUT OF TIME.
>>WITH THAT, WE HAVE RUN OUT OF TIME. THAT'S ANOTHER WHOLE SHOW.
TIME. THAT'S ANOTHER WHOLE SHOW. LET ME THANK DR. BROOKHART AND
THAT'S ANOTHER WHOLE SHOW. LET ME THANK DR. BROOKHART AND ANN CHANDLER, AND DR. ROGER
LET ME THANK DR. BROOKHART AND ANN CHANDLER, AND DR. ROGER ALVEY.
ANN CHANDLER, AND DR. ROGER ALVEY. THANK YOU YOU FOR SHARING
ALVEY. THANK YOU YOU FOR SHARING INSIGHT FOR SCHOOL BUDGETS AND
THANK YOU YOU FOR SHARING INSIGHT FOR SCHOOL BUDGETS AND WHERE WE MIGHT END UP COUPLE
INSIGHT FOR SCHOOL BUDGETS AND WHERE WE MIGHT END UP COUPLE YEARS DOWN THE ROAD.
WHERE WE MIGHT END UP COUPLE YEARS DOWN THE ROAD. THANKS FOR JOINING US ON "AT
YEARS DOWN THE ROAD. THANKS FOR JOINING US ON "AT ISSUE OF THE" WE WILL BE BACK
THANKS FOR JOINING US ON "AT ISSUE OF THE" WE WILL BE BACK NEXT WEEK WITH A LOOK AT SUICIDE
ISSUE OF THE" WE WILL BE BACK NEXT WEEK WITH A LOOK AT SUICIDE IN ILLINOIS.
NEXT WEEK WITH A LOOK AT SUICIDE IN ILLINOIS. >>THANKS FOR JOINING US ON AT
IN ILLINOIS. >>THANKS FOR JOINING US ON AT ISSUE. >>