D65 School Board Approves Geometry as Option at Middle School

By Larry Gavin

Four District 65 School Board members supported the administration's proposal to offer geometry at the middle schools at a working Board meeting held on March 4. While no formal vote was taken, Board President Mary Erickson said the Board gave a "sense of direction" and that the administration could proceed to offer geometry on an optional basis at the middle schools in the fall.

Under the proposal, geometry will be offered at a middle school only if a sufficient number of qualified students at the school elect to take geometry at their middle school rather than the high school. Based on a survey of 98 parents whose children will likely qualify for geometry next year, Suzanne Farrand, math-and-gifted coordinator, said 37 percent of the respondents said their first choice would be to take geometry at the middle schools.

"We have learned there are parents who would prefer their children not travel to the high school," Ms. Farrand said.

Parents will have the option to continue sending their children to the high school for geometry, Board president Mary Erickson said. "We are in no way limiting any parent from being able to send their child who qualifies to the high school. Absolutely not."

Superintendent Hardy Murphy likewise said the program "offers an option to parents who felt like there were issues of going to the high school for geometry, without limiting the option for parents who wanted to continue going to the high school to continue doing so."

In addition to providing an option, Ms. Farrand said, "Having geometry in the middle schools would be a tool and an opportunity to increase the rigor of instruction and the quality of instruction in the middle school which was consistent with the middle school study."

Students who take geometry at the middle schools will not receive credit towards high school graduation, said Ms. Farrand, but they would be eligible for placement in 2 Algebra Honors as ninth-graders.

Parents Voice Concerns
Fifteen parents opposed offering geometry at the middle schools. One elephant in the room seemed to be a concern that offering geometry at the middle schools would be a prelude to eliminating the program at the high school. A number of parents questioned why the District was duplicating a successful program that was already being offered at the high school when there were a lot of other things the District needed to focus on.

Cindy Wilson said, "I question why this program is a priority. The District has a lot of issues to work on. Adding an option that might benefit 10 or 14 children doesn't seem like it should be the biggest priority right now."

Jackie David said, "We're talking about what feels like a threat to a program that is providing one of the very, very few opportunities that kids who need more challenges have. So when you're starting to tinker with one of the few that we've got, I feel upset."

Maret Thorpe said, "I want District 65 to leave geometry at the high school and instead focus on what might be accomplished in other curriculum areas."

Pam Waymack questioned the amount of interest in offering geometry in the middle schools. She said less than 20 percent of the parents who responded to a survey she conducted wanted their kids to take geometry at the middle schools. She said some parents who responded to the District's survey lacked adequate information about the program.

Board Supports Choice
Board members Katie Bailey, Ms. Erickson, Andrew Pigozzi and Keith Terry supported the program. Ms. Erickson said she liked "the idea of choice" and that offering geometry at the middle schools "would be something to show the high expectations we have for our students."

"I support offering parental choice," said Keith Terry. He added, though, "I hope, Dr. Murphy, we can offer courses like this in other parts of the curriculum so parents have additional choices."

"I support choice," said Katie Bailey. "There are parents who want to have this program in the middle school." She added that she liked a suggestion that the District hold a meeting to explain the options to parents and that the program be evaluated over a two- to three-year period.

Mr. Pigozzi said, "The pressure's on the administration to demonstrate this program will work. I don't see any negative in this."

Board member Mary Rita Luecke opposed offering geometry at the middle schools. She said, "My concern here is really sort of the camel's nose in the tent." She added that the middle school study contained 17 to 19 recommendations. "Not one of them suggested bringing back geometry to the middle schools."

Ms. Luecke also said that she was troubled by the argument that somehow bringing geometry to the middle schools would increase the rigor in the middle schools. "What I think I hear you saying is that there's an image that's created. I don't hear you saying that everyone should complete geometry by the end of eighth grade."

Jerome Summers said, "Bottom line, I like it at the high school. I think it's a great program. It serves those children well. It serves our District well." He added that the proposal did not expand the number of students who would be offered geometry.

D65 Board Adopts Calendar for 2008-09

By Mary Helt Gavin

By a vote of 4-1 the District 65 School Board on March 17 supported the recommendation of the Superintendent and approved the school calendar for the next academic year. The calendar contains 176 school days, the minimum number required by the State. Only 17 weeks of the school year will be five-day weeks. The instructional time is the same as for this year, said Dr. Hardy Murphy, but two days of professional development have been added by making internal adjustments.

Assistant Superintendent Dr. Valorie Moore told the five Board members who attended the meeting the calendar was developed with several considerations in mind. She enumerated the following: the requirements of the Illinois State Board of Education; the budget; alignment with scheduled holidays and breaks at District 202; professional development needs; parent-teacher conferences; balanced trimesters; strategic scheduling of early release days; and in-service days to provide continuous teacher training and curriculum and instruction needs.

Some changes to the final calendar came as a result of parent input, Dr. Moore said, including using Fridays rather than Wednesdays for professional development, minimizing the occurrence of partial school days immediately after a holiday, and allowing more time for teachers to get to know their students before parent conferences. The calendar provides a total of six in-service days, four for elementary schools and four for middle schools (two overlap). Of the six, five are on Fridays and one is on a Tuesday.

During public comment and Board discussion, the debate continued over whether instructional time or professional development would better serve the District's students.

Rhonda Present, founder of Parents Work, an organization that advocates institutional support of working parents, said, "The calendar represents the core values of the educational system." She said she understood the need for professional development to ensure the best practices but also felt the need to support families. "There is an 85-percent increase in early-release days - you're just taking up so much of the academic year." Not having full days or full weeks of school disrupts the schedules of working parents, she said, often making them miss their own work or patch together ad-hoc childcare options.

Gretchen Livingston said she felt the calendar did "nothing to address parents' concerns about the erosion of instruction time. … The long-term process is to repair this process and treat parents with respect."

Jim Young said he felt it was ironic "that we spend so much time organizing our time."

Jane Grover said, "The real issue is the erosion of our school year. Why is it that District 65 puts teachers in the classroom for the minimum required time? I know it's more money, but I think it's worth funding … a couple more school days."

While most of the Board members said they supported the Superintendent's proposal, Board member Katie Bailey suggested a compromise. "I appreciated the changes you have made from a month ago," she told the staff. "But if we have two extra days [from the rescheduling], could we have given more time to academic instruction or professional development? … I believe in consistency for kids." She said adding the days to instructional time rather than professional development would add two more full weeks of classes and still keep the time for professional development the Board had requested.

Board member Andrew Pigozzi said, "It's a tough decision. I agree that we need more instruction time. I would love to extend the school day and the school year, but we're limited at what we can do.... We're facing a budget crunch, and professional development is something we're going to have to do - we're already behind."

Board President Mary Erickson said, "Early-release days could be compacted like the high school's B-days [so there would be instruction in each subject, although for a shorter amount of time]. But we have a lot of new methodology, technology, differentiation and enrichment. It is vital we give the staff all the time the administration asks for." Noting that each day of school costs the District about $224,000, she suggested eliminating school holidays on, for example, Pulaski Day or Columbus Day.

Dr. Murphy said he would like to have an early-release day every week of the school year but said he thought the present discussion was not productive. "I really think it's wrong to have a debate on two or three hours of instruction," he said.

Ms. Bailey's motion failed for the lack of a second, and the calendar was adopted as presented.

School will begin next year on Sept. 2, and the last day of that school year is now set at June 12, 2009.

Discussion About NCLB Resolution
Board members also briefly discussed a resolution presented by the Joint Legislative Task Force of the PTA Council of Districts 65 and 202, which outlined four "improvements" to the federal No Child Left Behind Act "in order to achieve adequate yearly progress (AYP) as required under the NCLB Act."

The resolution was drafted because the NCLB Act is being considered for reauthorization by Congress during the coming months.

The resolution further urged the Illinois PTA and its constituent members to contact legislators and education authorities at the state and federal level to support the proposed changes while the NCLB Act is being reauthorized.

Dr. Murphy said he had some problems with some aspects of the resolution and said he preferred a similar resolution drafted by the National School Board Association. Ms. Bailey said the 65/202 PTA Council was aware of the NSBA resolution and also had reservations similar to Dr. Murphy's about the state PTA resolution. These concerns will be compiled and discussed at the April 7 meeting.

District 202 Freshman Humanities Proposal Approved

By Jennie Berkson

After a month of much discussion and debate, the District 202 School Board voted unanimously at its March 10 meeting to eliminate the regular level of the Freshman Humanities course next year, a move intended to "increase the rigor in Humanities classes, thus increasing the number of students, especially students of color, who can meet the more difficult requirements for honors credit."

The plan will result in three levels of Freshman Humanities: straight honors, mixed and enriched. Mixed-level classes have been taught in some form at Evanston Township High School "for at least two decades" according to the administration. As a result, Superintendent Eric Witherspoon characterized the proposal as "rather modest."

"Nonetheless," he said, "I think it's a very important proposal ... We want to get students on a pathway to taking full advantage of all the academic opportunities we have here at this school."

Modest or not, the proposal engendered significant discussion in a variety of venues in the month since it was first presented to the Board. Two Board meetings prior to March 10 and a "community conversation" meeting attended by about 200 people saw a wide range of opinions expressed by students, parents, teachers and community members.

Most of the sentiment expressed at the meetings was supportive of the proposal, although some people were concerned about the rapidity of implementation and others felt it did not go far enough to eliminate the academic stratification and racial separation that has persisted for years at ETHS.

Further public comment was also presented at the Board meeting just prior to the vote, primarily from students, all African-Americans.

"We hope ... your decisions are not wholly based on your need to raise the AYP [adeqyate yearly progress] for your sakes but to ensure and sustain equality in the Evanston community for all of us," said senior Donnell Knighten Jr., referring to the fact that one of the justifications for the rapid implementation of the change was to avoid potential sanctions by the State of Illinois under the No Child Left Behind Act. ETHS has not made AYP for five years, requiring a restructuring plan to be instituted.

Rachel Sanni, a junior, implored the Board and the administration to make more of an effort to connect emotionally to students. "Students need to know why they're being asked to achieve," she told the RoundTable later. "There has to be some kind of motivation." She suggested that many struggling students did not get that kind of support at home and that part of the problem "lies within District 65. They are our feeder schools."

"This proposal isn't just about adequate yearly progress and No Child Left Behind," said Board Vice President Rachel Hayman. "It's about helping our students achieve in as supportive an environment as possible and to be exposed to the highest level of achievement possible."

"We have not done well by our students of color," said Board member Omar Khuri. "I graduated in 1985 [from ETHS], and the situation was the same then as it is now. [But] this Board and this administration are not afraid to admit that failure and to admit responsibility for it."

He continued by stating that expectations would be high for all students. "The way we view education now is not about numbers, it's about you. It's about each and every student. There are more things coming down the pipeline. If you are successful at ... the mixed classes ... there will be more challenges."

As have others during recent discussions, senior Camaree Tamron suggested that the proposal did not go far enough. "Tracking limits and segregates our diverse school environment and puts some students on a pedestal for being able to take a test better than others," she said.

"I advocate for ... eliminating straight honors classes ...," said English teacher Fred Schenck. "In my 15 years here, one thing has become more and more painfully clear each day. This building privileges a certain group of people and that privilege drives the decisions here."

Board member Jane Colleton also questioned the need for the straight honors level. She suggested that there will be few, if any, minority students in those classes (as has been true in the past) and that the white students in the classes "will not have any exposure to (minority students) in the humanities. I'm uncomfortable with that."
Dr. Witherspoon responded that although the current proposal was only addressing the elimination of the stand-alone regular-level class in Freshman Humanities, "that would not preclude if the Board wanted to see future proposals ... about straight honors."

"If this step ... encourages more students to achieve at higher levels," said Ms. Hayman, "I think that this board should listen to a proposal ... that perhaps straight honors classes in humanities aren't necessary."

Senior Jared Frye critiqued the Freshman Humanities Curriculum. "We are taught a one-sided history which degrades us and promises very [few] signs of hope," he said.

Ms. Tamron agreed.

"[With] the exception of "A Raisin in the Sun," I did not read books or learn history that connected to my ancestry," she said.

Student Board member Aon Hussain asked "how will the curriculum be changed to make sure that African-Americans and Latinos can relate to what they are being taught?"

"There's going to be a review of what we currently do. You'd think we'd already have that built in. In some cases we do. In some cases we don't," said Dr. Witherspoon.

Some students, along with Mr. Schenck, suggested that there should be more discussion of the proposal before implementation.

"I advocate ... for slowing the process down to allow for community-wide conversation," Mr. Schenck said. He characterized the "Community Conversation" held on Feb. 27 and attended by more than 200 people to be "just a policy presentation."

Mr. Knighten agreed. "We ask that you postpone this decision until further community involvement is established."

"We don't have time to wait. I've just run out of patience," said Board member Mary Wilkerson. "I'm embarrassed. I think this high school could be one of the best high schools in the country. We put it [the proposal] in place, we tweak it ... You come to the Board meetings and talk with us about what's not working so we can go and try to fix it."

"We're not rushing blindly into something that is ... completely radical, brand-new," said Mr. Khuri. "Mixed classes have been around for decades ... As far as slowing down, we've been asleep for 20 years. There is no point in slowing down. That doesn't mean we're rushing off the cliff. We will make sure we know how to swim."

D65 Accomplishments and Academic Successes

A Guest Essay by Dr. Hardy Murphy, District 65 Superintendent

Last December I highlighted District 65's recent accomplishments and academic successes. This year several of our schools were named Illinois Honor Roll Schools. Two were named top 50 Illinois schools; four were among the top 50 suburban schools. We see students who traditionally struggle demonstrating trends of academic improvement while those who traditionally excel continue to do so.

Enabling teachers and students to experience success and appreciation in an environment with heightened accountability, escalating expectations and fiscal constraints is an ongoing challenge. Public education, once expected to provide opportunity for all, in this age of heightened accountability is now required to ensure success for all. This change in expectations is felt in boardrooms and classrooms. Remaining confident, supportive and respectful is vital to a solutions-oriented dialogue with a common vision as we address these high expectations.

Our accomplishments illustrate that we can provide a superior education for all students that instills in them respect for themselves, others and our world; an appreciation for and understanding of history's lessons; and a belief in the values and ideals found in the progress of civilization. Through a superior education, students learn to become reflective thinkers, derive meaning by satisfying their curiosity in imaginative and constructive ways; and develop confidence needed to pursue creative solutions to the challenges they face in life's journey.

The opportunity horizon of 21st-century possibilities is boundless in a global environment that is continuously redefined through advances in technology, medicine and science. Public education is the doorway to these opportunities. Successful participation in a global society requires an insightful understanding of people, places and events and the world around us. Schools and classrooms are challenged to create innovative learning experiences preparing children to live in a world that is still being imagined. Enabling students to become world-class citizens with the capacity to make the world a better place for all requires rigorous, robust and engaging teaching and learning experiences.

In addressing these opportunities, we acknowledge the importance of quality teaching, the value of technology as an instructional tool, and the role that differentiation plays to ensure that we meet the needs of all students across the spectrum of academic readiness. Ongoing and cost-effective training opportunities for teachers and staff are important for continued success. Professional development is as critical a tool as technology or differentiation in implementing powerful teaching and learning experiences.

The Board of Education will soon receive reports from two important planning initiatives. The technology committee report will outline the use of this marvelous tool to enable instruction to transport students beyond the world of the classroom. The differentiation and enrichment committee report will provide guidance for efforts to enable creative and thoughtful teaching and learning experiences. These reports help define the essential components for the success of generations of youngsters who matriculate through our school system.

In closing, I invite the Evanston/Skokie District 65 community to participate in an upcoming strategic planning process that will chart our course for the next five years. The opportunity to develop a roadmap for continuing and future success will be available to community members selected to represent your interests in developing this plan. Invitations and applications to serve on the committee are due Friday, March 21. The orientation meeting and public hearing for community input will take place on Saturday, April 12, and several additional Saturdays have been identified for the committee to develop the foundations for the strategic plan itself.

The strength of our District is in the support that we enjoy from parents, teachers and institutional partners in our community. I and every member of the District 65 family look forward to your participation and input in our strategic planning process as we build a vision of success and excellence for our future. In this way I am sure that we will provide a superior education for all of our students.

D65 Seeks Applicants For Strategic Planning Committee

School District 65 staff and parents/residents are invited to apply to serve on the District's Strategic Planning Committee. Completed applications are due March 21. The Committee will discuss, formulate and recommend to the Board a five-year strategic for the District. The plan will not be the official plan for the District until formally adopted by the Board, either as recommended or as revised by the Board.

The Committee will consist of 30-40 persons including administrators, board members, other staff members, parents and teachers. The Board will make the selections. Persons selected to serve on the Committee will be expected to participate during the entire process which will be conducted from 9:00 a.m. to 4:00 p.m. on the following Saturdays: April 12 and 26, May 10 and 31 and September 13 and 27. Additional time may be necessary to develop the Plan.

Additional information and a copy of the application form are available on the District 65 web site, www.d65.k12.il.us. Click on Strategic Planning in the Table of Contents to be directed to the specific page. To request a printed copy of the application or if there are questions about the Strategic Planning process, contact the District's communications director, Pat Markham at 847 859-8067 or via e-mail at markamp@district65.

Memorial Stadium to Have Artificial Turf Next Fall

By Joe Linstroth

Incoming football coach Mike Burzawa won't be the only new addition to the Evanston Township High School athletic department. Next fall the former Driscoll Catholic skipper and his Wildkits will have new sidelines to roam. ETHS athletic director Chris Livatino confirmed plans to replace the grass field at Memorial Stadium with the same artificial surface found in many NCAA and NFL stadiums. Installation of the new FieldTurf surface, which is a blend of silica sand, cryogenic rubber and polyethylene fibers, will begin May 27.

"This is by no means just a football improvement," said Mr. Livatino.

The stadium is also home for boys and girls soccer and lacrosse. The new surface will reduce injuries from potholes and lumps that often formed on the grass field, said Mr. Livatino, and will prevent game cancellations due to poor field conditions.

"It's the only way to guarantee a playing surface that is safe and reliable," he said.

The total cost of the new field is approximately $850,000. District 202 set aside $500,000 for the resurfacing in this year's budget. Mr. Livatino said the school has applied for and feels confident it will obtain a $200,000 grant from the National Football League. The remainder will come from private donations. He said the Murney Lazier Alumni Group and other donors have already contributed $105,000.

Mr. Livatino said the District spent $45-50,000 per year maintaining the natural grass field. He expects the new artificial field to reduce annual maintenance to only $5,000.

YOUNG EVANSTON

‘Better People' at Kingsley

Kingsley School fourth-grade Girl Scout Troop #93 performed a song and originally choreographed dance number to India Arie's "Better People" at the recent Kingsley talent show. The troop rehearsed for several weeks under the guidance of Northwestern senior Robin Willis, who helped to choreograph the girls' performance. The song is a celebration of diversity, and highlights the strengths and unifying characteristics of individuals within a group when working together for a common good. Each of the girls hand-painted a t-shirt with a peace sign and the words "Better People."
Photo courtesy of Girl Scout Troop 93

Empowerment to the Children.

Evanston children from tots to teens turned out for a read-a-thon at the Library on March 12, sponsored by the Evanston North Shore alumnae chapter of Delta Sigma Theta sorority. Some listened to stories, others found a way to curl up with friends and a good book. Guest readers and helpers included Daphne Nwankpa, Gigi Galish, Jan Bojda, Dr. Jean Murphy and Yvonne Davis, the first African-American to serve on the Library board. The sorority sisters said it was a "community service day of empowerment."
Photo by Laura Rust

Pope John XXIII Science Olympiad Earns 5th in Regional, Qualifies for State.

On March 8 the Pope John XXIII Science Olympiad Team competed in the 2008 Science Olympiad Regional meet at Lake County College in Grayslake. Twenty-three academic and building events comprised the competition, which involved 17 middle and high schools from Cook and Lake counties. Pope John was one of two Catholic schools competing at this Regional.

The Pope John XXIII team qualified for the State of Illinois Science Olympiad competition, with Pope John students earning seven medals and the team receiving a fifth-place award. The top seven teams qualify for the state meet. A first-place medal went to Rocco Marino and Ben Medina for "Simple Machines." Sam Colgate and Jeremiah Redmond earned a second place for "Robo Cross." Third-place medals were given to Ben Medina and Marina Porter for "Road Scholar"and by Sam Colgate and Dominic Bournes for "Scrambler." Ali Ortega and Elaine Simon placed fourth for "Science Word" andPatrick Brugliera and Rocco Marino for "Bio-Process Lab." Jeremiah Redmond and Dominic Bournes earned a fifth-place medal for "Amphibians and Reptiles."

The scores of individual team members added up to a total team score strong enough to earn a fifth-place plaque and qualify for the State of Illinois Science Olympiad Meet on April 26. Team members include eighth-graders Dominic Bournes, Sam Colgate, Rocco Marino, Jeremiah Redmond and Julia Tufano; seventh-graders Patrick Brugliera, Elise Gray-Gaillard, Lily Hullinger, Erin McKearnan, Ben Medina, Marina Porter and Paulina Thomas; and sixth-graders Ali Ortega, Vaishnavi Paudel, and Elaine Simon. The competent alternates are Jennifer Anton, Evan Armacost, Laura Baranovskis, Emma Fondell, Cobi Ortega and Timothy Ruel. Pope John XXIII science teachers Mike Backer, Katie Garber and Katie Eichberger coached the team.
Photo courtesy of Pope John XXIII School