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 2nd 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?
