Minutes Approved December 3, 2009

Craftsbury Schools Community Collaboration

Stakeholder Meeting #3

November 19, 2009

6:34 p.m.

Attendees: Abbie Alden, Barbara Alexander, Louise Calderwood, Laurie Courage, Bob Griffith, George Hall, Cedar Hannan, Mary Lou Isaacson, Gayle Kroeger, Michelle Machesney, Anne Morse, Elinor Osborn, Leslie Rowell, Marie Royer, Jen Schoen, Barb Strong, Edward Tagai, Bob Twiss, Allison VanAkkeren, Abbey Volmer, Katie Williams-Tagai, Jeannine Young, Joe Young, Kent Young

Steering Committee: Harry Miller, Perry Thomas, Annie Volmer

Facilitator: Heidi Krantz

Guests: June Cook (Hardwick Gazette), Bruce Urie

1. Meeting called to order at 6:34 p.m. by Heidi Krantz, facilitator

2. Ground Rules were reviewed.

3. Approval of minutes from Oct. 15 meeting. The only change was the spelling of Gina Campoli's name.

4. Bond issue was reviewed by Harry Miller, noting that the passage of the bond will not effect the work of the Craftsbury Schools Community Collaboration. More information on the bond and construction plans can be found on the Craftsbury Schools website.

5. World Cafe. Heidi Krantz introduced the World Cafe activity: Four easels set up around the room, each with two topics (generated by Stakeholders at the last meeting – Economics, Alternative Models, Grade Configuration, Physical Plant, In-school Culture; School-Community Culture, Academics, Constraints). The group counted off by 4, dividing into 4 groups. Each group went to an easel and addressed the following question for that topic:

What information is needed to address this topic, and where should we get it?

Each station had a scribe provided by the Steering Committee. After 10 minutes, everyone went to a new station; scribes stayed behind. Groups did not go together, but formed new groups (informally – no counting off). When new group arrived at the easel, the scribe read the information generated by the last group(s), and new group added to it. After the first 4 topics, each easel took on a second topic and the process was repeated so all 8 topics were addressed by all Stakeholders. See results of World Cafe discussions -- attached.

6. Large group reconvened at 8:10 p.m.

7. Next Steps. Heidi Krantz gave an overview of the upcoming meetings. The next 3 meetings are considered the educational phase of the process. The Steering Committee (with help) will begin to gather and organize the information requested tonight. The topics will be prioritized by Stakeholders on the way out the door. A graphic representation of priorities from the sticky note exercise (Oct. 15 meeting) will also be presented at the next meeting.

8. Longer meetings. Heidi Krantz polled the group about whether longer meetings should start ½ hour earlier or end ½ hour later. The group was evenly divided, so we will alternate.

9. Priority Vote. Stakeholders were asked to put a green sticky dot next to their top priority topic, and a black sticky dot next to their 2^nd priority topic as they left the meeting.

Results – (green dots equal 2 points, black dots equal 1 point)

1. Grade Configuration 21

2. Economics 15

3. Academics 14

4. Alternative Models 11

5. Physical Plant 8

6. In-School Culture 3

7. School-Community Culture 2

8. Constraints 1

10. Meeting Adjourned 8:20 p.m.

11. Next meeting Dec. 3, 6:30 p.m., Craftsbury Elementary School (NOTE LOCATION CHANGE)

Respectfully Submitted,

Anne E. Volmer

Appendix to CSCC Minutes 11/19

World Cafe Discussions

*numbers to right refer to number of times the question was affirmed by different groups

*Bold print represents information sources and transcription notes.

Grade Configuration

● Should our schools educate K-6? K-8? K-12? 3

● What is our current enrollment? 1

● What is projected future enrollment? 1

● Teacher certification 1

● Is the infrastructure (staff and phys. plant) sufficient for K-12? 2

● Can get information from State Dept. of Education

● Can get information from VT School Board Association

● What are state curriculum requirements, e.g. librarians, guidance counselors, etc. Are they required? 1

● How do Craftsbury's high school opportunities compare to those of other schools in terms of academics and extra-curricular activities? 1

● How many Craftsbury Academy students are educated at the Tech. Center? 1

● Are Craftsbury school choice lottery winners considered enrolled at Craftsbury Academy,or the choice school?

● How many Craftsbury Academy students are taking on-line or correspondence

courses? 1

● What are the costs for a quality education, a safe environment, etc.? 2

● What is the enrollment at the other schools in our Supervisory Union that we might consider consolidation at any grade level? 1

● How do Craftsbury class sizes compare with state averages? (this information should be available online) 1

● What are the pros and cons of grade consolidation (e.g., combined grades in one classroom)? Is it considered “best practice?” 1

● Cost information should be available from the OSSU business manager.

● What is the social impact on children who are in the school system when a change is made (e.g., current students suddenly find out they will be tuitioned out the following year, and this is NOT the scenario they have grown up with). 1

● School counselors, especially from schools where this has happened, may help answer this question.

● Brownington Schools made the change to tuition – and then back to local schools. They could lend perspective on the above social question (and probably many other questions).

● What are the advantages of school choice versus a single designated school?

● The Town of Wolcott has school choice, used to provide busing to one of the choices, and now does not provide transportation. They could lend multiple perspectives.

● What are the cost projections for transportation to other schools if students are tuitioned out? [Refers to Peak Oil issues – everyone's cost – not just the cost to the town if transportation is provided] .

● How do above transportation costs compare to energy costs for keeping buildings open for students here?

● What are the regulations for magnet schools, vouchers, charter schools, pilot schools, private schools? This may belong with Alternative Models.

● How many Craftsbury students are home schooled?

● How many Craftsbury students are educated elsewhere (choose to tuition out – either by school choice lottery or private pay)?

● What are the rules for teacher certification if the school were to utilize community expertise and/or Sterling? May belong with Alternative Models.

● Pros and cons of grades versus aptitude models. May belong with Alternative Models.

● Seek input from recent alumni (past 5 years) on the issue of grade configuration.

● How to measure/ quantify the value of small classes and a small school...?

● How to define large and small...?

Economics

● What does the current educational model (K-12) cost? 2

● What would it cost to send 9-12 elsewhere? 3

● What would it cost to keep K-8 here? K-6? 3

● Consider private/public/alternative model differences and their costs

● Cost comparisons should include alternative models, such as combined mixed age classrooms.

● Some sources for costs and comparisons:

� OSSU Business Manager

� Town of Wolcott (tuitions 9-12)

� Town of Albany (tuitions 9-12)

� Town of Brownington (building a school)

� Town of Concord

� Town of Cabot (maintains small high school)

� State Dept. of Education

● Where does current funding come from (fed., local, state, grants, etc.)

● What are the impacts of not having any high school students tuitioned in if we don't have a high school?

● Consider the alternatives in terms of energy/peak oil costs – including busing costs if students sent out; heating costs if students stay here, etc. 1

● What are the costs of different kinds of buildings – construction and operation (e.g. green building, etc.) 2

● What would it cost to renovate the gymnasium (to make it safe)?

● Cost to rebuild the gymnasium?

● What are alternatives to the gymnasium for physical education, and what are the costs?

● Consider survey townspeople to determine what people are able/willing to give up to support the schools? (Some residents already choose between paying for health insurance and paying property taxes.)

● Consider Craftsbury's Grand List--what are implications for school funding?

● Consider current and future projections of building/construction across town--what are implications for school funding and student population?

● How would school choice influence property values / attractiveness of Craftsbury?

● What are the projections about how the state will be funding education?

● What are the projections about how the state will be funding pensions?

● Will there be changes in these funding sources?

● Will Small School Grants be eliminated?

● What would be the cost savings of consolidating Supervisory Union at the junior high level

● What would be the cost savings of consolidating Supervisory Union at the elementary level

● What is the economic impact on the town of sending 9-12 elsewhere? 1

● Is there stimulus money available to ease this economic impact?

● Find grants; find a grant writer to support schools

● How many tuition students do we have?

● What are our choices of destinations for 9-12, and their costs?

● What are the costs of different bus routes? 1

● How do we increase our earning potential (e.g. bringing in students from other communities, with tuition $$)?

● What alternative funding models are allowed for school funding and for supplementary activities?

● Will passage of the bond vote (11/09) impact community's willingness to spend in the future?

● How would different grade configuration changes affect construction/maintenance costs?

● What are the benefits/costs of maintaining separate buildings for elementary & middle/high school vs. consolidating?

● Business plan/strategic planning for attracting students to support a creative curriculum (and vice versa).

Academics

● Test scores [Craftsbury? -aev] 2

● Test scores available from State Dept. of Education.

● Course offerings – Craftsbury, Tech Center, etc. 3

● Above info available from Supervisory Union, Tech Center and State Dept. of Ed.

● How are teachers held accountable? 3

● How do we measure course quality? 3

● Above info available from School Principle, School Board, Supervisory Union; find out how other schools do these things (e.g., Peoples Academy), get feedback from current and former students.

● Is there a teacher mentoring program?

● What are college expectations? 3

● Above info available from college counselors.

● What is the number of students in classes at Craftsbury, and what is the optimum class size? 3

● Look for the above in academic journal articles; compare with other local schools.

● Does Craftsbury (or should Craftsbury) offer a course in basic living skills – balancing checkbook, mini auto course, cooking for singles, etc.

● How do schools accommodate a wide range of aptitudes in the same classroom? 3

● Find out how other communities accommodate wide ranges; get input from parents and teachers..

● The next several bullets may belong with Alternative Models [– are they ideas? -aev]

● Cross discipline studies 3

● Life experience / experiential learning. 3

● Look for info on the above in Chronicle of Higher Education

● Have a 1-2 year review for alumni – were they adequately prepared?

● Provide opportunities for students to connect with higher ed. (Sterling) 3

● Tailor the curriculum to the needs of the community 3

● Extra-curricular activities [what is the question? -aev] 3

● Flexibility in academics based on aptitude 2

● Think creatively about developing a curriculum to attract other students 2

● Become a private school? 2

● Look to State Dept. of Ed., OSSU, other public and private schools for info on the previous two bullets.

● How to utilize Sterling College? 2

● Have a conversation with Sterling.

● Community _____ for times we live in [can't read it – aev] 2

● What are the state requirements for curriculum?

● How to address needs for broader academic opportunities

● Utilize online course offerings?

● Communication with parents [can it be improved? -aev]

● Use technology to share academic experience?

● Explore ability grouping.

Alternative Models

● Seek academic and extracurricular opportunities [with?] other schools and Sterling. 3

● Explore becoming a magnet, charter, pilot or private school 3

● Explore the use of area resources – people and community mentors 3

● How to attract outside students? 3

● Can Crafts students take advantage of online courses? 3

● What are the basic needs for entering “life” [work?] or higher ed.? 3

● Collaborate with other schools 3

● Tech school for those entering work, versus those entering higher ed. 3

● Research length of academic periods / schedules... longer periods, more flexibility 2

● How would various models fit class structure (6-9, 7-9, etc.) [scribe, please clarify -aev] 2

● Supervisory Union may have info on the above

● Can educational requirements be waived in order to use area resources in the schools? 2

● Are alternative models necessary for the future? 2

● Is a vision / model needed for the future?

● Why did some alternative models end or change? (Cape, Thematics)

● What worked about the above models?

● Craftsbury received the National Education Award in 1992 [is this accurate? -aev]. Why did the school excel in 1992?

Physical Plant

● 1. What are current energy efficiencies?

● What are desired energy efficiencies??

● This info can be found at BERC, REV, VERC, Energy Efficiency VT,USDA.RD

● [What do all of the above bullets mean? Are they transcribed correctly? -aev]

● 2. What are the capital and operating costs associated with the plant?

● 3. What incentives are available? [for what? Building? Operating? -aev]

● Explore stimulus package and Efficiency VT for incentives.

● 4. Does size matter in terms of number of students?

● If size does matter, consider consolidation...?

● 5. Purpose and flexibility of grade configuration (k-12, k-8) [does this refer to flexibility of physical plant for different grade configurations? -aev]

● 6. What buildings are up to code?

● What happens if buildings are not up to code? Ramifications? Timeline? Penalties? Fines?

● School Board may have answers to the above.

● 7. How is our space used now?

● What is the minimum space needed?

● 8. What are the parking issues?

● 9. Is the “people flow” from building to building practical? [efficient? -aev]

● 10. What are options for the gym? *

● 11. Can public library be used as school library as a means to free up space?

● Explore how the above is done in Wolcott and Woodbury [ask Susan O'Connell – Craftsbury Public Library's assistant librarian – she has worked in both -aev]

● 12. What space is federally or state mandated vs. what the community wants/needs?

● 13. What type of materials used in the plant? [does this refer to building materials? Green? Toxic? Local? -aev]

● *How do we move forward as a community now that the bond has passed?

● What [if anything] is off the table?

● How do we prioritize what comes next?

● 14. Are ALL “handicap” issues addressed? [does this refer to physical accessibility? -aev]

● 15. Are security and safety addressed?

In-School Culture

● 1. Norms: What are the current emotional perceptions? [scribe clarify?] 1

● Student survey to get an idea of in-school cultural climate/norms at elem, middle and high school levels.

● Is it uncool to be smart?

● 2. What would it take to encourage students and faculty to come to our school?

● What does it take to create a positive climate where students learn to challenge themselves?

● Inspire [who? What?]

● Appearance is critical to a positive environment

● statistics on the above available from school principals.

● Consider a school dress code. 3

● 3. How do teachers model good behavior? 1

● Who holds teachers accountable?

● 4. How many students are enough for good social peer groups? 1

● 5. Does Craftsbury offer enough extracurricular activities besides athletics? 1

� Ideas for more extracurriculars:

� Tai Chi

� Art

� Debate

� Music

● 6. Consider offering “REACH” After School Programming for middle and high 1

school in addition to K-6 .

● 7. What was different 10-20-30 years ago at Craftsbury Schools? [culturally?] 1

● Are there any school records available? Review old yearbooks.

● 8. What are the implications of being part of OSSU? 1

● Does Craftsbury benefit from being part of OSSU?

● Is the sharing of resources a benefit?

● Is the small size of Craftsbury compared to the large size of Hazen a cultural issue [is this an accurate transcription of the idea?]

● Is there enough diversity among staff and students?

● 9. Is bullying a problem? 1

● Do students feel emotionally safe?

● Consider a student survey addressing these questions.

● 10. Ask recent graduates about in-school culture issues. 1

● 11. How do parent model good behavior?

School – Community Culture

● Ways the school brings the community together:

� Sports

� Plays

� Elementary School concerts

� Memorial Day celebration

� Graduation

● Ways the community comes together that don't involve the school:

� Church

� Public library

� Farmers' Market

� Pick-up soccer

� Old Home Day

� Community Suppers

� Antiques and Uniques

� Recreation Committee events (bike nights, etc.)

● Is the school a center of “community?”

● Do school events mostly just bring parents together?

● Do some grades (elem) bring the community together more than others?

● What is the impact of Sterling on “sense of community?”

● How to define our “sense of community?”

● How to better involve the community in the schools, e.g., volunteer opportunities.

● Are volunteers wanted [by faculty and staff] at the high school level?

● What cultural framework is needed – or is already present – to support volunteers in the schools?

● Is there room in the curriculum for community members to enrich (e.g., bring their expertise into the schools) the curriculm? [may belong with alternative models]

● Would state standards (curriculum, teacher certification) limit community member involvement in the curriculum?

● Is any “sense of community” lost if we have K-8?

● Ask our community through a survey.

● Ask other towns who have gone from K-12 to K-8. [who in other towns?]

● Some ways in which the school and community interact:

� Stardust (student booksellers)

� Sterling facilitates challenge programs at Crafstsbury Schools

� What are some more ways?

● What is the impact of the schools on the Craftsbury economy? Stores? Outdoor Center, etc.

● Consider a survey for gathering info on school-community culture. [Town Meeting?]

● What is the impact on kids and parents of tuitioning kids out [this may belong with grade configuration]

● What is the impact on our “sense of community” of tuitioning kids out?

● ERIC data base, found online, addresses the above impacts.

● Are there solid figures on demographic changes in Craftsbury over the years, e.g., number of children from generational Craftsbury families versus children whose parents moved to town?

● Consider environmental benefits (climate change, peak oil) of keeping students local versus tuitioning them out.

● Consider expanding local infrastructure and Transition Town ideas [more info needed].

● Consider/explore the relationship of the school to the stability of the town with respect to a deindustrialized society.

● How can senior projects better involve community members and expertise?

● How to improve school – community communication.

Constraints

● What are NECAP and other standardized test expectations?

● Is Craftsbury meeting above expectations?

● Teachers Union:

� What are teachers' entitlements?

� What are school's constraints?

■ hiring and firing?

■ salaries and benefits?

� Do the above expectations and constraints affect quality of education?

● Info on the above can be found through:

� School Board

� Local Teachers' Union representatives

� Special Education Teachers

� State Dept. of Education.

● Are there rules about minimum number of teachers/staff per number of students?

● Are there rules about teacher/staff workload?

● Teachers' Union may have the above info.

● How can the community interact with the School Board's Policy Governance Model?

● Why doesn't Craftsbury teach Human Ecology (Home Economics), [this may belong with Academics]

● How much money is the community willing to spend on education?

● How do constraints change if educational model changes?

● What are the constraints on pursuing alternative models?

● Is it possible to use facilities in different ways?

● Is there liability risk from above?

● What are ramifications for refusing to comply with state regulations. Loss of funding?

● Are there regulations that constrain the school's ability to optimize classroom management?

● Is school culture a constraint in terms of keeping good teachers?

● Answer the above by interviewing teachers who left.

● Town population and Grand List for projections and implications [for future student populations?] -- get this info from Town Clerk Yvette Brown

● What are constraint comparisons between public and private schools?

● Do private schools have fewer state reg. constraints?

● Do public schools have to spend money on facilities/programs not required by private schools?

● Consider examples of schools who have gone from public to private.

● Is the number of student per grade a constraint?

● Is gender ratio a constraint?

● What is the process for teacher reviews?

● How many students are on IEP's

● Is there a required Special Education ratio of teachers to students?

October 15th Stakeholder Meeting Minutes

Attendees: Alison Blaney, Guy Brown, Gina Campot, Cheryl Ecklund, Bob Griffith, Elena Gustavson, George Hall, Cedar Hannan, Barb Hungington-Massucci, Ann Ingerson, Mary-Lou Rylands Isaacson, Gayle Kroeger, Brian Machesney, Paula Masse, Anne Morse, Elinor Osborn, Jen Schoen, Barb Strong, Bob Twiss, Allison Van Akkeren, Abbey Volmer, Katie Williams-Tagai, Edward Tagai, Jeannine Young, Kent Young, Joe Young.
Steering Committee: Stark Biddle, Susan Houston, Harry Miller, Steve Moffatt, Tina Sweet, Perry Thomas, Anne Volmer
Facilitator: Heidi Krantz
Guests: June Cook (Hardwick Gazette)

1. Meeting called to order at 6:30 PM by Heidi Krantz, Facilitator.

2. Opening Remarks – Anne Volmer read the Steering com’s statement of purpose.

3. Approval of minutes of Oct. 1, 2009, meeting:
George Hall moved to accept the minutes as presented, Laura Brown seconded; motion passed.

4. Introduction - Heidi Krantz introduced the process, the Steering Committee’s role.

5. What are the questions?
Attendees gathered around three tables to (individually) write down questions/information needed to make decisions about the school system. (10 minutes) Each table reviewed their questions, eliminating duplicates, combining similar questions.

6. Categories of Topics
As a group, attendees listed the primary categories of topics, limiting themselves to the following eight categories:
a. Economics
b. Alternative Models
c. Grade Configuration
d. Physical Plant
e. In-School Culture
f. School Community Culture
g. Academics
h. Constraints

7. Identifying Topics
The group split up into seven sub-groups, each listing topics under individual categories. The following list resulted.
a. Economics
a. What are the costs of the various building & academic scenarios?
b. How can revenues be raised?
c. What is town willing to pay?
b. Alternative Models
a. What models are possible?
b. How can we make use of existing community resources?
c. Look at creative programs and scheduling within current structure.
c. Grade Configuration
a. What grade configuration do we need/want?
b. How many students will/do make it viable? Predict the future? Enrollment in 20 years?
c. If we change configuration, do we lose control?
d. Physical Plant
a. What does “safety” mean? Safe classrooms, up to code, site?
b. How do we build?
i. Historically accurate
ii. Green
iii. Good learning environment
iv. Playground
v. One campus
e. In-School Culture
a. What elements create an ideal school culture?
b. How do we achieve them?
f. School Community Culture
a. How important is the school to the community?
b. How important is community involvement in the school?
g. Academics
a. Are the Craftsbury schools providing the education our children need?
b. Lifelong learning, mentally, emotionally, physically.
h. Constraints
a. How do we address state and federal mandates?
b. Are we restricted by teachers’ union?

8. Wrap up: The Steering Committee will organize the questions, topics and information, and
graphically represent the frequency of topics among the larger group. Information will be on
the blog to enable stakeholders to review before the next meeting in 2 weeks.

9. Meeting adjourned 8:10 PM.


Respectfully Submitted,
Joannie Stinson, Scribe

Stakeholder Meeting Minutes - October 1, 2009

Minutes of Craftsbury Stakeholder’s Committee
October 1, 2009

The meeting of the Craftsbury Stakeholder’s Committee was called to order by Annie Volmer, Chairperson of the Craftsbury Steering Committee at 6:40 on Thursday, October 1, 2009 at the Craftsbury Town Hall.

Annie read the Steering Committee’s statement of purpose and discussed how the Committee came to be. The Steering Committee is a sub-committee of the Schoolboard that was created for the purpose of bringing Town’s people together to make a recommendation to the Schoolboard regarding the future of the Craftsbury Schools. This process is open to anyone that would like to attend. Annie then introduced Heidi Krantz. Heidi has volunteered her time to be the facilitator of the Stakeholder’s group.

Heidi asked if the Steering committee along with the Stakholders to break into groups of five to six people. Each group had 30 seconds to introduce their group members and tell everyone something about each person and a fun fact about the members. This enabled the groups to get to know each other.

Stark talked about the “housekeeping” type things that were contained in the folders that everyone received. All Stakeholder meeting will be warned and the approved minutes will be posted on the CSCC blog, C Village Store, The Stardust Book Store, and Public Library. All meetings will start at 6:30 and are expected to last 1 ½ - 2 hours. The School newsletter will also have informational articles about the Stakeholders Committee. In the folder, is a listing of the perspectives that are committed to being on the Stakeholder’s group. If anyone can think of a perspective that is missing, please let a Steering Committee member know. Stark further asked that any and all information that Stakeholder members find be given to the Steering Committee for organization and distribution.

Heidi explained the group process. Differences between public meetings and the collaborative process were discussed. In a collaborative process, we need to have the following group needs:
o Goals
o Clear Rolls
o Practical Process
o Effective Relationships

The Steering Committee’s job is to come up with the “map” and the Stakeholder’s job is to choose the route. There are four stages of groups:
o Forming – everyone gets together
o Storming – everyone starts to get used to each other’s differences and starts putting together ideas.
o Norming – everyone starts functioning together and making progress.
o Performing – everyone makes progress to come to a main goal.

The group will go through these stages and will probably go forward and backward in these stages depending on what is happening with the members. For example, a new member starts participating, may move the group from the Norming stage back to the Storming stage.

The group discussed agreements for engagements or ground rules for the Stakeholder’s meetings.
o Accepting perspectives of all – being open minded
o Listen to understand not for the purpose of making a rebuttal
o Respect all ideas
o Invite contributions from all members
o Establish reasonable time limits
o Commit to length of the process in order to be successful
o Be kind to all members
o Be willing to compromise

Steve Moffatt explained the role of the Schoolboard and how the Stakeholders and the Schoolboard would function together to keep each other informed. This process was asked for by the Schoolboard for the following reasons:
o Will help to get good information out the community that is meaningful
o Schoolboard wants to hear ideas from the community
o The Steering Committee is an official sub-committee of the Schoolboard this will allow the Stakeholders to have easier access to information
o The Steering Committee is at Schoolboard meetings in order to be a liaison for information between the Schoolboard and the Stakeholders Committee

Steve talked about the upcoming bond vote for renovations to the Academy Building. Steve urged anyone to come to the Schoolboard meetings or speak to a Schoolboard member to hear more detailed information. There will be an informational meeting on November 3rd.

Perry talked about the role of the Steering Committee. The collaborative process is a process that we didn’t invent. Research shows this process can be very successful. The Steering Committee will have the following responsibilities:
o Support Stakeholders with their work
o Arrange meetings, arrange for facilitation of these meetings
o Agendas, minutes and posting minutes after approved
o Information conduit to and from the Schoolboard
o Coordinate the flow of information
o Gather information for the Stakeholders
o Seek funding for this process

The role of the Stakeholders are as follows:
o Clearly define questions
o Gather creditable information
o Generate a list of solutions and agree upon them
o Inform, update and listen to the community
o Come up with a recommendation for the Schoolboard
o Follow through with the recommendation and answer questions

Heidi explained that it is crucial to let go of perceptions of the past. We have to be willing to acknowledge and accept that everyone has different ways to process information. We will all need to be tolerant of this in each other.

Tina discussed the calendar. The following is a listing of the meetings scheduled:
o October 15
o November 5
o November 19
o December 3
o January 7
o January 21
o February 11
o February 25
o March 11

We may be able to accomplish our goal earlier than March 11th. We will have an update of where the Stakeholder’s group is at Town Meeting. The meeting place was discussed and it was decided that the meetings would continue to be held at 6:30 at the Town Hall. We will start the process at the next meeting.

Susan did some Brain Gyms with the group to help the group to focus on suspending opinions, setting the process, and doing the process.

Heidi asked everyone to write on a slip of paper a thought that each person needed to “leave behind” in order to start the process with a clean state. This was done as a symbolic gesture for a new beginning. The papers were collected in a basket and thrown away.

The meeting was adjourned at approximately 8:00.

Tina Sweet
Scribe

Stakeholder Participation Q & A

Question: What about those community members who pay school taxes but are not permanent residents? Are they invited to participate in the collaborative process?

Answer: Yes, all non-residents who pay school taxes are invited to participate as Stakeholders (in addition to all residents who pay school taxes).

Question: How about those who pay school taxes elsewhere and whose children are tuitioned to Craftsbury Schools by their towns?

Answer: They too are welcome to participate as Stakeholders. See Stakeholder meeting schedule below.

Stakeholder Meeting Schedule

Craftsbury School Community Collaboration

Schedule of Stakeholder Meetings

At the first Stakeholder Meeting, held October 1, those gathered agreed to meet on the following future dates (see additional details below):

October 15
November 5
November 19
December 3
January 7
January 21
February 11
February 25
March 11

· All meetings will be held at the Craftsbury Town Hall.

· Meetings will begin promptly at 6:30 pm and every effort will be made to conclude by 8:00 pm.

· Meetings are open to the public.

· Refreshments will be served

· It is hoped that all stakeholders will be able to make all meetings. However, it is fully understood that this would be difficult if not impossible. When a Stakeholder does miss a meeting please consult the Minutes that will be posted on our blog and try to talk to another stakeholder about the discussion that took place.

Invitation to Stakeholders

To: The Citizens of Craftsbury

Subject: Craftsbury School Community Collaboration

The Craftsbury School Community Collaboration (CSCC) is seeking volunteers to serve on a Stakeholder Committee that will address the educational challenges facing the Town of Craftsbury. The task of the Committee will be to forge a long-term vision for our schools and develop recommendations dealing with such matters as grade structure, school consolidation and the physical plant. The Group will be comprised of individuals that reflect the full diversity of views regarding the future of the Craftsbury Schools. The CSCC is an independent sub-committee of the School Board and is free to make any recommendations that it believes are appropriate.

It is anticipated that the Stakeholder Group will meet approximately twice a month for a minimum of six months. A Steering Committee has been established to support the work of the Group and to collect information.

For further information please go to http://www.craftsburyschools.org/ and click on Craftsbury School Community Collaboration.

To volunteer please call any of the following Steering Committee members as soon as possible:

Annie Volmer: 586-6930 Harry Miller: 586-9972
Suzan Houston: 586-2873 Tina Sweet: 586-2224
Stark Biddle: 586-7760 Perry Thomas: 586-9670
Ron Sanville: 586-9642 Steve Moffatt: 586-6900

Please help us with this important task!

Collaboration in Craftsbury

The Collaborative Process:
Is it Right for Craftsbury?

Collaboration is simply a process for bringing people with different opinions together to work on a problem. However:

The process is very carefully designed and structured and managed to ensure forward progress.

Collaboration works best when:

· There is agreement on the nature of the problem

· All points of view are reflected so no group feels left out.

· Everybody has the same reliable information on which to make a decision.

· Everbody is equal and all opinions and beliefs carry equal weight.

· There is careful advance preparation to avoid stalemate.

· There is a good facilitator to keep the process moving forward.

· There is ample time to collect information, analyze alternatives, look at pros and come to consensus

The Process works because:

· Agreement on small issues tends to lead to agreement on large issues.

· The group is working from the same facts and information.

· All groups and all perspectives are part of the solution

· Participants (or stakeholders) become advocates of the solutions they have arrived at.

· The process is carefully managed to avoid stalemate and acrimony.

Collaboration is not:

· A process based on majority rule;

· A debating society where members dominate by making convincing arguments.

· A search for the single correct solution

Collaboration is right for Craftsbury because:

· There is disagreement on the reliability of the information.

· Not everyone has access to the same information.

· There is a need for new information and access to new research

· Some believe decisions have been made by a small majority.

· There is disagreement on the nature of the problem.

· Some groups do not feel adequately represented.

· To date the issue of the School has taken the form of an up or down vote.

· The issues are complex and interrelated.

· The Town has become polarized

Q & A from September 3, 2009

Craftsbury School Community Collaborative
Informational Meeting
September 3, 2009
Questions and Answers
(Note: Some of the questions that arose at this meeting also surfaced at the August 29 meeting. These are not duplicated in this summary. )


1. What is the relationship between the work of the Collaborative and the ongoing day-to-day work of the School Board such as responding to the availability of interest free bond funds? Isn’t there a conflict?

The Collaborative is designed to take a long-term approach to the future of the Craftsbury School System. We recognize that inevitably there will be short-term issues and opportunities with long-term implications. The Collaborative will do its very best to coordinate with the School Board and identify the long run implications of short-term decisions. Of course, the important work of the School Board cannot be put on hold while the Collaborative moves forward but every effort will be made to insure maximum long-term flexibility so that future options are not foreclosed.

2. What will the March status report at Town Meeting cover?

It is too early to know whether the Collaborative will have firm recommendations by Town Meeting. If so, we anticipate that the Report would outline alternative approaches, the pros and cons of each and make a recommendation as to the best choice. We anticipate that the recommendations would cover: grade consolidation, the future of the k-12 structure and the needs of the physical plant. In addition, the Collaborative may identify significant curriculum modifications and/or make recommendations regarding the fundamental structure of education in Craftsbury. An early function of the Collaborative will be to define the questions and issues that need to be addressed.

3. How will the citizens of the Town have a voice in what is recommended?

The single most important aspect of community collaboration is that citizens believe their voice is being listened to. For this reason, the Stakeholder group will be deliberately designed to reflect the full diversity of all groups and all points of view.

4. How will the Steering Committee ensure that the Stakeholder Group represents all points of view?

The Steering Committee will put together a comprehensive list of all the various groups whose views need to be reflected in the discussion and compare that to the group of volunteers that have come forward. If there are gaps the Committee will attempt to identify and reach out to individuals who can fill that perspective. For example, if there were no Craftsbury Academy alumni, the Steering Committee might search for an individual and ask that person to serve.

5. Why do you use the word “reflect” instead of “represent” when you speak of the work of Stakeholders?

The Stakeholders cannot be expected to “represent” a particular constituency the way our legislators do because this would make it much more difficult to compromise and come to agreement.

6. Will the Stakeholder Group include summer residents, individuals from adjacent towns whose children go to the school or anyone other than registered Craftsbury voters?

The guiding principal is that the Stakeholder Group should represent the perspectives of the community of individuals that will be impacted by the decisions that are made. For example, Craftsbury students should have a voice. However, it may not be appropriate to include individuals who are not responsible for educational costs. In any case, this is a decision that will be made in close consultation with the Stakeholder Group when it is initially formed

7. How can you insure that all the Stakeholders are neutral?

Stakeholders are not expected to be neutral, but they are expected to listen to and think about the opinions of other members and information provided by experts. The Collaborative process is based on the belief that when reasonable people with different points of view come together with the same information they can gradually work toward agreement.

8. What is the relationship between the Stakeholders and the Steering Committee?

Members of the Steering Committee will not be Stakeholders. The job of the Steering Committee is to support and facilitate the work of the Stakeholders. The Steering Committee will remain neutral throughout the process and will not take a pro or con position on the deliberations or on the recommendations put forward by the Stakeholder Group.

9. What is the difference between this process and the process we have followed in the past? That process did not work; why will this process work.

There are several very important differences. The first and most obvious is that the prior process only addressed the issue of school construction while this process focuses on related elements such as consolidation, grade structure and the long-term future of education in Craftsbury. The second difference is that the prior process was focused on developing support for an existing proposal while this process is focused on developing a proposal that will have broad community support. A third important distinction is that this process is deliberately and carefully designed so that all perspectives will be included.

10. How will you communicate with the citizens and keep the Town informed and engaged in the process?

We currently plan the following outreach and communication program:

1. This blog.

2. A report in each of the the School Newsletters.

3. A monthly status report that will be sent to parents together witht he student progress report and posted on the blog.

3. Continued coverage in the Hardwick Gazette.

4. Open and public meetings of both the Stakeholder and Steering Committee.

5. Progress reports at every school board meeting.

6. Importantly, all members of the Steering Committee will be available to answer questions.