Former EMSD#63 Superintendent Kathleen G. Williams still doing it for the children….

I was originally going to write about East Maine School District #63’s Financial Task Force, but I’m sorry, I just couldn’t help but comment on today’s Chicago Tribune story titled: “Loophole lets educators collect pension and salary”.  As some of you know, I posted a blog reporting Dr. Williams taking the Wausau Superintendent’s job. 

Today’s article clearly shows how clever our former Illinois Superintendents are.  Unfortunately, is also shows the opposite for Illinois legislators and school boards.

I was amazed when I read this part of the article:

“Kathleen Williams, 61, said she missed education and wanted to return to work after retiring from East Maine in 2009.  After doing some part-time consulting in her old district, she took the fill-time superintendent’s job in Wausau, in north-central Wisconsin.  She started there, Nov.1.”

The Tribune’s reporter missed the most important part of her story; Dr. Williams non-transparent, 1 year, no-bid, no-written-contract, $108,000 employee/consulting/mentoring agreement.

The reporter went on to quote Dr. Williams:

“The big difference for me is that when you’re doing it post-retirement, the stress level is not there, Williams said.  You are doing it because you truly want to be there, and you are choosing to give up not working to be able to do what you love.”

I for one believe her.  She “truly” wanted the consulting gig, and she “truly” wanted to be there (Wausau).  She also wanted to be in Oshkosh as early as February 17, 2010 and in Kohler, Wisconsin on April 21, 2010.  She finally succeeded in fulfilling her desire to be there last November in Wausau, Wisconsin. 

Now, should I be upset with Dr. Williams for searching for fulfillment to her desires or for making her pitch to those Districts or for getting the job? 

Not me! 

If a district (other than EMSD#63) wishes to employ her for her services, for whatever reason, for whatever the market will bear, so be it.  I’m just glad she’s no longer working here.

Of course, that’s just my opinion.

Did District #113 Board see this before the vote?

I’ll let the numbers speak for themselves. 

Update - District 113 Referendum In April

Nine Year Dist #113 Yrs 2001-2009 Report

So where are the educational achievements?

A perusal around Dr. Clay’s EMSD#63 Blog-site tells a great deal about the disconnect between some educators and education. Let me show you what I mean.

On January 24^th, 2011 Dr. Clay wrote…

“Congratulations Gemini Students

Congratulations goes out to the Gemini Jazz Band and the Jazz Combo for two excellent performance at the North Shore Jazz Festival.  All of the judges and clinicians were amazed with how well they performed for a junior high band.  Not only did the jazz band earn a first division superior rating from all three judges, but with a nearly perfect score, they also won second place overall out of the nearly 20 junior high school performing groups.  An additional congratulations goes out to Kevin Alba who was one of only 5 junior high students to earn recognition as an outstanding soloist.”

On January 14^th, 2011 Dr. Clay wrote…

“Congratulations District 63 Schools!

Six of our schools have been recognized by the Illinois Positive Behavior Interventions and Supports (PBIS) Network for reaching one of five levels of implementation during the 2009-2010 school year (start-up, emerging, implementing, fully implemented, exemplar). Emerging Nelson Melzer Washington Implementing Stevenson Apollo Twain A big thank you to all staff members for making PBIS work in our district. Special thanks to Lori Naumowicz (our external coach), all of the internal coaches, and the principals for leading the way in this endeavor.”

On November 15^th, 2010 Dr. Clay wrote…

“School Board Member Day: November 15, 2010

School board members are ordinary people who wear many different hats in their everyday lives.  They might be farmers or bankers, homemakers or doctors, truck drivers or professors, business owners or retirees.   But they all put on the same hat when they get to the board room.  It’s a hat that represents an extraordinary dedication to our public schools and it’s time we thanked them for their untiring efforts. The time school board members spend in board meetings represents just a fraction of the actual hours that they devote to leading the district.  They attend meetings and seminars to learn how to be better board members.  They attend extracurricular events to support our schools.  And often they are involved in other community activities, representing themselves, our community, and our district. School board members are charged with a unique job.  They must listen to the voices of their community and then craft a vision, mission, and goals for the district that accurately reflect those voices in the design.  They must guard two of the community’s most precious resources – our children and our tax dollars – while they create the best educational environment possible with the money available. Too often  school board members are criticized without  people having a full understanding of all the details that went into their decisions.  As  result, the efforts of school board members often go unrecognized and unrewarded. November 15, 2010, has been designated as School Board Member Day in Illinois.  This is a time to show appreciation and to begin to better understand how school board members work together to provide leadership for schools.  Join with others from throughout Illinois in a “tip of the hat” to the men and women who provide the grassroots governance of public schools. Thank you Jane, John, Steve, Janet, Walter, Tom and Sheila for all you do for the children of East Maine School District 63!”

On November 9^th, 2010 Dr. Clay wrote…

“American Education Week

At the November 3rd meeting of the Board of Education, the following resolution was passed in honor of American Education Week, November 14-20, 2010. BE IT RESOLVED by the Board of Education of East Maine School District 63, WHEREAS, public schools are the backbone of our democracy, providing young people with the tools they need to maintain our nation’s precious values of freedom, civility, and equality; and WHEREAS, by equipping young Americans with both practical skills and broader intellectual abilities, schools give them hope for, and access to, a productive future; and WHEREAS, education employees – be they custodians or teachers, bus drivers or librarians – work tirelessly to serve our children and communities with care and professionalism; and WHEREAS, in recognition of their contributions to education, November 17 has been identified as National Education Support Professionals Day and November 19 as Substitute Educators Day; and WHEREAS, schools are community linchpins, bringing together adults and children, educators and volunteers, business leaders and elected officials in a common enterprise, and WHEREAS, the Board of Education supports this year’s American Education Week theme of “Great Public Schools:  A Basic Right and Our Responsibility” NOW, THEREFORE, the Board of Education serving the East Maine School Community does hereby proclaim observation of American Education Week, November 14-20, 2010, and urges all educators and citizens to observe this week with appropriate activities to further renew their commitment to the education of every child.”

On October 21^st, 2010 Dr. Clay wrote…

“Principal Appreciation Day!

October 22nd is Principal Appreciation Day!  Below is a resolution adopted by the school board in honor of these hard working people in our district.  There are only 10 principals and assistant principals in District 63, but the effect they have on our students, staff, and families is immeasurable.  Principal Appreciation Day Resolution WHEREAS, principals make public schools great; and WHEREAS, principals work to open students’ minds to ideas, knowledge and dreams, and WHEREAS, principals keep American democracy alive by laying the foundation for good citizenship; and WHEREAS, principals fill many roles, as listeners, explorers, role models, motivators and mentors; and WHEREAS, principals continue to influence us long after our school days are only memories; NOW THEREFORE, be it resolved that October 22, 2010 is hereby recognized as Principal Appreciation Day, and that this state-endorsed occasion honors the work and commitment of principals and assistant principals in school throughout Illinois and acknowledges the leadership provided by these administrators.”

Should taxpayers and parents also join in the fun?

EMSD#63 - Adequate Yearly Progress Results

Data derived from Illinois Interactive Report Cards

AYP Yrs 2003 2004 2005 2006 2007 2008 2009 2010                   District N/A No Yes Yes Yes No No No                   Apollo No Yes Yes Yes Yes No No No Gemini No No No Yes Yes No No No Mark Twain No Yes Yes Yes Yes No Yes No Melzer Yes Yes Yes Yes Yes Yes Yes Yes Nelson Yes Yes Yes Yes Yes Yes No Yes Stevenson Yes Yes Yes Yes Yes No No Yes Washington Yes Yes Yes Yes Yes Yes Yes Yes

Dr. Clay’s posts serve no purpose other than inflate success-starved egos.  So now the Board can feel better about itself. Same with the principals, teachers and support personnel.  Too bad, at least when it comes to academic achievement, Dr. Clay isn’t able to do the same “for the children”.

Finally

Based on my experience, I’ve come to the conclusion that everyone does the best they can, all the time, no matter what the endeavor. I believe no one enters into any enterprise with the intention of failure. 

If my belief is true, then it will be impossible, with EMSD#63’s current personnel and leadership to succeed. 

One can not do better than their best, no matter how much additional tax money they get.

Financial Task Force Questions as of: 01/19/2011

I went to the EMSD#63 Blog site today to see how the Financial Task Force (FTF) was doing. 

I’ve gotten used to disappointment with this crowd. 

The Financial Task Force questions and answers were separated from one another making the webpage tedious to work with. 

EMSD#63 Websites Financial Task Force Questions

After a couple minutes and three webpage’s of this, I decided to re-present for my readers convenience the FTF Q&A in a easier to read (question and answer together) format .

I have linked to Dr. Clay’s Blog-site as of 01/19/2011 for your review.

Question & Answer #1

“What would a pay freeze across the board save the district?

If salaries were frozen, that is, the staff received the same annual pay next year as this year, the estimated approximate salary savings by employee are as group follows: EMEA    $800,000 EMCMA      $68,000 EMTAA      $53,000 Administrators              $35,000 EMSPA      $33,000 Exempt ESC      $21,000 Total $1,110,000 There would also be other related savings for retirement plan contributions that are based on a percentage of salary, as well as some insurance costs that are tied to salary. A pay freeze is subject to collective bargaining for most employees. The above number for the EMEA group excludes those employees participating in and eligible for salary increases under the retirement program provided for in the EMEA contract.”

Question & Answer #2

“Is it possible to re -open contract negotiations with the unions to bargain salary only?

Yes, it is not uncommon for school districts to have multiple year contracts for everything in it except the salaries, which are negotiated annually. In the case of our 4 unions, we would need to agree to open the salary portion of the contract only for renegotiation.”

Question & Answer #3

“What are the roles of support staff such as library clerks?

Library clerks/assistants make it possible for the librarians to better perform their professional duties. They assist with all of the following to allow teacher/librarians to teach, implement programs and collaborate with teachers regarding curriculum: a. Assist the staff in the use of print and non-print resources, procedures, care and repair of print and non-print materials. b. Assist with book check/in check/out while librarians are teaching lessons and assisting students with appropriate reading level book selections. c. Help to maintain library/media materials, records, and inventory by repairing books, entering new books into the computer system, running bar codes/spine labels to attach to books, covering books and stamp books to prepare for student check out, and running reports such as overdue notices. d. Serve as a resource person to staff and students. e. Assist in supervision of student aides. f. Provide assistance to the staff/students in the use of library materials. g. Assist the staff and students in the use of various software applications for research and developing keyboarding skills, how to access the Internet, online databases, and computer programs. h. Support the staff and students with reading programs, such as guided reading. i. Shelve books properly so they can correctly be located by teachers and students.”

Question & Answer #4

“Is it possible to join with other school districts to reduce the costs of insurance for employees?

District 63 is already a member of cooperatives for insurance. It belongs to the Education Benefits Cooperative (EBC) for health insurance and to the Collective Liability Insurance Cooperative (CLIC) for property, casualty, liability, workers' compensation and related insurance.”

Question & Answer #5

“Is there a cost savings possible by reducing the school year to the minimum number of days required by the State of Illinois?

This is possible, with most of the savings resulting from salary reductions. This would be similar to taking furlough days where staff members take days off without pay. There would also be savings in transportation, utility, and similar costs on those days. Reducing the number of days would require collective bargaining with employee groups to renegotiate the length of the school year.”

Question & Answer #6

“Can students be charged for extracurricular activities?

Student fees are set annually by the Board of Education. Currently there is a $35 per sport athletic participation fee and a $105 instrumental music fee. Students also pay a Universal Fee that supports extracurricular activities primarily by supporting staff extra-duty stipends. These fees are subject to fee waivers as provided by Illinois law.”

Question & Answer #7

“Are there options to close a school and send the students to another school in the district?

Closing a school is possible provided there is room in other schools to accommodate all of the children from the closed school. Even if we closed our smallest school, that would mean making room for more than 360 students and the programs necessary to educate them. This is a very unlikely option considering the lack of space in most of our schools.”

Question & Answer #8

“Could the district get rid of the food service program?

The food service program has two components. The first is revenue, which is associated with providing free and reduced price meals to students. This revenue is primarily from student meal payments and the federal government (under the National School Lunch Program - NSLP), but the State of Illinois also provides a small portion. A reduction in the number of free and reduced price meals served will reduce the reimbursement (revenue) to the district. The second component is the cost. The cost of the program is based on a per meal price, and any reduction in the number of meals served will reduce the cost. Generally speaking, meal costs are offset by the paid meals and reimbursements. The district can opt out of the NSLP and stop making meals available to all students. The district, however, will still be obligated to provide meals to those students eligible for free meals, but will no longer receive government reimbursement for the meals served. Approximately 55% of meals served during the school year were to students eligible for free meals.”

Question & Answer #9

“Does the Board of Education get paid?

No, board members are not compensated for their service to the school district.”

Question & Answer #10

“Is it necessary to offer free and reduced price meals?

The district is required to offer free and reduced price meals under the federal National School Lunch Program (NSLP). The federal and state governments provide reimbursement to the district that currently covers the cost of the meals not paid by the students. If the district ceases to participate in the NSLP it is still obligated to provide meals to those students eligible for a free meal, however, no reimbursement would be provided.”

Question & Answer #11

“Can fee waivers be eliminated?

Fee waivers are required pursuant to State of Illinois law.”

Question & Answer #12

“Is a four day school week possible and would it save money?

This is allowed and would require a longer school day the remaining four days. The savings would come in the form of one less day per week of busing, food service, and utilities. A change to four day school weeks would require bargaining with employee groups.”

Question & Answer #13

“Can principals be shared between buildings?

This is allowable but not very workable. The buildings would be without a principal at least 50% of the time plus any meeting time that took them out of the building. Our principals play a vital role in the education process as instructional leaders, building managers, disciplinarians, liaisons to parents and community members, supervisors of staff, etc.”

Question & Answer #14

“Is it possible to eliminate bus transportation? What about charging all students for busing?

It is possible to eliminate bus transportation for regular education students. It is also possible to charge all regular education students for bus transportation. Transportation for students with Individualized Education Plans (IEPs) is required at no cost if stipulated in an IEP.”

Question & Answer #15

“Do the fees charged for athletics offset the full cost?

No.”

Question & Answer #16

“Could the property next to the ESC be sold?

The house on the property adjacent to the ESC is used to store records. The storage of these records is required by law, some for as long as 60 years. Without the house, we would have to purchase other space for this purpose.”

Question & Answer #17

“What does the TLC program cost the district?

TLC is a self-funded program. It does not use district funds.”

Question & Answer #18

“What criteria is used to determine free meals? Would limiting the amount of free meals, if possible, make a big difference?

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals. These levels are established by the federal National School Lunch Program, and the specific cutoff amounts are also federally established each year. It is not possible for schools to limit free meals for students who qualify for them. The federal government does, however, provide some reimbursement for the cost of every free and reduced price meal served.”

Question & Answer #19

“Would it be worth the cost to digitize the school records to eliminate the paper, making it possible to free the land for sale?

In 2009 the district began implementation of an electronic document management system (EDMS). An EDMS can serve as a document repository where documents can be stored for long term archiving as well as be easily retrieved for reference or other use. The project has begun on a smaller scale to validate the use of the EDMS in document management and workflow, as well as determine the cost and effectiveness in storing archived documents currently residing in the building adjacent to the district office. Proposals received at the time reflected cost estimates from approximately $100,000 to $300,000 to scan the existing archived documents and the extent of document indexing. Quotes are per page and per key stroke for indexing, so the actual cost would depend on the final number of pages scanned. Conversations with some vendors indicated that it was less common for school districts to use a third party to scan archived documents due to the cost, and that temporary/summer help may be much more cost effective. The district has been scanning some archived documents into the system, but resource limitations have limited progress. Elimination or destruction of paper records is also governed by the Illinois Local Records Act and requires approval, even when electronic records are made beforehand.”

Question & Answer #20

“What GRANTS might be available? Who could write the request? Can professional grant writers, if they exist, be used to write the requests?

For the 2009-10 school year the District received 23% of its revenue from operating grants and contributions. These are primarily targeted federal and state grants, with the largest related to the No Child Left Behind Act and the Individuals with Disabilities Education Act. Grants are generally targeted to a specific purpose, and usually do not fund current initiatives or expenses, but rather require that grant recipients increase their level of expenditures by doing something new, and in some cases even require local matching funds. National grants which are funded by organizations (corporate and non-profit) are very competitive and difficult to obtain for a district that is our size. They are usually marked for large, urban districts, or rural districts with limited resources. There are a number of publications that provide information on grants. Criteria for submission is usually quite specific and the number of grants with large amounts of funding is very limited. Grant writing can be a time-consuming process without guarantee of success. Grant writers can be utilized, with some charging an hourly rate and others an hourly rate plus a percentage of the grant. Most grants at District 63 are written by the Teaching and Learning Department and the Tech Department, although some smaller grants have been written by individual teachers or other staff members.”

Question & Answer #21

“What is the purpose and number of staff involved with enrichment classes at Gemini?

Enrichment classes at Gemini serve a number of purposes. Some classes provide students with additional learning opportunities outside the core curriculum of math, science, social studies, and language arts. These enrichment classes include foreign language, computer applications, art, music, (general music, band, and orchestra), and drama. Students may select up to two enrichment classes per semester. Other enrichment classes provide students with additional support in the academic areas of math and language arts. The breakdown for the number of staff is shown below. Enrichment Staff Foreign Language 2 full time, 2 half time Computer applications 1 full time Art 1 full time Music 5 full time Drama 1 full time Math enrichment 2 full time, 1 half time Language arts enrichment 5 full time”

Question & Answer #22

“Can PE class be eliminated?

No, Illinois School Code mandates physical education daily for students in grades K-12. The School Code states, "A physical education course of study must be part of the regular school curriculum and not extra-curricular in nature or organization." This means that while recess may meet part of the daily requirement, schools are also obligated to provide specific instructional time for physical education.”

Question & Answer #23

“How much does the district spend on professional development and would we save money by eliminating it?

Professional Development cannot be eliminated. Illinois School Code requires school districts to "design programs which provide continuing education to update or improve a teacher's skill or knowledge in order to maintain a high level of performance." When establishing a school calendar, specific dates for Teacher Institute and School Improvement must be included. Additionally, District 63 receives funding through Title II of No Child Left Behind that must specifically be used to recruit and retain highly qualified teachers and provide ongoing professional development that improves the knowledge of teachers, principals, and paraprofessionals on effective instructional practices. Click here for a chart that shows major expenses for professional development conducted in District 63 during the previous school year, 2009-2010. Funding covers the cost of substitute teachers, supplies, and fees for external consultants if needed.”

Question & Answer #24

“Can kindergarten be eliminated?

Kindergarten is not mandated, however Illinois School Code states that school districts should "establish kindergartens for the instruction of children between the ages of 4 and 6 years, if in their judgment the public interest requires it, and to pay the necessary expenses thereof out of the school funds of the district. Upon petition of at least 50 parents or guardians of children between the ages of 4 and 6, residing within any school district and within one mile of the public school where such kindergarten is proposed to be established, the board of directors shall, if funds are available, establish a kindergarten in connection with the public school designated in the petition and maintain it as long as the annual average daily attendance therein is not less than 15. The board may establish a kindergarten with half-day attendance or full-day attendance." All school districts in Cook County provide kindergarten, and parents have the option of attendance because School Code also states that a child does not have to attend school until his/her seventh birthday. However, recent research indicates ninety-eight percent of American students attend at least a half day of kindergarten prior to first grade. Research also consistently indicates that children who attend preschool and kindergarten are better prepared to meet the expectations for first grade. Failure to meet expectations for first grade can impact a child's entire educational career. Early intervention is proven to be the most effective way to insure academic success.”

Question & Answer #25

“What foreign language instruction does the district provide and is it required?

The only foreign language instruction provided at the district is Spanish at the 7th and 8th grade levels and French at the 8th grade level, however, the 2010-2011 school year is the final year for coursework in French. Courses in Spanish I/II and Spanish for Spanish Speakers are currently scheduled to continue. Foreign language is a required course in high school. While foreign language is not required at the elementary or junior high level, students who successfully complete two years of Spanish in junior high frequently place in second year Spanish when entering high school. This puts these students on track to take AP Spanish prior to graduation. The Illinois State Board of Education also provides the following guidance with respect to foreign language instruction: ‘Given the increasingly global nature of our society, the need for Americans to speak a variety of languages other than English is growing daily. While foreign language is a required instructional component of the comprehensive curriculum offered at the high school level under Illinois State Board of Education (ISBE) administrative rules beginning language study at the high school level does not provide much time for students to learn to communicate effectively. To fully master a foreign language, students require carefully planned and well-sequenced learning opportunities that provide practice in using the language beginning at a younger age. A longer sequence of study would provide more opportunity for students to attain the ability and confidence necessary to interact fluently with native speakers in oral and written contexts.’"

Question & Answer #26

“Why does the district provide bilingual services?

Bilingual services are required by law (Illinois Administrative Code, Title 23: Part 228 Transitional Bilingual Education). This Part establishes requirements for school districts' provision of services to students in preschool through grade 12 who have been identified as limited English proficient in accordance with Article 14C of the School Code [105 ILCS 5/14C] and this Part (228). Some key aspects of the law include the following: When an attendance center has an enrollment of 20 or more limited English proficient students of the same language classification the school district must establish a transitional bilingual education (TBE) program for each language classification represented by those students. When an attendance center has an enrollment of 19 or fewer students of limited English proficiency of any single language classification other than English, the school district shall conduct an individual student language assessment to determine each student's need for home language instruction. When a preschool program of the school district has an enrollment of 20 or more students of limited English proficiency of any single language classification other than English in an attendance center or a non-school-based facility, the school district shall establish a TBE program for each language classification represented by the students. + Instruction in subjects which are either required by law    (see 23 Ill. Adm. Code I) or by the student's school district, to be given in the student's home language and in English; core subjects such as math, science and social studies must be offered in the student's home language. + Instruction in the language arts in the student's home language. + Instruction in English as a second language. + Instruction in the history and culture of the country, territory, or geographic area which is the native land of the students or of their parents and in the history and culture of the United States.”

Question & Answer #27

“How does our bilingual program compare to others in the region/state/country?

Research shows that providing bilingual education is the best practice, and when implemented correctly and compared against non-native language instruction only, students benefit from becoming bi-lingual and bi-literate. As a result, in addition to the legal requirements and federal funding associated with bilingual instruction, districts nationally and throughout our region and state that have over 20 or more students that speak the same language within an attendance center provide bilingual educational services. District 63 is in the third year of implementing a Spanish Bilingual Program, and has built the capacity for a transitional bilingual education program that begins in Pre-K and ends after grade 3. Other districts throughout our state have bilingual programs in languages that include Spanish, Japanese, Polish, Russian, as well as English as a Second Language (ESL) programs. These programs have been in place for years and have been successful.”

Question & Answer #28

“Is ESL Summer School required?

While English as a Second Language (ESL) summer school and Ready Set Kindergarten are not expressly required by law, there are some laws that govern establishment of summer programs. These laws include the following points: A school district may establish preschool and summer school programs for students of limited English proficiency, or join with other school districts in establishing such programs. Summer school programs shall not replace programs required during the regular school year. A school district that offers a summer school program or preschool program shall provide transitional bilingual education programs or transitional programs of instruction for students having limited English proficiency. The Ready Set Kindergarten program is entirely funded through federal Title I and Title III grant funding. ESL summer school is a tuition based program. Tuition of $15 for materials and $35 for transportation (if needed) per child does not cover the entire cost of the 16 day summer program. Staff and facility costs are not covered by the tuition, and only approximately 50% of transportation costs are covered.”

Question & Answer #29

“What is the PreK program and are we required to offer it?

There are two preschool programs provided by District 63. One program is for students with disabilities and one program for students who meet the criteria for at-risk learners. We are mandated by federal legislation to provide a full continuum of services to students with disabilities starting at age 3. We are not required to provide services to at-risk learners.”

Question & Answer #30

“Is summer school required?

Summer school is not required nor offered for regular education students. Some students with disabilities require extended school year services in order to maintain progress they have made in their Individualized Education Plan (IEP) goals during the school year. The state department of education offers some reimbursement of staff costs when the students receive at least 60 contact hours of ESY services, which has encouraged most school districts in Illinois, including District 63, to provide these services through a summer school model for many years. Case managers and related service providers have been directed to use data to determine the need for extended school year services in order to provide this service only to those students who show a need. This may reduce the number of students receiving ESY services in the future and therefore reduce the cost to deliver the services.”

Question & Answer #31

“What special education costs are required and what are discretionary?

All public schools in the United States are federally mandated to provide a "Free and Appropriate Public Education" (FAPE) to all students with disabilities. This includes a full continuum of placement options (general classroom to therapeutic treatment settings) as well as a wide range of related services such as occupational, physical, and speech therapies, social work, and transportation. The placement and services required for each student is determined by the members of the student's Individualized Education Plan (IEP) team on an annual basis. This team includes a school building administrator, all general education and special education teachers and therapists that work with the student, and the student's parents. Therefore, while a wide range of placements and services are available, the IEP team has the responsibility to determine services that are necessary for the child to receive FAPE, and also considers what is fiscally responsible.”

Question & Answer #32

“Would it save money to eliminate air conditioning in warm weather and turn down the thermostat in cold weather?

Yes it would save money to eliminate air conditioning, but student comfort would also suffer. Also, some buildings, or parts of some buildings require it since there are no functioning windows in those areas.”

Question & Answer #33

“Are there options to change lighting to reduce energy costs?

The district has already upgraded lighting to the new fluorescent T-8 30 watt bulbs that use 25% less electricity and produce 30% more light than the 40 watt bulbs they replaced. The additional light output also allowed us to reduce the number of lights to compound savings. We are always looking for ways to save on our utility costs and try to upgrade all our systems as it becomes economically feasible.”

 Question & Answer #34

“What would be the impact on class size as a result of teacher cuts?

"There is a direct correlation between the number of classroom teachers that we have and how large classes are. If enrollment remains steady, then a decrease in classroom teachers means an increase in class size. Reducing the number of non-classroom teachers (these may be teachers who pull out small groups of students to give special help or who coach other teachers) does not directly impact class size, but can affect the instruction of students.”

Question & Answer #35

“What are the roles and responsibilities of assistant principals?

Responsibilities may vary dependent of the changing needs of a school, but in general, an assistant principal is an instructional leader who shares all of the administrative responsibilities with the building principal. Some of these tasks may include: Evaluating staff Supervising students, particularly during lunch or during dismissal Attending parent meetings Creating school schedules Providing staff development Supporting positive student behaviors Attending student data meetings”

 Question & Answer #36

“Can extra duty stipends be eliminated?

Extra duty stipends generally fall into two categories: student activities and student supervision. Student activity stipends are paid by universal fees collected as part of the registration process. Although these activities can be eliminated, doing so would not have any material impact on the district budget since the costs are offset by the fees. Student supervision stipends pay for students to be safely supervised during the lunch/recess period and at the end of the day as they are exiting the school, getting on busses, and entering cars. We cannot stop supervising students during these times, and the supervision stipends compensate staff for these extra duties. Adjusting staff schedules to accommodate this supervision during the normal course of the day or requiring staff to do this supervision without additional compensation would require collective bargaining with the involved associations.”

Question & Answer #37

“What is ALE? How is it used, and how is it staffed?

ALE stands for Alternative Learning Environment and is a program at Gemini Junior High School that is staffed by one teacher and one teacher assistant. The program is intended to provide the following services to staff and students: Supervision of students for short term behavioral issues, or as an alternative to out-of-school suspension. This includes working with each of the students' teachers to coordinate assignments. Supervision of students who have returned to school after out-of-school suspension so that they can get caught up on missed assignments and more easily transition back to the classrooms. Supervision of students during lunch to get extra academic help. Supervision of students who do not attend field trips, need extra time to complete a test, or have a parent request or medical excuse from a class and need to complete alternative assignments in ALE. Monitoring of grades for students and interventions for academically struggling students. Coordination of the student mentor and SkillsTutor programs. “

 Question & Answer #38

“Since the last referendum, how many new positions have been added in District 63? How many of those positions were state mandated or grant funded?

Prior to passing the 2004 referendum, District 63 made major cuts in staff for the 2004-2005 school year.  The list below shows what those cuts entailed and what was replaced as a result of passing referendum in the Fall of 2004.  Position cuts were determined by raising the average class sizes to 25:1 in grades K-2 and 30:1 in grades 3-8.  Since that time teachers have been replaced according to student population and a return to a class size average of 25:1.  The number of classroom teachers therefore varies from year to year and building to building based on the actual student population. Positions Cut Action after Passing Referendum 10 Special Education Resource Assistants 6 Positions Replaced 3.5 Curriculum & Instruction Facilitators Never Replaced 1 Literacy Specialist Replaced 2 Gemini Guidance Counselors Never Replaced 4 School Secretaries 2 Replaced 3.5 Support Staff at ESC 1 Replaced 7 School Webmasters (extra duty stipends) Never Replaced 7 Library Assistants 4 replaced 2 Half Time Student Guidance Managers Never Replaced 1 Central Office Administrator Never Replaced 1 Librarian Replaced 3 Band Directors 3 Replaced (2 band, 1 orchestra) 3 Custodians 2 Replaced 10 ESL/Bilingual Assistants 5 Replaced 1 Gifted/Talented Teacher Replaced 19.5 Elementary Classroom Teachers See below - Added Positions Since Last Referendum 8.5 Junior High Teachers See below - Added Positions Since Last Referendum Additional Cuts since 2004 Current Status 2 Central Office Administrators Never Replaced Substitute Coordinator Replaced by Automation System at half the cost 2 Special Education Facilitators Never Replaced 1 Reading Program Coordinator Never Replaced 1 Technology Integration Specialist Approved but never filled due to financial situation Added Positions Since Last Referendum Funding 3 Special Education Teachers (New Autism Program—Mandated) Partially funded by IDEA Grant 1 Special Education Facilitator Partially funded by IDEA (cuts above mean net loss of 1 facilitator since 2004) 1 Assistant Principal at Apollo School Local Funds 4 Instructional Coaches Local Funds 1 Orchestra Teacher Local Funds 2 Gifted/Talented Teachers Local Funds Curriculum Developer (Teacher on Spec. Assign.) Local Funds (has since been eliminated) Part-time Senior Volunteer Program Lead Grant Funded (has since been eliminated) Part-time Reading Interventions Lead Grant Funded 1 School Psychologist Partially funded by IDEA Grant 1 Technology Integration Specialist Local Funds 1 Computer Technician Local Funds 1 District Nurse Local Funds (has since been eliminated) ESL/Bilingual Parent Liaison Grant Funded 10 Bilingual Teachers Grant and Local Funds (This program is mandated and lessens the number of regular classroom teachers in most instances) Nurses have replaced most of our health clerks in response to changes in state/federal law. ESL\Bilingual Director:  The previous position of ESL Facilitator was elevated to an administrative position in response to a federal mandate.  It is a locally funded position.”

 Question & Answer #39

“Why is the pay for administrators so much higher than teacher pay?

There are a number of reasons that administrator pay is higher than teacher pay.  At virtually all employers when a person pursues and accepts a position of higher responsibility,  that is linked to a higher level of compensation.  In most cases the higher responsibility is also associated with more experience, and in education it is also linked to higher academic credentials.  Another factor that contributes to the higher pay is the fact that administrators work full-time during the entire calendar year whereas teachers work for a ten month period.  Teachers are compensated for 184 work days per year and administrators are compensated for 240 work days.  The highest paid teacher earns $758 per day compared to the superintendent of schools who earns $723 per day. Category Average Range Teachers on the current salary schedule* $323 $204 to $514 Elementary principals $386 $333 to $421 All principals, including the junior high and the assistants $376 $291 to $580 Superintendent $723 $723 Other central office administrators $438 $283 to $531 * There are also teachers whose salaries exceed the top of the schedule based on retirement program provisions in the contract, with the top earning teacher at $758 per day.”

So, how does this square with EMSD#63/State of Illinois’s post 2004 Referendum payroll history?

Nine-Year Report - East Maine School District #63 Data in this report based is State of Illinois/EMSD#63 derived information.

 Question & Answer #40

“How much would it save if the district eliminated music, summer music, band etc..?

The current budget for music is approximately $784,000 for salaries, benefits, and instructional costs.  Eliminating music at the elementary and junior high level would be provide a savings in teacher salaries and benefits, but this would be offset by the fact that the music classes provide contractual planning/meeting time at the elementary level and provide elective classes at the junior high. If music classes were eliminated, something else would need to be put in their place as described below. Eliminating music at the elementary level would save approximately $420,000 in salaries and benefits for 6 music teachers. At the elementary level, each building has staff to provide 1 hour of music instruction per week at each grade level 1-6. There is also 1 hour of art, 1 hour of physical education, and 1 hour of library (grades 4-6) or 30 minutes of library (grades 1-3).  Kindergarten is 30 minutes of each of these, for a total of an hour for each teacher counting both the morning and afternoon sections.  However, the music (as well as art and physical education) classes provide teachers with  4 hours per week of planning/meeting time that is contractually allotted to them.  Currently, there are 6 elementary music teachers (one at each building). Their time is determined by the number of planning sections required at teach school. Some music, art, and PE teachers must travel between buildings in order to provide weekly sections of art, music, and PE for all classrooms. Eliminating these teachers would require the district to possibly hire additional staff to provide the release time currently provided by music teachers. At the junior high level, music is considered an enrichment class and students have the option to choose band, orchestra, or guitar. There are currently 5 music teachers at Gemini for a total of approximately $287,000 in salary and benefits. These teachers also provide band and orchestra classes at the elementary schools for grades 5 and 6. These are elective classes. The total cost for instrumental music is approximately $77,000 allocated to instrument purchase, repair, and maintenance; extra duty stipends for staff; and instructional supplies.  Eliminating music at Gemini would potentially save these salaries, but other classes would need to be developed and staffed in order to provide the number of elective courses needed for all students at Gemini. The summer band and orchestra program is self-funded. Students pay to attend and tuition covers the total cost of the program.”

 Question & Answer #41

“How much would the district save if the administrators paid their own TRS, Insurance, Dental, Vision, etc instead of the Board of Ed?

All employees receive benefits as a portion of their overall compensation, including health insurance, life/AD&D/disability insurance, and pension contributions.  The value of the benefits received by administrators is available on the district website.  Elimination of all benefits paid to administrators would save $406,033, and effectively be a pay cut for administrators averaging 19% and ranging from 11%-25%. Elimination of benefits to all employees would save $4,934,839.”

 Question & Answer #42

“Do the following legislative actions mentioned in the NEA News Letter help our District?

The American Recovery and Reinvestment Act (ARRA), also known as the stimulus plan, did provide additional revenue to District 63 over the course of two years.  The additional funds were two general types.  The first type was provided to states to distribute to schools.  The State of Illinois decided to use those funds to cover a shortfall in its budget by making already committed State payments to schools with the federal funds.  This amounted to using federal money to meet State obligations, and resulted in no additional money for schools.  The remaining ARRA funds received were provided through existing federal grant programs, primarily No Child Left Behind (Title I Low Income) and Individuals with Disabilities Education Act (IDEA).  These programs have particular rules about eligible expenses and generally prohibit using the funds for existing programs, instead requiring additional, new expenditures to be funded. The Education Jobs Fund is a one time source of approximately $283,000 in federal revenue, similar to ARRA funds.  It can be used to fund existing positions, and is supporting teachers and teaching assistants.”

“In regards to Question #41:  Not ALL employees receive pension contributions as a benefit….in fact, we don’t get any pension benefits, do we?  We contribute to our own pension by the money that is withdrawn from our check every month, correct?  Why would the administrators receive a pay cut?  Isn’t their paid TRS a PERK?

Pension contributions are in fact made by the district for all employees.  It is true that employees contribute to their own pension, but the district also makes contributions on their behalf.  With regard to administrators, the TRS contributions that are paid by the district on their behalf are a benefit that is part of their overall compensation plan.  Elimination of a portion of a compensation plan results in a reduction in compensation.”

Maybe you have a few questions of your own?

Money Gluttons – Too many pigs at the trough!

I was in the midst of doing a little research for a new Blog post covering 2010 Teacher/Administrator Salaries when I came upon these gems at The Champion News.Net:

• Anatomy of a Teachers Contract: Blueprint for a Taxpayer Mugging, Posted: June 05, 2010 - (Originally posted 12-14-2009.) By Bill Zettler
• No Shared Sacrifice: Number of $100,000 School Salaries Up 13% To 14,048 in 2010, Posted: December 13, 2010. By: Bill Zettler
• Top 100 Teacher Salaries 2010, Posted: December 13, 2010. By Bill Zettler.

Thank you Mr. Zettler for your fine work!

For more good reading click on The Champion.Net.

Nothing more to add to this subject at this time.

EMSD#63’s Board needs to get their act together before the money runs out!

I admit it.  I had hoped for better news than this. 

“Park Ridge Herald-Advocate

Hopefuls file for school board seats

December 14, 2010

By JENNIFER JOHNSON jjohnson@pioneerlocal.com

“Candidates for local school boards lined up to get their names on the ballot during the first official day of filing Monday….”

“… In East Maine School District 63, which serves a small portion of northern Park Ridge, incumbents John Jekot, Tom Simmons and Janet Kaczkowski filed petitions Monday to retain their seats on the board.”

When I first read the news I was disheartened.  Then I thought, “no, this is a good thing”.  These three, along with Board President, Jane Wojtkiewicz and Members Steven Levy, Sheila Urban and

Walter Gluzkin should remain on the Board.   They helped create the District’s financial problem.  Now they can stay and clean it up!

East Maine School District #63 is a small cash-strapped district with big problems.

When you see these Board Members, ask them to explain their last minute no-questions-asked passage of the $43.6 Million 2010-2011 Final Budget which included a ($4.3 Million deficit).

East Maine School District #63’s School Board needs to get their act together before the money runs out!

Enough said!