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Editorial by Bill Weber - 5/3/99
IS DISSOLUTION OF THE EKW DISTRICT A VIABLE OPTION?
The other day I was talking with a party from the EKW District and they said that they had heard that the DPI was concened with the situation in the EKW district to the point they might take some action.
So I suggested that perhaps now was the time to get the DPI to meet with the Citizens and Taxpayers of the District and find out what possibilties were available.
If they are going to eventually force the district to a one site campus. Perhaps now is the time to ask them if maybe a dissolution of the District might be in the best interest of all concerned. Let everyone now in the entire district decide what school district they would like to attach to and then if said districts were agreable the DPI could then authorize such attachement and the Divorce will have been concluded. No more wrangling, no more Building or Levy Referendums.
I BET THIS SUGGESTION GOT YOUR ATTENTION!!!
Your input can be serious, hillarious or one of disbelief
but lets hear from you.
Bill Weber
Having Received No Response To Yesterdays Posting
I will add to that Editorial.
Bill Weber 5/4/99
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EKW SUPERINTENDENT SAYS QUALITY IS DECLINING
"We are kind of deteriorating, not only building wise, but program wise"
Art Keenan
The above headline and quote were in the April 29th 1999 Tomah
Journal on page 7A,.
in an article written by Bill Smith.
Yesterday I posted a suggestion that maybe the solution to the problems which have been facing the EKW district for the past three years and continues to get worse instead of better as noted in Mr. Keenan's statement above, might be to dissolve the district and let its inhabitants attach to whatever district of their choice.
The EKW District was never a happy marriage to begin with. As George Chute , a former EKW Board member said at the detachment meeting in Wilton, the then recently formed Elroy/Kendall district accepted Wilton only after they had made overtures to a number of other districts but were turned down because of an outstanding debt of over $100.000.00 at the time.
Al Schaufnagel, was Superintendent at that time and for many years things seemed to go along pretty well. Not that it was a Perfect Union but the problems of the last few years were at least not as evident.
No doubt the State of Wisconsin's Legislature added to the situation by putting spending caps on the amount of money any school district could raise in local taxes. They did however, allocate more state aid for schools. The recently passed legislation which gave parents School Choice has also be a factor in the EKW dilemma in that students are leaving the EKW district almost to the limit allowed by the School Choice law.
A little over a year ago the EKW School Board of Education proposed a one campus School district to be located at Elroy. This was soundly defeated by a 3-1 vote. A referendum to raise the Revenue Caps was passed however. Such a referendum is now in the works for another $350,000 for the school year 1999-2000.
The Board of Education at its March 11th meeting, voted to put to referendum a 3 site configuration to have been held on April 27th but tabled the resolution at their next board meeting on March 22nd.
In the meantime a group of citizens in the Wilton area formed a committee to work for detachment of a part of the Wilton area from EKW and attach to the Norwalk/Ontario district.
The "Citizens Committee for Education First" made up mostly from the people of the Elroy area held a meeting on March 23rd 1999 one of the speakers, Shirley Preuses said. "Perhaps the first thing we should do is "Just Vote to Consolidate then let the discussion begin as to where." The next speaker was, Scott Tuttle , a local businessman who pretty well summed up what many in the district feel is the ultimate aim of that end of the EKW. district Mr. Tuttle said, "Even if those candidates we are now supporting are elected we still do not have the necessary majority to get our proposal on the referendum. What are the alternatives, wait until April of 2,000 to get our majority or ask for a recall."
At the last EKW School Board of Education held on April 26th, a long discussion was held regarding the Wilton Detachment. Most Board Members were opposed to detachment however Craig Hanson and Tim Welch said it might be an alternative. if no other solutions were forth coming that were satisfactory to the people of the district.
So with Revenue Caps, School Choice, Declining Enrollment, Detachment, One Campus, a yearly Levy Referendum and admittance by Administrator Art Keenan that: "We are kind of deteriorating, not only building wise, but program wise" perhaps now is a time for seeking an escape route that would give all students a chance for a better education in the surrounding school districts who seem to have their act together.
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HAS THIS PAST MONTHS EKW SCHOOL SITUATION MADE ANY SIGNIFICANT STEPS FORWORD?
I believe there has been positive movement. There has been two board meetings
as well as two citizens meetings and it seems the anger
and shouting of previous meetings has disappeared. All segments of the
district agree that we want THE BEST EDUCATION POSSIBLE
for all of our Students.
The EKW School Board has now appointed two Committees to report to them and TCI what they feel is the best configuration for the district, educationally, locationanlly and financially. This is a very worthwhile step. Along with it however, perhaps an ad-hoc citizens committee should have also been appointed to add the voices of the parents & other taxpayers in order that their input into programs and configuration of the district would be considered.
The cost of our bombs and cruise missiles falling on Yugoslavia last night could have easily bought us a brand new 10.5 million dollar high school.
The records show that there are a good number of you clicking onto this page on a daily basis. If just one or two of you a day could add a line or a paragraph or two to the discussion it would make life easier for me and much more interesting to the readers.
PLEASE
Your Input Is Needed.
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"THE BEST POSSIBLE EDUCATION"
AN EDITORIAL
For three years or more the EKW Board of Education and citizens of this school district have searched diligently and at times even shouted at each other in an effort to find a common thread that would make possible a workable school district that most all parties have indicated would give the students of the district, THE BEST POSSIBLE EDUCATION. It seems that the overwhelming majority of us are pretty much agreed on that one issue. The real question is, HOW DO WE GO ABOUT PROVIDING IT AND GET THE MOST FOR THE BUCK SPENT?
We have talked Configuration versus Configuration versus Location versus Distance versus Community but we really have not talked to the main point of what do we really mean when we say, THE BEST POSSIBLE EDUCATION ?
"The Committee for Education First" held a meeting in Elroy on March 23, (see page-9) and there were a number of speeches on a variety of subjects. The main theme being that we should be spending our money on education and not bricks and mortar and that in order to have the money for that EDUCATION BUDGET we need to consolidate the district to one or at the most two campuses. Mr. James Armstrong, a teacher in the district, made a plea more money for, "his kids" adding , "by that I am talking about all the kids in the district." But there was no mention made of what extra's he would provide for "his kids" if the more money was available.
Perhaps therein lies one of the problems before us. To define in no uncertain terms what we mean by, THE BEST EDUCATION POSSIBLE. Once we can all agree upon that premise then we can take the next steps to achieve that goal.
Mr. Tim McGowan, in a passionate speech before the Board on March 11 (see page 7) of this year, pretty well pointed out the physical characteristics of the what he felt was wrong with the now tabled (3 site configuration) in its lack of education class rooms. But again, no where did I hear in his speech what he as an educator would add to the overall educational programs if the money and more classrooms were available.
As a district we may not want to know, "where every door knob is going to be located before we vote to build" but we certainly should have definite idea of what type of educational program we want for the next thirty or forty years in order to know what we need to build or renovate in order to provide the, THE BEST EDUCATION POSSIBLE.
Perhaps now is the time for the School Board to meet with members of the Educational Community and with a volunteer Committee ofC oncerned Citizens for Better Educations, including but not restricted to "The Citizens for Education First" and lay out a blueprint of what the people of the district really want for their children for the next 30 or 40 years and then perhaps the rest will fall in place.
The McGowan's, the Amstrong's The Committee for Education First" have made the call and now we need to include a Volunteer Committee of Concerned Citizens to work out and present to the board and the citizens of the EKW what they feel would provide "THE BEST POSSIBLE EDUCATION"
IT MAY NOT BE IMPORTANT WHERE THE DOOR KNOBS GO BUT IT IS IMPORTANT AS TO WHAT IS BEING PROVIDED BEHIND THOSE DOOR KNOBS.
Any Comments or Input would be Appreciated.
Bill Weber - WEB Site Host
EDITORIAL COMMENTARY
WOULD AN ADVISORY REFERENDUM BENEFIT EKW SCHOOL
DISTRICT?
At the March 11th EKW School Board meeting the question of
multiple choices on the referendum ballot was brought up.
The administrator, Art Keenann, argued against such an approach
saying that a two question proposal on a referendum would not
make such a referendum binding but act only an advisory referendum.
So what is so bad about having a advisory referendum and putting
all viable proposals on the ballot? On February 16th the school
district held an expensive primary school board election
just to eliminate one candidate from the ballot. Is not the
future direction of EKW school configuration as important to try
to find out the wishes of the district.
An advisory referendum would give the board and the taxpayers a chance
to get some idea what the district voters want and then the top proposals
could put up a binding referendum that would probably pass.
What is the alternative should the voters turn down the present proposal. Some one has suggested we come back every 45 days and hold a referendum until we got what the district wanted. Would it not be cheaper, more expedient and less disruptive to hold an advisory referendum. Putting all the proposal on the ballot (including none of the above). Last years overwhelming defeat of the referendum was, in my opinion, due to lack of the board not taking the electorate into consultation.
We could keep on holding referendums after referendum until there is no district left or we can let the voters vote on the merits of all proposals (including none of the above) and then take it from there.
The proposal offered at the March 11-1999 meeting by Doug McCracken of having a K-6 grades in Elroy & Wilton and a New 7-12 High School in Kendall sounds like it might be acceptable by an exhausted district. It however, is an expensive undertaking and we are yet to hear details of what we are going to get for our money. It might pass now but I think it would have a better chance if an advisory on all proposals were allowed by the voters and then if the McCracken plan was one of the top proposals it would have a better chance of being adopted aS a binding referendum
Any comments or rebuttals are welcome and will be posted
within 24 hours of receipt.
Reporter-Bill Weber
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SHOULD SCHOOL BOARD BAN AUDIANCE PARTICIPATION?
An Editorial - March 15th
At the March 11th EKW Board of Education Meeting a motion was made, by I think Doug McCracken, to draft a resolution which would limit or ban any further audience participation in Board Meetings in that section of the AGENDA "Items From The Floor" some feeling that the process has become disruptive and abusive, some people using that time, not to ask questions but to attack board members.
I believe the School Board should retain the Agenda item of: "Items From The Floor" with perhaps a request from the Board that all who wish to speak from the floor so indicate prior to the beginning of the Board Meeting or that part of the agenda. Either by verbal or written word to the Board President.Who would have the option to set a time limit on each participant depending on the number wishing to speak.
The Agenda that the Board has for Monday the 22nd does
not say anything about a restrictive resolution but it
was proposed at last meeting to be presented at this meeting.
Let your Board members hear your thoughts on this matter.
Bill Weber - Reporter
Some of you may have seen this in Monday's Tomah Journal
but for those who did not I thought you might be interested,
Especially if you have children in 4th-8th or 10th grades.
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THE PURPOSE OF STATE TESTING
by John T. Benson
State Superintendent of Public Instruction
Accountability and student testing: There is no doubt they are essential.
Accountability is a critical component of educational reform. First, we needed standards. Then, we needed to align curriculum and instruction with the standards. The missing part was assessment:
To find out what students have learned and could do, and To change curriculum and instruction so that more and more students meet the standards.
Accountability is also a political reality. Society has the right to know what is going on in the classroom. People have invested too much money -- and the stakes are too high-- for them to be left in the dark.
Accountability can have unintended results, too. If used improperly, assessments can be harmful to schools, education, and children.
In this state, we have tests in the fourth, eighth, and the 10th grade. We are also looking forward to a high school graduation test. These tests were designed to identify students' strengths and weaknesses and should be used to help those students reach a higher level of knowledge.
If these tests are over simplified -- if they are used to do things they weren't designed to do -- the results could be devastating. Currently, Wisconsin law says that, beginning in the 2002-03 school year, fourth- and eighth-graders who fail these tests will not be promoted. The test may be the only criteria used.
This is the wrong use of these tests. Children and their education are much too complex to be reduced to just one assessment, especially a test that was never intended for that purpose.
Additionally, holding students back in hopes of teaching them more doesn't necessarily work. Research shows that retentions more often result in frustration, behavior problems, truancy, and, eventually, dropping out of school.
Thanks to parents and educators throughout the state, Wisconsin has a chance to improve this law so it will work effectively. Bills have been introduced to modify the "no social promotion" provisions in the legislation. (For a copy of the DPI testimony before the Senate and Assembly Education Committees, click here.)
These assessments would then be used to identify areas of need in both schools and students. That's accountability as it was intended to be. The fourth- and eighth-grade tests would be just part of the process. Local school boards will adopt their own criteria for advancing students to the next grade, which also must include academic performance and teacher recommendations.
Although bills have been introduced, they aren't assured of passage. Parents and others concerned about children and their education need to weigh in on this issue. Testing is a good tool for improving our schools but only when used properly.
For more related topics on this article go to:
http://www.dpi.state.wi.us/dpi/edforum/ef0229_1.html
or
Go to Informative WEB Sites below and Click on Testing.
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EDUCATION CHIEF WOULD MAKE TESTS VOLUNTRARY
By Rene Sanchez
Washington Post Staff Writer
Wednesday, February 17, 1999;
LOS ANGELES, Feb. 16 – Education Secretary Richard W. Riley challenged states today to improve the quality of their teaching forces by adopting a set of uniform national policies on how teachers get licensed, evaluated and rewarded.
In his annual address on the state of the nation's schools, delivered at California State University in Long Beach, Riley called the need for better teachers one of the most serious and growing problems in education. He bluntly criticized the standards that many states use to hire, train, certify and pay teachers, labeling them inconsistent and often inadequate.
"A growing number of school districts are throwing a warm body into a classroom, closing the door, and hoping for the best," Riley said, "This is not the way to reach high standards."
With enrollment rising in public schools across the country, and with a wave of veteran teachers on the verge of retirement, the demand for qualified teachers is becoming greater than it has been in decades. Many educators estimate that schools will have to hire more than 2 million teachers over the next decade.
In their rush to fill empty classrooms, some states are already hiring teachers who lack strong academic credentials in the subject they teach or are not fully certified. A bipartisan national commission on teaching found two years ago, for example, that nearly 40 percent of math teachers are not fully qualified for their classroom assignments.
Riley's plan, which is voluntary, calls on states to grant new teachers trial licenses for three years once they pass a written exam on the subject they are to teach and their teaching style is evaluated. After that stage, he wants teachers to meet a new set of tougher standards before they are granted a "professional" license, accompanied by occasional performance reviews and higher wages.
From that point, teachers could seek an "advanced" license through another testing process set by states that would give them the best salaries in the profession if they pass. A few states are already adopting such a measure in concert with the National Board for Professional Teaching Standards, a group of educators and public officials giving tough certification tests to teachers and asking states to reward those who pass.
Riley said expanding that kind of step and creating more uniform licensing policies overall would raise standards and make it much easier for teachers to be qualified to work in many different states.
"The current maze of disconnected state laws has become a significant drawback to keeping good teachers in the profession in our increasingly mobile society," he said.
In his hour-long address, Riley also urged states to end the practice of issuing emergency permits or licenses for new teachers for the next five years. He had harsh words for teacher colleges, saying that they "can no longer be the sleepy backwaters that many of them have been."
In recent years, Riley has led campaigns for other voluntary federal initiatives in schools – such as national testing – that Republican leaders in Congress and in many states have opposed or greatly restricted because they feared it would give the federal government too much power in public education.
This time, the Education Department does not intend to send legislation to Congress on the national model that Riley is proposing because it does not call for new federal spending or federal mandates on schools. Some GOP leaders expressed cautious support for the idea.
"In principle a new, uniform system of teacher licensing has merit," said Rep. William F. Goodling (R-Pa.), chairman of the House Committee on Education and the Workforce, "but anything the federal government does in the area of teacher training, standards and testing must respect the work of the states."
The nation's largest teacher union, the National Education Association, also endorsed Riley's plan. "This dialogue is sorely needed and couldn't come at a better time," said NEA President Bob Chase. © Copyright 1999 The Washington Post Company
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