Oakton School Poetry Café Showcases Students' Work with Artist-in-Residence.

On May 23, Oakton School hosted a poetry café to showcase the student works completed with the help of their artist-in-residence, Evanston poet Alice George.

With assistance from the Illinois Arts Council, local businesses and private donors, Ms. George worked with third-, fourth- and fifth-graders at Oakton for six weeks.

One project involved a trip to a forest preserve near the Chicago River. Students took journals, and recorded their thoughts and wrote poems about what they saw at the river. A "River of Poems" was created in the hallways of the school to exhibit their work.

Fourth-grade students used Polaroid cameras to photograph parts of the body and then wrote poems about them. Fifth-grade students worked on collage poems.

The artist-in-residence program has been in place at Oakton School for the past six years. Next year the school plans to bring in the Striding Lion Dance/Theatre Troupe.

Photos courtesy of Ann Covode
Donations for future projects can be directed to Geri Smith, Artist-in-Residence coordinator, c/o Oakton School, 436 Ridge Ave. Evanston, IL 60202

Superintendents Present State of the Schools Addresses

District 202 Superintendent Dr. Eric Witherspoon, left, and District 65 Superintendent Dr. Hardy Murphy, gave their state of the schools addresses on May 30.

Murphy Gives "Forward- Looking" Address

By Larry Gavin

Superintendent Hardy Murphy gave a "forward-looking" view in his State of the Schools address on May 30. His comments were structured around the Board's goals for 2007-08, which he said "build upon challenges and successes from previous years as we pursue with resolution a high quality educational experience for all of the students in our District."

NCLB
The first goal is to meet the requirements of the No Child Left Behind Act. Dr. Murphy said that during the last several years, "we've seen significant improvements in academic achievement for our students." As examples, he said between 2002 and 2006, the percentage of African-American eighth-graders who met standards in reading increased from 50% to 70%; the percentage of low-income eighth graders who met standards in math increased from 25% to 75%.

"These trends have emerged across other student subgroups as we have demonstrated significant progress in addressing disparities in achievement that can more accurately be described as a chasm rather than a gap over the past several years," Dr. Murphy said. "Our efforts at addressing the challenge for some students have not compromised the performance of our students [scoring in the top quartiles nationally]."

Dr. Murphy said the District has made these achievements by focusing on efforts that have been commonly identified as necessary for school improvement, such as professional development, teacher supports, effective use of data, extended day activities for students, increased use of technology, and more meaningful parental involvement.

He said the District has maintained relatively small class sizes, but added that the latest research is showing less of a relationship between class size and student achievement and that "the greatest impact on student achievement is teacher quality."

Program Implementations
The District has begun implementation of a "Unified System of Delivery" (USD) of instruction, which Dr. Murphy said represents a change in the culture of the District and is intended to break down the walls between special education and general education.

He said the USD "ensures shared responsibility of all staff for all students so that all students have access to the general education system and more interventions and supports are implemented in the regular education classrooms."

Dr. Murphy said the District has implemented "creative and courageous ways to acknowledge differences in culture as reflected by racial ethnic background and language," referring to the Two-Way Immersion (TWI) program and the African-Centered curriculum (ACC). He said the District has embraced the TWI program and that it appears to be giving the anticipated results.

The ACC program acknowledges the worth and affirms the potential of African-American students and will hopefully provide information on "how better to serve them in our teaching and learning experiences," he said.

The District is also in the process of "implementing the recommendations for middle school education that were the outgrowth of a teacher-administrator-parent-and-community dialogue." Some of the recommendations being implemented include revised curriculum guides and syllabi for each course and teachers working in teams, with common planning time.

New studies
In the coming year, Dr. Murphy said the District will conduct two comprehensive studies: first, a study designed to produce recommendations to improve differentiation of instruction and enrichment activities so that all students are challenged to the fullest extent of their academic potential; and second, a study to find ways to enhance the use of technology.

The District's philosophy "has embraced the concepts of heterogeneous classrooms where diversity is celebrated," Dr. Murphy said.

"Differentiation of instruction is the methodology used … to inspire, to challenge, to affirm and to secure high levels of meaningful teaching and learning in our classroom instruction. We intend to pursue this with resolution so that this vision of classroom teaching and learning is, in fact, a reality in our District," he added. Technology "will be an essential component of all aspects of classroom instruction, including its enrichment and enhancement," said Dr. Murphy. He said that technology is currently used throughout the curriculum, but added, "We are embarking upon a study this year to find ways to support this new and magnificent tool for public education in an engaging way that does not eviscerate the other programs and services that are important to all of us."

Witherspoon Emphasizes D202 Strengths, Outlines Challenges

By Jennie Berkson

In his first State of the Schools address since becoming Superintendent of District 202 last June, Dr. Eric Witherspoon painted a rosy picture of achievement and involvement at Evanston Township High School while at the same time acknowledging budget challenges and unmet student needs.

In his prepared remarks, Dr. Witherspoon touted ETHS ACT scores which are "above the national average," college recruiters who "gush" over student qualifications and preparation, 15 National Merit finalists, 16 National Merit semifinalists and two Hispanic scholars.

"We had 190 Advanced Placement scholars which blows the socks off the percentage of scholars you'll find at a typical high school around the country," Dr. Witherspoon remarked. He also listed two Grammy awards, given for excellence in high school music programs and the Siemens Award for Advanced Placement because of students' participation and performance in mathematics and science.

Dr. Witherspoon described last spring's student production of "Les Miserables" as "transcendent" and "magical" and he expressed amazement at the fact that over two thirds of the school attended an optional pep assembly last fall at the conclusion of Spirit Week.

"I think that the class of 2007 has embodied what ETHS is all about," he said. "I've watched how they've handled themselves, truly creating an atmosphere of caring and learning."

On a more somber note, Dr. Witherspoon acknowledged that although "we will most certainly be bringing … a balanced budget this year, a year from now it's going to get a lot tougher. Our income is capped . . . and we have double-digit increases in health insurance benefits and there are also needs for new technology. There will certainly be years ahead when we will be faced with more cuts."

Dr. Witherspoon also discussed some of the measures that the District will be taking next year to help with student achievement.

"Over the years we've implemented a number of programs like Read 180 and Agile Minds . . . what we're doing now is to take a broader systems approach . . . implement what we are calling System of Supports where we're really going to look at structuring the whole high school around the idea that all students need more support . . . and we can catch kids early . . . and provide time every single day for kids to get more support from their teachers." (See related article on page 1)

In addition, a new three-week summer program called Access ETHS will be available starting this year to help students make the transition from eighth grade to the high school.

"While many things I have described are aimed at struggling students," Dr. Witherspoon said, "I do want to say that we believe that the rising tide will raise all ships and that every student who needs assistance will have ways to even more fully utilize his or her potential."

Ernie Norrmann, co-president of the District 202 PTSA asked Dr. Witherspoon to comment on the role of class size in educational outcomes.

"Research has been inconclusive at best," said Dr. Witherspoon. "We rank in the low 20s, very favorable in comparison to the rest of the state." He said the school is working on ways to do reduce numbers in classes that have more students.

"We continue to work most on the teacher-quality issue, and that begins with recruitment and retention but it also has a great deal to do with supporting and growing our teachers," he emphasized.

On the topic of special education, Dr. Witherspoon said "We are trying to take a much different approach to special education, that it not be a place where students are ‘sent' but [a program] that we truly understand that [identifies] students who can benefit from additional assistance so they can achieve on a high level."

Denise Clarke, ETHS class of 2005, asked what the District was doing about students who say, "College is not for me."

"Sometimes [when we place] such an emphasis on preparation for college," Dr. Witherspoon responded, "some students get the message that we must be devaluing [them] if they are not preparing for college. Every student does need a good academic preparation, whatever they plan to do after high school." He explained that District 202 will be continuing to expand its partnership with Oakton Community College to provide dual credit for courses taken in high school.

"Education is absolutely the civil rights issue of the 21st century. If our young people are going to have a bright future, they have to have a fine education," Dr. Witherspoon said in conclusion. Those who do not will be at a disadvantage, he continued.
"The best and finest thing we can do for our children is to expect the best from each of them and support them in a way that ensures that each and every one of them has an education that will last throughout the century," he said.

D65 Finance Committee Begins Review of 2007-08 Budget

By Larry Gavin

On June 11, School District 65's Finance Committee reviewed a first draft of a tentative budget for 2007-08 prepared by Comptroller Kathy Zalewski. The budget pegs operating revenues to increase from $84.9 million to $87.9 million - a 3.5 percent increase -and operating expenses to increase from $83.9 million to $87.4 million - a 4.2 percent increase. It shows a projected surplus of about $ 470,000.

Superintendent Hardy Murphy said the administration was recommending that additions be made to the budget that would increase expenses by about $350,000, including: two teachers for the TWI program at the middle schools (which had been previously approved by the Board) at a cost of $121,000; two additional technology facilitators who would directly support instruction, at a cost of $100,000; and an "escrow" of $110,000 in case additional classroom teachers were needed. The administration did not recommend hiring a translator at a cost of $50,000, which the Board previously approved.

If the Board approves all these changes, it would reduce the surplus to about $70,000. The Board is scheduled to discuss some of these proposed changes at its meeting on June 18 so the District can begin hiring new personnel if the new positions are approved.

Ms. Zalewski also presented projections for fiscal years ending 2009-2012. The projections show deficits of $1.6 million, $0.6 million and $0.8 million for fiscal years ending 2009, 2010 and 2012 respectively. They show a surplus of $1 million for fiscal year ending 2011. On a cumulative basis, the District is projecting it will operate at a deficit of about $2 million over this four-year period

If the Board approves an additional $350,000 or $400,000 in expenses for the 2007-08 school year, those expenses will carry through to subsequent years and increase the projected deficits for those years. Finance Committee Chairman Keith Terry noted that the teachers' contract expires at the end of the 2007-08 school year, which adds more uncertainty to the projections.

Several Board members expressed concerns about the projected deficits. The Finance Committee will likely continue discussing the 2007-08 budget and discuss a plan to address the projected deficits at its August meeting.

The District is projecting that it will finish 2006-07 with a cash balance of about $19.7 million in its operating funds, enough to cover about 85 days of operating expenses.

Activities Fee Approved for District 202

By Jennie Berkson

The long debated student activities fee was approved by the District 202 School Board at its meeting on June 4.

The fee will be $85 per year per student. Families with more than one student at the high school will pay no more than $150 per year. Students who qualify for reduced lunch will pay $10 per year; students who qualify for free lunch will pay $5. The revenue expected from the fee is estimated to be $180,000.

The fee will fund the reinstatement of many athletic and fine arts programs which were eliminated or limited as a result of recent budget cuts.

The board approved the fee with a sunset provision of two years, a recommendation also made by administrators.

"(This would be) to give the administration the time necessary to completely reevaluate stipends, how we fund extracurriculars, how the extracurriculars fit within the current budget. It also gives the board the opportunity to review the fee structure itself and the commitment we're asking parents to make," said Board Member Omar Khuri.

For athletics, the fee means a return of numerous coaches, teams and increased opportunity for student participation. In addition, intramural programs will be reinstated at a much broader and comprehensive programmatic level than was available in the past.

The Upstart Crows, the Spring Play, Pep Band will return as a result of the activity and additional stipends will be available for the musical, YAMO, debate and the marching band color guard.

Also, Pomkits will have two seasons funded instead of one, Aquettes, Esande and the Chess team will regain their assistant coaches and the Varsity Club will be reinstated.

The fee has been the subject of some controversy in the past. Some community members complained about the imposition of the fee when other expenditures, such as administrators' salaries had not been limited during the time of budget cuts. However, public support for the fee at the June 4 meeting was nearly unanimous and administrators maintained that input received over time via email and other sources was about 80% in favor of the fee.

Senior Jacob Belser said he supported the fee because it would reinstate the Spring Play. "This would mean more opportunity for younger kids," he said. "They could be involved instead of sitting at home or going out and partying with friends."

"I learned something new every time I did a different show," said senior Carl Ford.

The fee would benefit the entire student body, said Bob Brenner, ETHS parent. He pointed out that some sports have participants whose parents can afford to contribute to support a stipend, but that was not true for all and result in an equitable situation. Parent Susan Prout agreed. "A collection (to pay a stipend) could not have been made from the Freshman B basketball team," she said.

Parent Richard Ehrensaft represented a strong feeling that ETHS athletics were suffering in comparison with other areas schools because of lack of coaching staff. "We have to do whatever it takes as a community," he said. "More coaches are very important for kids."