Racine Unified turns to students for ideas on improving schools

Racine Unified officials turned to an obvious, but often ignored, group on Tuesday for ideas on how to improve the area's public schools: students.

About 100 high school students were brought together at Gateway Technical College to discuss key issues facing the district and to brainstorm solutions to address problems such as engaging students in math and improving school safety.

The students represented all of the district's high schools and were nominated by teachers, counselors and principals. The group was racially and academically diverse. Some students were college-bound high-achievers, while others had a record of discipline problems and struggles in classes. The summit was designed to bring them all together to comment on how schools are run and what can be done to fix them.

Here's a list of ideas the 11 groups shared in PowerPoint presentations they created based on discussions in small groups:

• Closer relationships with teachers. Students wanted teachers to be more available for questions and to show a greater interest in their lives outside of class. One group suggested teachers should be available by email. 
• More study groups and opportunities to learn before or after school, or during free periods like lunch. If these programs do exist, more should be done to ensure students know they are available. 
• Harder classes. Several groups actually mentioned this. They said even advanced classed were too easy and didn't challenge them. They want to be pushed and really learn. 
• Teach everyone. It bothered some groups that some teachers ignored certain students or seemed to give up on them. They want to see teachers helping everyone.  
• Consistency on classroom rules. Teachers can be lax one day and tough the next. One group said toward the end of the year teachers try to reel in students for things they've gotten away with all year. It shouldn't work that way. 
• Progressive learning. One group said they felt math teachers rushed through material at the end of semesters to try and fit everything in, but left some students behind who didn't understand the lessons. It gets worse when students don't understand and are unable to finish their homework. Instead of helping them, teachers tend to penalize them for not finishing the assignment. 
• College tours and planning are helpful in motivating students and helping them look ahead at their careers and lives. 
• Online grades. A group asked for grades and assignments to be placed online so they could keep track of how they're doing in each class. 
• Safety. One group got the biggest response in the afternoon when they suggested Park High School wasn't safe. Some in the audience disagreed that Park was unsafe, while others said more high schools were unsafe. 
• Block scheduling. One group thought switching to 90-minute classes would help give teachers time to teach and students time to apply what they're learning with the teacher nearby. 
• Students wanted more flexibility over their schedules. 
• They were at something of loss on what to do about discipline. Some students act up in class specifically to get thrown out of class. Conferences and suspensions can help get students' attention, but laying out expectations early on and getting parents involved may also help. 
• Student evaluations. One group suggested students evaluate teachers at the end of a class. 
• Progress reports. A group suggested students are evaluated in different subject areas at the beginning and end of a class so teachers know where they're at and can help them make improvements. 

Following the Summit, Parker said he was impressed at how students, many who didn't know each other, came together and quickly jumped into meaningful discussions about Racine's schools. The students were divided into groups of nine and given about three hours to breakdown pre-assigned questions into ideas they could report back to the full group. 

"I'm amazed at how well they meshed," Parker said.

In his closing remarks to students. Superintendent James Shaw (right) said he was impressed students cared enough to take part in the summit. 

While he cautioned the students that not all of their ideas could be implemented, at least immediately, several were already being worked on. The district is upgrading its technology with 8,000 new computers this summer, and it's implementing a data warehouse to track students' test scores across grade levels. These, and other improvements, are designed to help students connect with learning at an early age and carry it through the rest of their lives. 

"I hope you see education and learning is never done," Shaw told the students. "Being around you young people is a learning experience for me." 

Hispanic business leaders inspire fifth-graders; Prof says ESL already have skills to succeed

Fifth-graders from English-as-a-second-language classes at Roosevelt, Fratt, Red Apple and Jefferson Lighthouse elementary schools took part in the third annual Hispanic Professional Tour on Monday.

The students met with nine Hispanic business leaders during the tour, which is designed to motivate the 10 and 11-year-olds as they head into middle school next year, said Kay Bedoian, an ESL teacher at Roosevelt Elementary.

Rodney Ramos (right), a professor of interpretation and translation at the Milwaukee Area Technical College, spoke to the students about the importance of education in getting a good-paying job when they get older. He told the students, most who are native Spanish speakers, that they already possess language skills that will help them when they get older.

He recalled moving to the United States when he was in seventh grade not knowing a single word of English. Ramos said he learned fast to avoid being sent back a year in school. One teacher told him if he spoke a word of Spanish in class she'd smack him with a ruler. He passed an English competency test just 25 days after moving to the U.S.

Ramos continued to learn English and went on to become a translator and then a professor. He tried to impress upon the students that learning English now will help them land high-paying jobs as adults. English-Spanish translators make $50 per hour, and people with strong language skills can earn between $100 and $300 per hour, if they finish their education, he said.

"Some skills you already have can be the key to controlling the future," Ramos told the group of about 40 students.

Ramos spoke to the fifth-graders at the Kurt Sports Complex, which is the new home of the Hispanic Community and Resource Center. Marie Black, head of the new center and of the Hispanic Business Alliance, organized the first Hispanic Professional Tour in 2007. She work with Bedoian on this year's tour.

Students were broken into groups of about 10 and met with nine different Hispanic professionals over a two-hour period. The professionals included: Ramos, Linda Ayala, senior vice president of Johnson Bank; Gabby Brossman, Brossman Meats; Lydia Chairez, commercial deposit services, Johnson Bank; Domingo Cruz, attorney; Terrie Garcia, RN of Marquette University; Georgia Herrera, attorney; Aidiana Lira, Children Service Society; Rey Lozano, manager In-sink-erator; Juanita Perez, customer service, Johnson Bank; Dr. Jaime Quezada of Wheaton Franciscan; Alfredo Sandoval of UW-Parkside; and Blanca Webers, owner of Casablanca Restaurant.

Bedoian (left, with Ramos) said she was impressed with the powerful stories the speakers shared with the students. Lozano, of Insinkerator, shared he was first Hispanic supervisor Insinkerator in 70 years. The key to his success? He had a college degree while other applicants for the job did not.

"They shared really loving kinds of threads," Bedoian said.
Bedoian said she hopes to include more students in next year's professional tour and keep the annual event growing.

"I wish I had 100 students sitting in front of these speakers," she said.

Teachers leading student groups this year are Walter Robles and Rosa Tobias of Fratt Elementary; Stephanie Durphy and Bedoian of Roosevelt; Kristin Zimmerman of Red Apple; and Stacey Huizinga of Jefferson Lighthouse.

Gateway taking over CATI

The labyrinthine relationship between CATI and Gateway Technical College will take another turn at year's end when Gateway takes over the once promising program for entrepreneurs. 

CATI will cease to exist as a nonprofit under the arrangement. It's unclear what the announcement means for Matt Wagner, who heads CATI and the UW-Parkside Small Business Development Center. 

Here's the official press release from Gateway about the transition: 

CATI Inc. program and service delivery will transition to Gateway Technical College on Dec. 31, 2010, which will strengthen the outreach services of the college and CATI Inc. Gateway currently provides outreach services through their Workforce and Economic Development Division (WEDD) and this will allow for increased connection to students and private business entrepreneurs as well as heightened business development opportunities.

Gateway’s program and service delivery does not include responsibility for or the assumption of CATI Inc. 501(c)(3) status. The transition will lead to better alignment of the community’s workforce and business entrepreneurial needs.

“This model will allow us to connect with entrepreneurs no matter what stage they are at or the resources needed,” said Debbie Davidson, Gateway Vice President, WEDD. “This new model closes the loop on support for new business development in Racine County and throughout Southeastern Wisconsin.”

The transition of CATI Inc. to Gateway will provide a continuum of programs and services for businesses and entrepreneurs, including:

· Technical assistant for new products or new markets

· Business development and growth

· Entrepreneurial training for new and existing companies

· Business incubation program

While CATI Inc. services will be primarily provided by Gateway, the college will continue to call on its community partners, including the Racine Economic Development Corporation (RCEDC), UW-Parkside, Racine County Workforce Development Center, Carthage College and others to provide CATI-related services when needed. Technical consultants will also be used on a case-by-case basis.

Gateway will serve as the custodian of existing intellectual property owned by CATI Inc. and proactively pursue opportunities add to the intellectual property library, benefiting existing businesses as well as entrepreneurs. Intellectual property will be accessible for entrepreneurs seeking business development ideas and existing businesses seeking new products or new markets.

CATI Inc. board members will be invited to serve as advisory members to Gateway’s WEDD for CATI programs and services.

CATI Inc. will remain a legal entity through Dec. 31, 2010. Kate Walker with the RCEDC will serve as interim director of CATI Inc. programs and services until the transition is made. Gateway Business Development Director Therese Fellner will serve as the lead transition manager.

Unified's fifth-graders show improvement over past three years

More students at Unified's elementary schools are passing reading tests, according to a RacinePost analysis.

Using data supplied by Unified, RacinePost tracked the progress of reading scores for students who were third-graders in 2005. Over three years, 18 of Unified's 21 schools increased the percentage of students who passed the state's standardized reading test.

In other words, a third-grader in 2005 was more likely to pass the state's WKCE reading test when they were a fifth-grader in 2007.

Click here to see a spreadsheet of RacinePost's analysis.

Third-graders in 2005 at Jerstad-Agerholm Elementary showed the greatest improvement in the district. The class saw its number of students passing the state test jump from 59 percent in 2005 to 88 percent in 2007.

Janes Elementary's 2005 class of third-graders increased its test scores from 43 percent in 2005 to 68 percent in 2007.

Red Apple, Roosevelt and West Ridge also saw a double-digit increase in the number of third-graders in 2005 who passed the reading test as fifth-graders in 2007.

Following a class of students through a school helps isolate reading programs at the school. For example, the improvements at Jerstad and Janes suggest that the school is doing something right to increase the number of students passing the state's WKCE reading test.

At the same time, it could isolate problems. Eighteen percent fewer third-graders in 2005 at Goodland and Mitchell elementaries passed the reading test as fifth-graders in 2007.

Positive or negative increases in school performance may be attributed to outside factors, such as shifts in student enrollment. If more students who are good at reading shift from one school to another, then it could sway the tests.

But if Unified is looking for teachers who seem to be reaching students and helping them excel at reading, the district may want to start looking at the schools that are showing improvement.

Conversely, school's with precipitous drop offs in test scores probably need to be studied and, possibly, reconfigured.

Wading through Unified's test data

Racine Unified underwent its annual exercise in self-flagellation on Thursday by releasing its scores on the state standardized tests called the WKCEs. It's always bad news for Unified, usually greeted with headlines like "Unified continues to struggle on state tests."

It's pretty clear our schools score lower on standardized tests compared to other districts throughout the state. Poverty rates largely explain the low scores, though staff cuts, aging schools, an inflexible teacher's union, and a surly malaise when it comes to public education in our community are also culprits. And, no doubt, families and students are to blame.

So, now that we've blamed everyone for our so-labeled failing schools (that list comes out next month), what's really going on? I have no idea - and I suspect all of the combined PhD's in Unified have no idea, either.

Here's why: No one can speak with any sort of clarity or even understanding of the results. Click the link above and read the JT's story on the results. It makes no sense, and I don't think it's bad writing or reporting. Here are the materials, materials, materials Unified gave out explaining the results.

This is the most revealing line (emphasis added):

All buildings at a variety of grade levels, subgroup populations, and other indicators
continue to have performance issues related to WKCE that appear to be somewhat
random.

While I suppose the candor is commendable, attributing test scores to "random" factors does little to instill confidence in the district. District officials have had access to the scores since March. In all that time the couldn't come up with some better than "somewhat random"?

But enough of that. Unified's problems run deeper than how to spin test results (though the could have done a lot better at the spinning). The problem I have the WKCEs is that they're hard (if not impossible) to read. They shift standards every couple of years so past years aren't comparable. They throw around jargon that experts understand, but mean nothing to the public. And, they divorce the results from the actual schools, teachers and students who are taking the tests and teaching the lessons.

Here's one small example. Looking at the numbers this morning, I realized that the scores are reported across grades for each school. For example, Julian Thomas' scores are reported in a chart that lists how students in 3rd-5th grade did on reading tests in 2007.

That doesn't make sense. You can't compare the results from third grade to the results from fourth grade. It's different students, different teachers and different subjects.

What I wanted to know was how students are doing as they progress through the district's reading programs. How did third-graders in 2005 do when they moved to fourth grade in 2006 and fifth grade in 2007? If they did better, that's a good sign that teachers are engaging students and catching up more students to their reading level. If the scores go down, then perhaps it isolates where there may be problems with a teacher or program. For example, if 85 percent of third-graders at a particular school pass the test in 2005, but only 60 percent pass the test when they move to fourth grade, then maybe there's something wrong in fourth grade.

I think that's what Unified was getting at with their "cohort" analysis, but I didn't have the time or brain power to figure it out. So I came up with my own analysis. I re-jiggered the numbers this morning and came up with a spreadsheet that tracks the reading test scores of third-graders in 2005 as they progressed to fifth grade in 2007.

Read the results of the study here.

'Mind the Gap,' Lehman tells top graduates

The Downtown Racine Rotary Club on Wednesday honored the top students from this year's graduating class -- the top-ranked female and male from each of Racine's high schools. Each of these kids named the college they are going to, and the degree they are tackling next: biophysics, pre-med, language, law, you name it. Well known schools, important careers; an impressive group of young ambassadors from Racine.

State Sen. John Lehman, chairman of the Senate's Education Committee and a high school teacher before he entered the Legislature 11 years ago, congratulated these soon-to-be graduates, and gave them the following advice, which we thought worth reprinting here:

I picture the students we are honoring today waiting at a station, standing on a solid, well-built platform. Surrounded by family, friends, a whole community of well-wishers. They are about to board a shiny express, The Future Unlimited. Headed with confidence into an unknown future. (I’m thinking train platform, I guess, because we have been focusing so much on trying to get the KRM train to connect us with Milwaukee and Chicago.. We could think of these successful students on their launch pad as well. )

We have built the platform on which these young people stand today. We in Racine have invested about $10,000 a year in these students over the last 12 to 13 years. In total, it amounts to about a million dollars for the formal schooling of each group of eight students soon to be crossing the stage at graduation ceremonies throughout our community. What a great investment we have made; we have gotten a full return on our investment in these young people! They have done everything we have asked of them and more. These high-ranking scholars have proven themselves very hard-working and consistently mature beyond their years. We are just so very proud of them.

And we should be proud. We in this community have been solidly behind them. We have provided the educational platform as strong as the departure area …at, say, the Sturtevant Amtrak or (hopefully again some day)… State Street depot. Their bags are carefully packed with all the skills and knowledge they take from high school; they are ready to go.

But as I look out over this room and see success personified in these wonderful young people I can not resist the temptation of a person who has already taken at least part of the journey these kids face, leaving Racine for college as I did 45 years ago now.

As you step from the train platform into the Silver Express of Life…I must offer one piece of advice: MIND THE GAP. You know, that little gap between the platform and the train.

It is so easy to overlook when you are successful and forward-looking. But, as you move into the future, MIND THE GAP.

For in truth all the high schoolers, all of our society is not as successful as you.

As you move forward in life, don’t forget to look down. MIND THE GAP.

You started high school if you went to Case, Park or Horlick with about 600 students. About 400 are making it on time. Of those, about 200 are like yourselves, just like the 1950’s “Beaver Cleaver” generation, doing everything we asked, taking advantage of every opportunity, now ready for the future, very proficient by world standards even.

You have generally spent your young life with your successful friends, but there is a gap.

Certainly, some of America and some of your age group is on the other side of the gap.

“…by age five children living in poverty lag behind their peers in cognitive skills including reading readiness, numbers skill, problem solving, creativity and memory.” (WI Council on Children and Families, Inc, 2008)

Senator John Edwards called it our “Two Americas.”

Years ago Michael Harrington dubbed it “The Other America.”

I am talking about the biggest domestic public policy challenge we have now and the biggest challenge ahead in your lifetime. I won’t suggest to you where you go or what you do with your life’s journey…I can only offer some simple advice, MIND THE GAP.

Hispanic school drop out rates are almost twice and Black dropout rates are more than twice the White rates.

Wisconsin Black poverty is four times White. That’s the biggest gap in the nation, tied with Maine and Iowa.

About 95% of White students graduate, about two-thirds of Black. There is a shameful gap.

Black male incarceration rates are 10 times White, rates of poverty for children 6 times.

Coming out of school, about two thirds of Whites are proficient or better on standard tests. It’s a little over one-third for Hispanic and less than one third for Blacks.

Much of this Black-White-Hispanic gap can be attributed, of course not to race, color or ethnicity, but to the main culprit, poverty, and a “culture of poverty.”

So, as you board the train to the future, MIND THE GAP.

Join folks who believe, in the words of St. Matthew, “Inasmuch as you have done it unto the least of these, my brethren, you have done it unto me.” I say this translates into something like, wherever you go, find a way to live in, and for, your whole community, not just in a cocoon.

You have two choices, whatever career you choose. You can be the guy or gal who heads to Wall Street with a focus only on career, wealth and success. You can make a bundle.

Or you can go to Wall Street (or wherever) and remember the likes of Andrew Carnegie, Bill and Melinda Gates, the Johnson’s here in Racine who tried to MEND the gap. Remember as you go the wonderful, giving folks in Racine who have stood behind you, like the Rotarians volunteering at your post-prom….for over 50 years….with the safety of others in mind.

You are very talented. Give back. MIND THE GAP.

Wherever you go, get yourself a good education---pack your bags, the future is arriving, jump aboard, MIND THE GAP, and, with all the school success you have already had, we know you will have a wonderful journey.

Summer school for the above-average kid, too

This summer, the Jerstad-Agerholm (J-A) Lighted Schoolhouse Program will provide average and above-average middle school students in Racine a unique opportunity to take accelerated math and reading courses.

Pre-Collegiate Math and English courses will be scheduled June 23 to July 31, Monday through Thursday, from 10:40 a.m. to 12:50 p.m. Parents of middle school students who qualify for the courses have received letters to inform them that their child may enroll in the class.

Parents who haven't received an invitation but who think their child qualifies should contact James Beaulieu at 664-6075 or the Lighted Schoolhouse Program office at 664-6990. Also, students and parents may find a College Now Lighted Schoolhouse Program Registration Form - Summer 2008 at all RUSD middle schools.

Traditionally, Racine Unified School District provides summer school programs for public and private school students who are achieving below grade level in math or reading. RUSD also offers classes to bilingual, special needs, and other teacher-recommended students as well as enrichment classes. In recent years, the district has used Measures of Academic Progress (MAP) RIT scores to identify students who are eligible.

This year, J-A's Lighted Schoolhouse Program is using RIT results from middle school students throughout the district to identify average and above average students who can benefit from J-A's accelerated learning. According to Sherrie Hopkins, J-A assistant principal, the pre-collegiate courses give students a much-needed boost that will help them do better in high school and, later, in college.

To qualify for the math classes, seventh graders need a RIT score above 225, and eighth grade students need a RIT score above 230. Math students will work on pre-algebra or algebra skills.

To be eligible for the English courses, seventh and eighth grade students need a RIT score above 220 in reading. Eighth graders will study classical and contemporary literature and work on the analytical writing process. Both seventh and eighth grades students will be exposed to advanced skills, better preparing them for high school.

Afternoon LSP Classes at J-A

In addition to the academic pre-collegiate courses, middle school students may participate in afternoon LSP courses at J-A from 1 to 4 p.m. Courses will reflect the interests of the students and are similar to clubs and extramural activities on a college campus. Courses will include beach volleyball, Frisbee golf, drama, art sculptures, gardening, bicycle courses, kayaking, sailing lessons and cooking class. A summer school brochure is available at all middle schools.

Pulliam's successor in Georgia earning $285,000,double the salary RUSD expects to pay her

Whatever contract Racine Unified offers its choice for superintendent, Barbara Moore Pulliam, it will pale in comparison to that given her successor at the Clayton County Schools in Jonesboro, Ga., a district outside of Atlanta.

Pulliam, who was chosen here last week from a field of three finalists the board winnowed down from 20 candidates presented by its search firm, is expected to be offered a salary in the range of $144,000 a year, plus benefits -- the same paid the district's last superintendent, Thomas Hicks, who was pushed out last August. Negotiations, presumably, are under way.

Meanwhile, Pulliam's successor in Jonesboro, John W. Thomposon, who took office Monday, is getting $285,000 a year.

According to Georgia Senate President pro tem Eric Johnson, quoted Thursday in the Atlanta Journal Constitution: “I was outraged to finally see the contract with Clayton County’s new part-time School Superintendent. Even though he was declared unqualified by the accrediting agency, he will now receive $285,000 and a car and driver for 133 work days a year."

Pulliam resigned as Clayton County superintendent last July, after 3 1/2 years. When she took the job there the district was on probation, but it came off probation under her tenure.

Since she left, however, things haven't gone well. On March 15, the National Accreditation Commission board voted unanimously to revoke the 52,800-student district's accreditation on Sept. 1. And two days ago, two advisors appointed by Gov. Sonny Perdue to help save its accreditation, called the current school board dysfunctional and resigned.

While the selection process was under way here in Racine, there had been reports that the Clayton County board wanted to rehire Pulliam. We don't know whether those reports are true or not -- but why she would have wanted to leave Georgia behind to take on Racine's difficulties becomes more clear.

Students rally for immigration rights

The cadence blared out from megaphones, and got the time-honored response:

"What do we want?"
"JUSTICE!"
"When do we want it?"
"NOW!!!"

Several hundred students, mostly high schoolers, filled the south half of Monument Square at 8 a.m. this morning, for a brief rally demanding immigration rights. Then they marched up Sixth Street, past U.S. Rep. Paul Ryan's office -- he wasn't in -- and back around to Festival Hall, where six buses waited to take them to Milwaukee for an even bigger rally.

The only elected official I saw was Racine Mayor Gary Becker, who said, "Let's demand respect for everyone in the community." When asked whether all those kids shouldn't have been in school, the mayor said the event "is a good learning experience. I'd take my kids out of school for this."

Meanwhile, the Journal Sentinel reported today that Wisconsin's Wisconsin's Hispanic population grew faster last year than the nation's, according to the U.S. Census Bureau.

In the past year, the state's Hispanic population grew 4.3% to 271,830. The state's percentage gain was greater than the national Hispanic growth rate of 3.3%.

"The Hispanic population here grew the most of any minority group - 41% from 2000 to 2007. With Hispanics constituting 4.9% of the state's population, Wisconsin ranks 32nd for its percentage of Hispanics and 24th for total Hispanic population," the J-S reported. The full story is HERE.

Statement by RUSD after naming superintendent

The Racine Unified School Board voted affirmatively this morning to begin contract negotiations with Dr. Barbara Moore Pulliam to become the next Superintendent of Schools for the Racine Unified School District (RUSD). Tony Baumgardt, President of the RUSD School Board, said today, “the majority of the Board and I were impressed with Dr. Pulliam’s tremendous academic background, past successes in urban school districts, and proven collaborative leadership. We believe her well-rounded skill set and background will serve the RUSD students, staff, and community well.”

Wiser, McKenna: Why we voted 'no'

During Tuesday’s board meeting, school board members also touted that the district currently has a very good foundational block that includes the Quality District Model, strong labor relations, sound finances, and the establishment of professional learning communities that are moving the district forward. The Board felt that the next Superintendent should build upon those foundational blocks, and most felt that Dr. Pulliam could not only build upon but also had the experience that could accelerate the progress. Although, Board Members Julie McKenna and Dennis Wiser did not vote in favor of opening negotiations, both stated that they would support Dr. Pulliam if that was the board’s decision.

School board member Bill Van Atta stated, “RUSD is fortunate to have found an experienced Superintendent who has hands-on experience in a large, urban district. Dr. Pulliam believes in building partnerships with the staff and community, and that is an important quality the Racine community told the Board that they needed in the next Superintendent of Schools during our community meetings in January.”

Sue Kutz, who chaired the Search Committee said, “I believe Dr. Pulliam is the right fit for our district. Her experience, her training, and her management style correlates with the direction that this district wants to take. She has over 10 years of experience as a superintendent. She was the Superintendent of the Year, nominated by the Georgia State PTA. Her focus is on doing what is right for students.”

Dr. Pulliam is currently an Assistant Professor at the University of West Georgia in Carrolton,GA, where she teaches graduate level courses in the College of Education, Department of Leadership and Professional Services since January 2008. In addition, she is a Senior Program Associate for School Leadership Services in Greensboro, NC; a position she has held since
August 2007. In this capacity, she provides leadership training programs for school district staff; central office and school site administrators/principals. Her previous professional experience includes more than 30 years working in public education including ten years of superintendent experience.

Most recently, Dr. Pulliam was the Superintendent of the Clayton County Public Schools in Jonesboro, GA. This metropolitan district is just a few miles south of the City of Atlanta and serves 52,400 with an annual operating budget in excess of $550 million. During her tenure, she successfully achieved reinstatement of school district accreditation. She not only began the International Baccalaureate (IB) Program in two high schools, but also established a Dual Language School. She started the “Connect-Ed” school-to-home communication system and centralized the student registration function, in launching a Student Registration Center. Dr. Pulliam implemented a Blue Ribbon Commission on school discipline and began Community Engagement Conversations, among other accomplishments.

She also previously served as Superintendent of the St. Louis Park (MN) Schools, Associate Superintendent of Education and Equity/Interim Associate Superintendent/General Manager of Equity for the Rockford (IL) Public Schools, and Principal for Harper High School, which is part of the Chicago Public School System. Dr. Pulliam received a Ph.D. in School Administration from Vanderbilt University; a M.S. from Eastern Michigan University and a B.S. from Western Michigan University.

Board member, Don Nielsen, who worked for the district for almost 30 years said, “One of the things that struck me about Dr. Pulliam is that she has been a teacher; she has been a principal; she has been an administrator; and she has been a superintendent. She has worked in districts as large as Chicago and smaller districts in Rockford and Minnesota and most recently in Georgia. She is coming from a district that is approximately twice the size of Racine, and so she has vast experience in dealing with the issues of urban school districts.”

Dr. Pulliam’s selection as the district’s new superintendent caps a 5 month national recruitment and selection process which included interviews by students, community and staff; three interviews by the Board of Education and Dr. Jack Parker, Interim Superintendent; and a community forum. Throughout this process, the board was cognizant of a variety of community
concerns and made additional efforts to ensure those concerns were addressed prior to today’s meeting. The process also included extensive background and reference checks. Dr. Gretchen Warner stated today, “I was the member of the board who was asked to do reference checks, and I went way beyond the list that was given to me with Dr. Pulliam’s resume. I went to many, many additional people particularly in the state of Georgia. Overwhelming what I heard was that Dr. Pulliam has incredible leadership skills, communications skills, and collaboration skills.”

The district has been led by Interim Superintendent, Dr. Jack Parker, since early October 2007. Regarding the selection of Dr. Pulliam, Parker said, “I believe that Dr. Pulliam is an excellent fit for Racine Unified and will continue the improvements under way. Her collaborative leadership style and strong credentials will serve her well in her new role and benefit the students of Racine Unified and the Racine community. I look forward to working with and supporting her during the transition.”

Dr. Pulliam will be attending the Panasonic Foundation’s Leadership Associate Program with district staff this weekend in New Orleans, La to begin acclimating herself to the district even though negotiations have not started. She is expected to relocate and begin work full time by July 1. The School Board will plan an official community welcome once she has joined the staff full time.

A video of today’s board meeting will be available on the district’s website by late Tuesday and will also be shown on the district’s educational cable channel (Time Warner Channel 20) during evening broadcasts.

Wiser, McKenna opposed RUSD superintendent pick

It wasn't unanimous this morning, but the Racine Unified School Board voted to offer the superintendent's job to Barbara Moore Pulliam.

The vote was 7-2. Opposed were Dennis Wiser and Julie McKenna.

Wiser voted no, he said, because "the community isn't totally comfortable with the process or the candidates, and the search would be better if we reopened it, so a thorough search could be done."

Board statement HERE.

In addition, he checked the test scores in Pulliam's former district, Clayton County, GA, and was not happy with what he found: "There are 50 different tests by the state of Georgia, and 36 of them went down in Clayton County over the last six years." Pulliam was superintendent for three years.

"One argument" raised in Pulliam's favor, he said, "is that the district is terribly dysfunctional. Well, that should make it easy for fixes."

McKenna, who was a member of RUSD's search committee, said, "Sometimes you have to listen to the people. I heard from a lot of people in the community, it was 2 - 1, sometimes closer to 1 - 1, that people wanted us to keep the search open. They weren't happy with the candidates we had, and the fact they had been bought out of their contracts in their past jobs."

McKenna said the three finalists "had a lot of accomplishments, and I was kind of surprised by their all having been bought out. I felt I should honor the people." She noted that RUSD has bought out almost all of its past superintendents: "I didn't want that repeated. The district hasn't had a good track record of bringing in superintendents from elsewhere. I wanted more local."

Finally, she noted, "I wanted more support for the superintendent. I will do everything I can to help her, but it's possible you can get the right candidate that people will accept."

Wiser, one of two board members who just took office Monday night (the other is Pamela Handrow), also said he will support whoever the board brings in as superintendent on July 1.

The board is just starting contract negotiations with Pulliam and expects to offer her a contract comparable with that former Supt. Tom Hicks had: a salary of $144,000 plus benefits. "She knows the range," Wiser said. "The quicker, the better."

Our coverage of the candidates began HERE.

Unified's referendum tour: Not a pretty sight...

Windows at Janes School...

The yellow school bus made its way around Racine Saturday morning, ignoring the snow, carrying not a busload of noisy kids but rather 21 adults shoehorned into seats definitely not designed for adult backsides.

From school to school it went -- first to Case High School, then Starbuck Middle School, then Walden III, then Janes Elementary. At each stop, district officials escorted their charges around the buildings, pointing out this and that: doors that let cold air in, and won't lock; outdated ventilation systems; roofs that leak; windows that rattle and look ready to fall apart; a concrete stairway with a big crack in the middle; a swimming pool that barely holds water; security systems about which the less said the better.

David Hazen, Racine Unified's chief financial officer, and a former school board member, led the tour, with Frank Jarosz, Unified's project manager for maintenance doing the heavy lifting when it came to explaining just what is broken, and what it would take to fix it. It was all part of the district's effort to educate the public about what it would spend the $16.5 million it hopes taxpayers will approve on April 1, a referendum for five years' worth of (mostly long overdue) maintenance projects for the districts 33 buildings comprising 3,200,000 sq. ft. of space.

The boiler room at Case HS...

How much it costs to maintain the district's schools is amazing -- although it shouldn't be, given that some buildings date from before the Civil War (Winslow, our oldest school, was built in 1856; Gilmore, our "newest," in 1973), and Unified has shorted maintenance funds for years, to avoid having to cut staff (and because half a dozen referenda providing maintenance funds were rejected by the taxpayers). Unified supplied those taking the tour with a checklist with all the projects it hopes to do: a fire alarm system at Wind Point ($130,099), roofing at Jefferson ($60,691), sidewalks at Schulte ($30,972), replace 40-year-old cracked asphalt at Giese's playground ($206,480), new seats and lighting in Case High School's theater, $318,000) ... and so it goes. Those are just a few of the first-year's expenditures; the list goes on -- and on --through five years' worth of new windows and doors, a replaced pool, paint, electrical upgrades, heating and ventilation repairs, millions for new roofs.

Jarosz, who's been on the job at Unified for 18 years, recalled how years ago -- in the early '90s -- he budgeted for the big stuff, of course, but he also had about $750,000 a year to spend on the myriad little repairs -- items costing less than $25,000, like Walden's cracked-down-the-middle front steps for example. No more; now everything must be budgeted years ahead. If the referendum passes, then Janes -- the district's year-'round school, open in the summer -- will have its air conditioning system rebuilt at a cost of $820,758, in 2012. If not, well ...

Broken concrete steps at Walden...

Hazen pointed out that the referendum will add just $34 a year to the tax bill of a $100,000 house. In year one. In years two through four, the additional cost would drop to $10 a year; in year five to $9. "Over the life of the referendum, the cost is four cents a day," Hazen said.

So was anybody convinced? The school bus carried 21 people on Saturday morning's tour -- but only seven were "civilians" -- neither working for the district, nor on the volunteer referendum advisory committee, nor media. As the bus pulled back into Case's parking lot after two hours of poking through boiler rooms, classrooms and chilly entryways, and peering at peeling paint, cracked concrete and twisted roof shingles, I asked the civilians on the bus how many were convinced of the need, and how many were not.

Six people raised their hands in support of the referendum. Only one man said no: Frank Morrison of the Racine Taxpayers Association insists the district has enough money for maintenance (actually, the amount uncommitted is just $232,813) and, a worse offense in Morrison's canon, is trying to hire another superintendent like the one who left last August. But on that bus, after touring the district's schools, he was the lone negative voice.

"Not bad," said Hazen, ever the accountant, doing the math in his head; "85 percent support."

If only.

-- --

Unified has put much information about the referendum on its website.

For example: here is a spreadsheet with all the maintenance projects the district hopes to fund from the five-year referendum, sorted by year and school.

Here is a list of previous referendum projects, by school, showing what the district spent $21 million repairing in recent years.

Here is a school tax calculator, showing exactly how much the referendum will cost you (after you plug in your home's assessed valuation).

Here is a fact sheet with lots of information about the district and the referendum. A VIDEO is here.

Help pick Unified's next superintendent

Racine Unified has retained PROACT Search, a firm that specializes in helping school boards find a superintendent. To identify the characteristics that the community is looking for, the school board is seeking the input of students, parents, staff and residents.

To provide your input, attend one of the following Community Forums:

Tuesday, Jan. 29:

7:30 a.m. - 9 a.m.,RUSD Administrative Service Center, 2220 Northwestern Ave.
7:30 a.m. - 9 a.m., Gilmore Middle School Auditorium, 2330 Northwestern Ave.
7 p.m. - 8:30 p.m., Horlick High School Theatre, 2119 Rapids Drive

Wednesday, Jan. 30

7:30 a.m. - 9 a.m., RUSD Administrative Service Center
6:30 p.m. - 8 p.m., RUSD Administrative Service Center

If you are unable to attend any of the forums, you may complete and return the Superintendent Search Survey to any district school (mark ATTN: Office of Communication) or mail or fax it directly to the address/fax number indicated on the bottom of the form. You may also e-mail your completed form directly to PROACT Search. The survey will be available on the district's website beginning on Monday, Jan. 28. All surveys must be returned by Friday, Feb. 8.

FYI Unified parents: Some important dates

Schools start two hours later Thursday: All schools in the Unified district including Janes Elementary School will start two hours later than normal. Families with students in the half-day programs are asked to contact the individual sites to confirm starting and ending times.

Other delayed-start days for the 2007-2008 school year are: Feb. 14, March 13 and May 8. For more information, parents should contact their child's school or visit the District's Web site www.racine.k12.wi.us ( http://www.racine.k12.wi.us/ ). The delayed start days are a substitute for former early-release days.

Records Day is Jan. 28: There will be no school on Monday, Jan. 28 due to Records Day, marking the end of the first semester. Students will return to school on Tuesday, Jan. 29. Janes Elementary School is also closed.

Magnet school enrollment dates: To be eligible for the lottery or waiting lists at one of Unified's magnet schools, parents/legal guardians must attend that school's orientation program. Parents are welcome to apply to any or all of the magnet programs; application forms will be passed out at the completion of the orientation program. Parents may attend either the evening or the morning meeting at a particular school. Orientation is for parents and legal guardians only, and parents are asked to make arrangements for the care of their children. Questions may be directed to the individual schools.

The magnet school orientation dates are:

BULL FINE ARTS
815 DeKoven Avenue
Thursday, Feb. 7, 7 p.m.
Friday, Feb. 8, 9:30 a.m.
(262) 664-6800

JEFFERSON LIGHTHOUSE
1722 West 6th Street
Monday, Feb. 11, 7 p.m.
Tuesday, Feb. 12, 9:30 a.m.
(262) 664-6900

RED APPLE
914 St. Patrick Street
Thursday, Feb. 14, 7 p.m.
Friday, Feb. 15, 9:30 a.m.
(262) 619-4500

Winter Jazz concert Thursday at Park High

The Washington Park High Music Department will present a Winter Jazz Concert on Thursday, Jan. 17 at 7 p.m. in the Park High Theater. The concert will feature Park High's Jazz Bands I and II and the Jazz Vocal Ensemble.

The program will include: "Beyond the Sea," "Endless Love," Glenn Miller's "In The Mood," "Fly Me To The Moon," "Frankie and Johnny," "Chattanooga Choo Choo," "As Time Goes By," "The Look of Love" and "Witchcraft."

Doors open at 6:30 p.m. and the cost is $2 for adults and $1 for senior citizens and students. Children under six years of age are admitted free. For more information, contact Edward Bergles at 619-4437.

Unified referendum? Blogosphere quick to say no

The Journal Times has a short story based on the agenda for next Monday's Racine Unified school board meeting: "The board will discuss the possibility of getting a referendum on the April ballot ... The board will have roughly a month to adopt a resolution by a state-imposed deadline of Feb. 16," reporter Paul Sloth wrote.

You might think seriously about this potential referendum for building maintenance funds ... unless you read the paper's website.

The story was posted on the internet Wednesday at 5:23 p.m. By 5:24 -- yes, it took a whole minute! -- the JT's bloggers started weighing in. "Let me be the first to say no," said "DropZoneSurplusNGuns."

At 5:39, "Winger" wrote: "Ummm... nope." "RWWackoStu," "Cartman" and "Head Shot" all wrote variations of: "NO NO NO, Vote No and Vote often."

There were 13 responses in the next four hours, all but one negative.

The one proponent, "Farm&FleetRapper," pointed out: "These buildings are from Lincoln's administration. What do you want them to do? At my child's school, stairs are falling, ceilings collapsing, mold everywhere... The foundation is crumbling to the point where water leaks like a river in the basement classrooms. Paint is chipping everywhere (lead)... Dripping faucets. Doors are so warped, snow comes in between the door and the door jamb."

His/her plea fell on deaf ears, drowned out by references to former Supt. Tom Hicks, the contract with the Public Business Consulting Group, PBCG co-owner Nick Alioto, the incomplete investigation of that contract, and so on.

Does blogosphere venom mean anything? Unfortunately, yes. Regardless what anyone thinks about anonymous bloggers, Unified is in that awful space where everything it does is met by a negative knee-jerk reaction. The board realized this last May, when it canceled an earlier referendum, and it obviously is hoping that the passage of time has provided healing. Alas, no; the PBCG sore is still an open wound. And the news this week that Unified's chief academic officer Marguerite Vanden Wyngaard -- on the job for barely a year -- has applied for the superintendent's post in Madison, doesn't help either.

Is there anything Unified can do to get past this in the short term? There had better be ... or there won't be any long-term.

Nor is it just the blogosphere that bad-mouths the district's finances. Rep. Robin Vos, R-63rd Assembly District, told the Downtown Racine Rotary Club Wednesday that "Unified used to say it was underfunded, but now it's at the median" (in per pupil spending) of all districts. Vos reminded his audience that he proposed extending school choice and vouchers into Racine County, and that his arch-enemy on that issue, Sen. John Lehman, D-21st Senate District, (they have an "over my dead body" relationship) is supported by the teachers' union.

Vos is not sympathetic to calls for more money anyway, having said during the last campaign: "Spending more money on Wisconsin schools isn't necessarily the answer." And maybe it isn't necessarily, although logic would seem to indicate that fewer teachers, bigger classes, fewer librarians, fewer music, art and language courses and hundred-year-old leaky school buildings might, at some point -- we're not necessarily near that point, of course -- prove self-defeating.

Maybe if we close our eyes and click our heels together three times, Glinda the Good Witch will wave her magic wand and our schools will shed their old and wrinkled skin, textbooks will regenerate, computer labs will sprout and ...

New principal for Gilmore Middle School

Starting Monday, there will be a new principal at Gilmore Middle School, and new assistant principals at McKinley Middle School and Wadewitz Elementary School.

Gilmore's new directing principal will be Dr. Gary Jackson, who has been one of the school's two assistant principals.

Gilmore's current principal, Dr. Richard Larson, will move to McKinley Middle School as the assistant principal.

And Rebecca Zahn, currently an assistant principal at Gilmore, will move to the same position at Wadewitz.

RUSD offered no explanation for the assignment changes.

Walden III HS accepting applications for 2008-'09

Walden III High School is accepting applications for 9th grade students for the 2008-2009 school year.

The small school, with just 287 students -- compared to about 2,000 for each of Racine Unified's three other high schools -- annually stands out from the rest of the district with far higher graduation rates and test scores. Check our comparison stats HERE.

Applications may be picked up at Walden III, 1012 Center Street, or downloaded from Walden's website. A "shadow day" will be set up for any student whose application is received prior to Jan. 4, 2008. Applications received after that date will still be considered for the 2008-2009 school year; however, there will be no opportunity to shadow a student at Walden. For more information, call Walden III at (262) 664-6250.

Reaction to Unified 'report card'

Reaction to the Public Policy Forum's 10th comparative analysis of public schooling in Racine was offered by a panel of district experts Wednesday night.
Here's some of what they had to say:

"None of us likes where the test scores are, but we see some advancement, particularly in elementary grades. Our point of emphasis now is secondary (education improvements)."

--Tony Baumgardt, president, Board of Education

"One can't help but be distressed. But we're beginning to see some things happening, some reasons for hope."

-- Jack Parker, interim superintendent

"The data are a wakeup call to arms. We have to rethink how we deliver services, a monumental task. We need a 'secondary transformation;' fundamentally delivering instruction differently. (online, different schedules, etc.) If done right, Racine will be the best urban district in the country by 2010-2012."

-- Marguerite Vanden Wyngaard, chief academic officer

"The state funding system is broken."

-- Peter Knotek, president, Racine Education Association

"Minority failures are at the heart of the matter ... This requires a total reconception of how we think of minority students. How would you feel carrying around the label 'at risk'? We must reconceptualize all of our kids as kids with promise. This will require a total community effort."

-- Jack Parker

PUBLIC POLICY FORUM REPORTUnified's performance is 'distressing'

After ten years of exhaustive diagnostics, poking and prodding, the patient -- Racine Unified School District -- still is quite sick.

The Public Policy Forum's just released 10th annual comparative analysis of RUSD (paid for by Education Racine, the not-for-profit foundation of RAMAC) -- comparing the district to nine peer* districts with similar enrollments -- is measured in many places, objectively reporting such things as student achievement, graduation rates, truancy and more.

But the bottom line, stated with ultimate tact -- "Our data do not fit with the customer satisfaction objective." -- gives clear warning of what's to come.

The report's major findings, released at a Wingspread briefing tonight, conclude:

Diversity: The minority population in RUSD, the state's fourth largest district with 21,696 students, continues to grow. Racine's classrooms now are 48.1% minority, up from 36.9% ten years ago, thanks to an influx of Asian and Hispanic students. African-American enrollment has increased "modestly" in recent years and white enrollment has "declined somewhat."

White students now make up 51.9% of RUSD's enrollment; African-Americans 26.7% and Hispanics 19.6%. Statewide, 22.1% of students are minority.

Operational Efficiency: State aid to RUSD has increased 40.2% in 10 years, yet we're now 8th out of 10. (State aid to Kenosha has risen 70.8% in the same period.) Property tax revenue is up 21.4%; Kenosha's has gone up 41.7%. RUSD falls to 9th in the growth of federal aid: up 87.5% in 10 years, while Kenosha has gone up 146.9% and Appleton 346.9%.

The district ranked 8th out of 10 in property taxes collected per pupil. Racine was third in instructional spending per pupil, sixth in operational spending. RUSD spent $10,169 per pupil, just $119 below the state average, but well below Madison's $12,163.

Student Engagement: For the fifth straight year, RUSD improved its truancy rate; in 2005-06 it was 8.7%, the lowest in 10 years and below the statewide average of 9.7%. But at the same time, the attendance rate declined year-over-year, and the dropout rate increased. "Compared to other peer districts, RUSD had the highest rates for both suspensions and expulsions." In 2005-06, 120 students were expelled, about 60% of the number expelled the previous year.

RUSD's attendance rate of 93.6% puts it 8th among the 10 districts, and below the statewide average of 94.4%. The dropout rate of 3.8% is less than half the 8.4% it was 10 years ago, but is still more than double the statewide average of 1.6% and higher than all its peer districts.

Student achievement: "Student performance measurements at RUSD yielded mixed findings." Tenth-graders scored lower in both reading and math than in the previous year. Reading scores in the 4th grade, and math scores in the 8th grade also declined. Third grade reading and 4th grade math scores increased from last year.

In 2006-07, 69.8% of RUSD 3rd graders were at or above proficient in reading on the Wisconsin Knowledge and Concepts (WKCE) exam, 4% higher than last year, but 9th among peer districts. Statewide, 81% of 3rd graders scored at or above proficient.

The figures are similar for 4th graders: 69% at proficient for RUSD, compared with 82% statewide; Kenosha was at 81%. Over the past five years, RUSD has shown "a steady decline" in the percentage of 4th graders testing well; this year the drop was 4%.

It gets worse: Among 8th graders, 70% were proficient in reading and 55% in math. Both figures are the worst, by far, of the peer districts, and well below state averages: 84% in reading and 75% in math.

It is in the student achievement section that the report is most devastating: seven tables compare RUSD students' reading and math scores to their peers in the nine other districts. In grades 3, 4, 5, 6, 7, 8 and 10, in both reading and math, with just one exception, we score 10th. Dead last. The single exception: 3rd grade reading, where we come in 9th, ahead of Green Bay's 3rd graders.

"On the face of it," said Unified's interim Superintendent, Dr. Jack Parker, who took the job in September, "these are really distressing results; really distressing. And they are similar to previous years."

He added: "To turn around an urban school district is a major societal effort. The school district is a major player, but we're talking about social issues: poverty, lack of jobs, dysfunctional family systems and attitudes outside and within the minority population."

Taking the long view -- over the 10 years that data for Unified and the peer districts have been collected -- some clear trends have emerged:

-- Enrollment is stabilizing.
-- Minorities soon will be in the majority at RUSD.
-- Private and charter school enrollments are declining.
-- RUSD has less-experienced teachers, but is paying them more than ever.
-- Student "engagement" is up, as measured by declining truancy rates.
-- Student performance figures are both positive and negative.

The entire report will be available online soon, on both RUSD's website and on the Public Policy Forum's website.

The full report is 17 pages of comparative analysis, how RUSD stacks up -- or doesn't -- against the peer districts and the state, and 41 pages showing enrollment numbers and demographics, and -- more to the point for parents wondering how well their kids' school is doing -- RUSD school-by-school student scores on standardized tests and attendance figures, including truancy rates, suspensions and expulsions. The numbers can be quite sobering. For example, here are RUSD's four high schools, side by side:


And here are six of the district's 22 Elementary Schools compared:



Two of the more interesting statistics presented concerned RUSD's teaching staff. With an average of 11.2 years of experience within the district, and 12.9 years' total experience, RUSD's teachers ranked 8th among their peers. Teacher experience level here is dropping: down 16.6% in four years. Kenosha's teachers have fractionally less experience than RUSD's, but while our average went down, theirs rose 3.4%.

The report doesn't give a definitive reason for this, but one can be inferred from the compensation tables: While RUSD's average teacher salary is $48,534, only $2,136 below Kenosha's (RUSD is 7th among the peers, Kenosha 4th), when it comes to fringe benefits there is no comparison. RUSD's fringes are worth $23,726 per year, 3rd among the districts; Kenosha's are listed as a staggering $42,016, far and away the most generous: $13,795 above second-place Waukesha and $20,514 above last place Sheboygan.

BUT ... as he presented the report Wednesday night, researcher Jeffrey Schmidt of the Public Policy Forum declared that the value of Kenosha's fringe benefits appears to be an error. Although the printed report still carries that figure, he suggested we ignore it until it can be verified.