Facilitator: Heidi Krantz
1. Anne Volmer called the meeting to order at 6:30 pm. She introduced the panelists for the evening: Eric Oberg Chair of the Albany School Board, Noel Ford, School administrator and teacher and Tom Levett, headmaster at St. Johnsbury Academy.
2. Panel Presentation: Each panelist responded to a series of questions. In general the questions dealt with the pros and cons of tuitioning in of students and the pros and cons of considering alternative educational models. (Note the following is intended as a brief overview of key points. It is not comprehensive or a verbatim transcript. Important points may have been left out or stated in a way that differs from intent.)
Tom Lovett, Principal St. Johnsbury Academy
Mr. Lovett described the programs at the Academy and efforts made to facilitate and support students who tuition in from a distance. He mentioned the importance of a student advisor, equal access to services and programs for all students, the value of the low class size (average of 11 students) and the high educational background of Academy teachers. He noted that 90% of students proceed to some type of after graduation training and 80% go to college. As a measure of the Academy’s ability to handle the transition process he noted that students come from 45 towns in Vermont, from 20 states and 20 countries. With respect to funding, the parent is responsible for payment and in most cases the Town reimburses the parent. The current tuition rate is $13,875. With respect to parental involvement it is true that the closer the parent the easier it is to stay involved. However, he noted that distance does not seem to deter parental involvement in the case of special events. Studies indicate that long bus rides (in excess of 30 minutes) appear to have a negative effect particularly in the case of lower income students. However, there are creative ways to put together car-pooling arrangements and many parents actually value this time spent with their children. With respect to the large assortment of extra-curricula activities (from public speaking to knitting) a considerable effort is made to insure that students from a distance have equal access. With respect to Athletics, the Academy is a Division I school which has benefits and disadvantages. For the excellent athlete it provides the opportunity to compete at a high level but for others it may be difficult to get on a varsity team
Eric Oberg, Chair Albany School Board
The Albany School was built in 1981 and serves K-8. Enrollment is currently 85 students, down from 110. The School appears to have a relatively high ratio of special education students. Most of the Albany students go on to Lake Region. With respect to tuitioning out, Mr. Oberg felt this was beneficial for Albany since it enhances social development, gives students access to programs and resources not otherwise available and is financially beneficial for the Town. The lack of an Albany High School does not appear to hurt the social and cultural cohesion of the Town. With respect to the timing of transition, by 8th grade most students are ready to move on. With respect to a Charter School, Mr. Oberg did not feel that Albany residents would support an initiative of this sort and that they would prefer to stick with a Union School. The key for small rural schools is to get the kids out of the small community into a larger school setting where they can open up and meet new people.
Noel Ford, former Administrator
Mr. Ford began by discussing the pros and cons of a small versus large schools. A large school can provide more programs, more opportunities and experience in functioning in a complex social structure. Schools that attract tuitioned students are able to augment their programs with the funds that this provides. But some students do much better in a small school and thrive in an environment where there is less competition, strong community involvement and a higher level of parental support and involvement. Small schools encourage much more face to face interaction between the parent and the school. Parental oversight and accountability may be more difficult to ensure in a large school.
Regardless of the organizational pros and cons, the “magic is in the classroom”. It is in the classroom where the educational transformation occurs regardless of whether the institution is large or small. This means that it is the quality of the teacher more than anything else that counts. In a related vein, Mr. Ford stressed the critical importance of early pre-Kindergarten schooling and the importance of allocating resources for this purpose.
There does not appear to be a great deal of research on the pros and cons of tuitioning out of students. However there is a good deal of research that is available on the pros and cons of small schools and Mr. Ford cited the work of Mary Raywid.
Mr. Ford stressed that the Craftsbury Academy had a wonderful opportunity to be entrepenurial and reinvent itself building on its unique history, identity and strengths. He felt that the school could undertake a re-design that would capitalize on these assets. Possibilities include increased reliance on local resources and talented and experienced people who live in the Craftsbury community, the design of an academic program focused on the needs of the gifted and talented, the design of a tri-semester program, experimentation with a different scheduling models that would reflect recent research on optimal learning conditions for young students, the design of a “3:2” program that accelerates high school and links with the first 2 years in college. The challenge is build on unique local attributes to design a program with a comparative advantage that will attract students.
With respect to size, Mr. Ford stressed that the current school 9-12 enrollment is simply too small to be sustainable. It is essential to increase enrollment to a critical mass of from 120 to 200 in order to offer the range of programs and resources needed by students and in order to have a reasonable cost structure that does not impose an excessive burden on the Town.
Other points made during this presentation include: the importance of rehabilitating the gymnasium, the observation that charter school work best in large urban areas and may not succeed in rural areas, the high quality of nearby technical centers (but a caution regarding the value of imbedded credits).
3. Question Period (The following points emerged. Again, this overview is not designed to represent a comprehensive description of all of the points that were made.)
Discussion: key points
The Academy has roughly 50 k-12 students. In Mr. Ford’s view this is too small to be financially viable.
If you can design a unique, high quality program then students will come. However: it is essential to think “outside the box”, come up with a unique approach rooted in the special attributes of the community, have high quality AP courses and excellent teachers
Demographic predictions may be too pessimistic given the excellent quality of life that Vermont offers. The population base may in fact increase. The projected growth in Newport is a good example.
The current US education model is simply too expensive. It is important to seriously explore the “on line” school model. However, this does require excellent high-speed internet access. Electronics will shape the future of education in America.
The “3:2” program involves 3 years of high school followed by 2 years of college. There is also a “4:1” program that might be explored.
It would be possible to put together a model based on the Advanced Placement skills approach.
It is essential to establish a system that requires teacher accountability with the capacity to terminate for poor performance.
The meeting adjourned at 8:00 PM. The next Stakeholder meeting will be on April 8 at 6:30 pm. At that meeting research groups 1, 2, 3 and 4 will present their results (details of groups were provided in an earlier post, see below).
Monday, March 29, 2010
Monday, March 22, 2010
Stakeholder Research Groups Form
Stakeholder Research Groups Derived from RFP's
RFP Category #1
* To Go or Not to Go
* Explore Supervisory Union Possibilities
* Tuition Out Grades 7-12
COMPARISONS
Compare the following options:
* Tuition out 7-12 to a designated school
* Tuition out 9-12 to a designated school
* Tuition out 7-12 school choice
* Tuition out 9-12 school choice
* Educate k-12 here
1. Tuition comparison of the above options
* Tuition costs to each possible designated school
* Projected tuition costs over 20 years for designated school
* Tuition cost for school choice (assumes all students choose most expensive school? How do other towns budget?)
* Projected tuition costs over 20 years for school choice.
* Cost to educate a student here, not including transportation
* Projected cost to educate a student here, assuming status quo, over 20 years.
o Does per pupil cost include overhead such as heat?
o If yes to above, then
+ Projected cost to educate a student here, assuming renovations as per bond approval.
* (Projected cost to educate a student here under alternative models may be explored later).
* George Hall
* Cedar Hannan
* Ann Ingerson
* Jeannine Young
2. Transportation options and costs for the above options.
* Joe Young
* Mansosoi Tagai
* Elinor Osborn
3. Consolidation possibilities for Craftsbury schools, and associated savings:
* Consolidation possibilities if 7-12 tuition out
* Consolidation possibiliites if 9-12 tuition out
* Gayle Kroeger 586-7745
4. Comparison of academic offerings at Craftsbury (current) and each possible designated/choice school.
* Anne Hanson
* Katherine Tagai
5. Comparison of extra-curricular offerings at Craftsbury (current) and each possible designated/choice school.
6. Comparison of food services at Craftsbury (current) and each possible designated/choice school.
7. Comparison of diversity (racial, gender, socio-economic, etc.) at Craftsbury and each possible designated/choice school.
RFP Category 2:
* Increasing Students' Academic Engagement
* Place-Based Experiential K-12 Charter School
* Extended Learning Options
8. Funding possibilities for alternative school models, such as
* Place-Based Experiential model
* Project-Based model [expeditionary education?]
* Extended Learning models
o Virtual High School
o University Co-ops
o Teach for America
o Tutors
o Other
+ Brian Machesney
+ Jen Schoen
+ Marie Royer
+ Leslie Rowell
+ Anne Morse
RFP Category #1
* To Go or Not to Go
* Explore Supervisory Union Possibilities
* Tuition Out Grades 7-12
COMPARISONS
Compare the following options:
* Tuition out 7-12 to a designated school
* Tuition out 9-12 to a designated school
* Tuition out 7-12 school choice
* Tuition out 9-12 school choice
* Educate k-12 here
1. Tuition comparison of the above options
* Tuition costs to each possible designated school
* Projected tuition costs over 20 years for designated school
* Tuition cost for school choice (assumes all students choose most expensive school? How do other towns budget?)
* Projected tuition costs over 20 years for school choice.
* Cost to educate a student here, not including transportation
* Projected cost to educate a student here, assuming status quo, over 20 years.
o Does per pupil cost include overhead such as heat?
o If yes to above, then
+ Projected cost to educate a student here, assuming renovations as per bond approval.
* (Projected cost to educate a student here under alternative models may be explored later).
* George Hall
* Cedar Hannan
* Ann Ingerson
* Jeannine Young
2. Transportation options and costs for the above options.
* Joe Young
* Mansosoi Tagai
* Elinor Osborn
3. Consolidation possibilities for Craftsbury schools, and associated savings:
* Consolidation possibilities if 7-12 tuition out
* Consolidation possibiliites if 9-12 tuition out
* Gayle Kroeger 586-7745
4. Comparison of academic offerings at Craftsbury (current) and each possible designated/choice school.
* Anne Hanson
* Katherine Tagai
5. Comparison of extra-curricular offerings at Craftsbury (current) and each possible designated/choice school.
6. Comparison of food services at Craftsbury (current) and each possible designated/choice school.
7. Comparison of diversity (racial, gender, socio-economic, etc.) at Craftsbury and each possible designated/choice school.
RFP Category 2:
* Increasing Students' Academic Engagement
* Place-Based Experiential K-12 Charter School
* Extended Learning Options
8. Funding possibilities for alternative school models, such as
* Place-Based Experiential model
* Project-Based model [expeditionary education?]
* Extended Learning models
o Virtual High School
o University Co-ops
o Teach for America
o Tutors
o Other
+ Brian Machesney
+ Jen Schoen
+ Marie Royer
+ Leslie Rowell
+ Anne Morse
Tuesday, March 16, 2010
Minutes of March 11 Stakeholder Meeting
Participants:
Stakeholders: Laurie Courage, George Hall, Ann Ingerson, Mary Lou Issacson, Gayle Kroeger, Paula Masse, Anne Morse, Elinor Osborne, Leslie Rowell, Jen Schoen, Barb Strong, Bob Twiss, Abbey Volmer, Jeannine Young, Kent Young, Barbara Alexander, Marie Royer, June Cook(guest).
Steering Committee: Anne Volmer, Stark Biddle, Susan Houston, Harry Miller, Steve Moffatt, Tina Sweet
Facilitator: Heidi Krantz
1. Anne Volmer called the meeting to order at 6:30 pm. She introduced the panelists for the evening: Elaine Laine, Principal of Hazen Union; Betty LeRoy, former Principal at Craftsbury Academy, and Linda Aiken, Principal of the Middle School at Lakeview School.
2. All participants briefly introduced themselves.
3. Panel Presentation: (Note the following is intended as a brief overview of key points. It is not comprehensive or a verbatim transcript. Important points may have been left out or stated in a way that differs from intent.)
Elaine Laine
• Hazen Union would welcome students tuitioned in from Craftsbury and has adequate space to accommodate all comers.
• Hazen pays for busing services. (This needs to be double-checked.)
• Early transition is important and Hazen encourages transfer at the 7th grade level.
• Currently 9% of Hazen students (36) are tuitioned in from other Towns.
• Hazen is proud of its high academic performance and the rich diversity of programs that it offers. Several programs and awards were cited.
• Hazen has a student-centered culture and students take a lead in the planning of their education experience.
• Hazen focuses on “21st Century Skills” and has a “Vision 20/20 Long Range Plan."
Betty LeRoy
• Tuitioning out of students to another school is difficult and challenging. It will work for some students and not for others. It is essential to make sure there is an effective integration program in place.
• Parental participation at the Craftsbury Academy was wonderful. The tightness and community support is an important asset. The School is an important part of the community and tightly integrated with the community.
• But the Academy is small, resources are limited, and it is a real challenge to provide opportunities and a rich academic environment. Thus, creativity and imagination in curriculum design and program offerings are essential. As a former principal, the primary challenge for Craftsbury is to look at program content and student needs.
• While the Academy provides a personal touch and a deep sense of community, it may be too small to provide many of the opportunities that young people will need in the modern world. On the other hand the strength of community and parental support is an asset to be valued.
• In summary, there is real trade off between the personal touch of a small school and the academic advantages of tuitioning out to a large school. This is a difficult decision to make but in making it the needs of the students need to be given first priority.
Linda Aiken
• Comments are from the elementary school perspective.
• Parental involvement is critically important to student success.
• The idea of pursuing an alternative model is interesting and should be explored.
• With respect to tuitioning out, students may be better able to adjust than the parents.
• The high per pupil cost of running a small school is immense and constitutes a serious impediment
4. Question Period (The following points emerged. Again, this overview is not designed to represent a comprehensive description of all of the points that were made.)
• Hazen Union is comprised of Greensboro, Hardwick, and Woodbury. The possibility of a merger with Craftsbury has been discussed by Hazen Staff and the response has been positive.
• Greensboro merged with Hazen in 1968. Because of the elapsed time, lessons from this event are not accessible.
• Hazen pays for transportation costs for students in Union towns. (Note: this question needs clarification and further research.)
• Hazen average class size is roughly as follows:
Middle School: 7 to 16
Lower School: lower than above
Upper School: maximum class of 23 with some such as AP courses at 3-4.
• Hazen does not have a PTA although they do have several programs that encourage parental involvement.
• In general, the larger the school the more difficult it is to get high levels of parental involvement.
• State regulations do not in any way constrain curriculum design. Hazen has designed and offered many new courses and does not feel that the State has in any way impeded this process.
• All teachers at Hazen need to be certified. Because of honors received, Hazen is a popular employer and gets lots of teacher applications.
• In general there was a positive reaction to the idea that Craftsbury could design an alternative model that attracts students from other towns and that is rooted in Craftsbury’s unique identity and values.
• Small schools require creativity. One of the problems a small school faces is the tendency to adjust standards to the lowest common denominator.
• The central issue that Craftsbury needs to address and wrestle with is what do our children need, not what the community needs. This is an immensely complex and difficult decision.
The meeting adjourned at 8:00 pm.
Next meeting: March 25, same time, same place.
Stakeholders: Laurie Courage, George Hall, Ann Ingerson, Mary Lou Issacson, Gayle Kroeger, Paula Masse, Anne Morse, Elinor Osborne, Leslie Rowell, Jen Schoen, Barb Strong, Bob Twiss, Abbey Volmer, Jeannine Young, Kent Young, Barbara Alexander, Marie Royer, June Cook(guest).
Steering Committee: Anne Volmer, Stark Biddle, Susan Houston, Harry Miller, Steve Moffatt, Tina Sweet
Facilitator: Heidi Krantz
1. Anne Volmer called the meeting to order at 6:30 pm. She introduced the panelists for the evening: Elaine Laine, Principal of Hazen Union; Betty LeRoy, former Principal at Craftsbury Academy, and Linda Aiken, Principal of the Middle School at Lakeview School.
2. All participants briefly introduced themselves.
3. Panel Presentation: (Note the following is intended as a brief overview of key points. It is not comprehensive or a verbatim transcript. Important points may have been left out or stated in a way that differs from intent.)
Elaine Laine
• Hazen Union would welcome students tuitioned in from Craftsbury and has adequate space to accommodate all comers.
• Hazen pays for busing services. (This needs to be double-checked.)
• Early transition is important and Hazen encourages transfer at the 7th grade level.
• Currently 9% of Hazen students (36) are tuitioned in from other Towns.
• Hazen is proud of its high academic performance and the rich diversity of programs that it offers. Several programs and awards were cited.
• Hazen has a student-centered culture and students take a lead in the planning of their education experience.
• Hazen focuses on “21st Century Skills” and has a “Vision 20/20 Long Range Plan."
Betty LeRoy
• Tuitioning out of students to another school is difficult and challenging. It will work for some students and not for others. It is essential to make sure there is an effective integration program in place.
• Parental participation at the Craftsbury Academy was wonderful. The tightness and community support is an important asset. The School is an important part of the community and tightly integrated with the community.
• But the Academy is small, resources are limited, and it is a real challenge to provide opportunities and a rich academic environment. Thus, creativity and imagination in curriculum design and program offerings are essential. As a former principal, the primary challenge for Craftsbury is to look at program content and student needs.
• While the Academy provides a personal touch and a deep sense of community, it may be too small to provide many of the opportunities that young people will need in the modern world. On the other hand the strength of community and parental support is an asset to be valued.
• In summary, there is real trade off between the personal touch of a small school and the academic advantages of tuitioning out to a large school. This is a difficult decision to make but in making it the needs of the students need to be given first priority.
Linda Aiken
• Comments are from the elementary school perspective.
• Parental involvement is critically important to student success.
• The idea of pursuing an alternative model is interesting and should be explored.
• With respect to tuitioning out, students may be better able to adjust than the parents.
• The high per pupil cost of running a small school is immense and constitutes a serious impediment
4. Question Period (The following points emerged. Again, this overview is not designed to represent a comprehensive description of all of the points that were made.)
• Hazen Union is comprised of Greensboro, Hardwick, and Woodbury. The possibility of a merger with Craftsbury has been discussed by Hazen Staff and the response has been positive.
• Greensboro merged with Hazen in 1968. Because of the elapsed time, lessons from this event are not accessible.
• Hazen pays for transportation costs for students in Union towns. (Note: this question needs clarification and further research.)
• Hazen average class size is roughly as follows:
Middle School: 7 to 16
Lower School: lower than above
Upper School: maximum class of 23 with some such as AP courses at 3-4.
• Hazen does not have a PTA although they do have several programs that encourage parental involvement.
• In general, the larger the school the more difficult it is to get high levels of parental involvement.
• State regulations do not in any way constrain curriculum design. Hazen has designed and offered many new courses and does not feel that the State has in any way impeded this process.
• All teachers at Hazen need to be certified. Because of honors received, Hazen is a popular employer and gets lots of teacher applications.
• In general there was a positive reaction to the idea that Craftsbury could design an alternative model that attracts students from other towns and that is rooted in Craftsbury’s unique identity and values.
• Small schools require creativity. One of the problems a small school faces is the tendency to adjust standards to the lowest common denominator.
• The central issue that Craftsbury needs to address and wrestle with is what do our children need, not what the community needs. This is an immensely complex and difficult decision.
The meeting adjourned at 8:00 pm.
Next meeting: March 25, same time, same place.
Wednesday, March 3, 2010
Questions for Panelists
Potential Panelist Questions – Generated by CSCC Stakeholders
*Transcriber's disclaimer: A few sticky notes fell off in transport! They have been recorded under “Questions for any/all panelists.” Please contact Annie (aevolmer@yahoo.com) if any of these are YOUR questions, and you would like them moved!
Walden Principal Martha Dubuque
● What are the pros and cons of tuitioning vs. joining a union?
● What has the social impact been of tuitioning out?
● What have been the pros and cons of busing tuition students?
● Is the community concerned about lack of input into schools students attend?
● What's it like for high school families to transport students to other schools?
● Would quality of education improve if 8-12 or 9-12 were tuitioned out?
● Have successful outcomes been demonstrated in towns that tuition high school out?
● Would Craftsbury and surrounding communities support a charter school?
● What has worked and not worked with regard to tuitioning high school students?
● If middle and high school are tuitioned out, does the overall quality of education diminish for the elementary children?
Wolcott Principal Merri Greenia
● What are the busing procedures to the receiving school(s)?
● What has the social impact been of tuitioning out?
● What have been the pros and cons of busing tuition students?
● Is the community concerned about lack of input into schools students attend?
● What's it like for high school families to transport students to other schools?
● What would be the busing procedures from Craftsbury Academy to a receiving school? Late buses? Other issues?
● Have successful outcomes been demonstrated in towns that tuition high school out?
● Would Crafsbury and surrounding communities support a charter school?
● What has worked and not worked with regard to tuitioning high school students?
● If middle and high school are tuitioned out, does the overall quality of education diminish for the elementary children?
Lakeview Greensboro Principal Linda Aiken
● What has the social impact been of tuitioning out?
● What have been the pros and cons of busing tuition students?
● Is the community concerned about lack of input into schools students attend?
● How do you deal with transportation for students – all to Hazen?
● Have successful outcomes been demonstrated in towns that tuition high school out?
● Would Crafsbury and surrounding communities support a charter school?
● What has worked and not worked with regard to tuitioning high school students?
Education Expert and Craftsbury AP Instructor Noel Ford
● Would the quality of education improve if we tuition out our students?
● How does tuitioning out upper grades effect elementary education? Is elementary education diminished?
● What models and organizations exist for providing extended learning options to a small school?
● Is there comparative research that measures the impact of tuitioning out?
● Information on “virtual high school?”
● How do “advanced” students from a small school survive in an environment where being smart may not be cool?
● Would Crafsbury and surrounding communities support a charter school?
Former Craftsbury Principal Betty LeRoy
● What is the cost/benefit of joining a union school vs. tuitioning? Cost/benefit of not joining?
● Is there comparative research that measures the impact of tuitioning out?
● What nearby schools would be available [to absorb Craftsbury students]?
● Would place-based, experiential curriculum attract students from other towns? From Craftsbury?
● What are the implications for the physical plant if Craftsbury were to create a charter school?
● Would Crafsbury and surrounding communities support a charter school?
?? Hazen Principal Dr. Elaine Laine
● If we tuition out high school, would quality of education improve?
● Is there space for Crafsbury Academy High School students?
● What is it like for students from a smaller school adjusting to a larger school?
● How can we be sure that students from a small, outlying town are treated equitably with regard to access to special programs and opportunities?
● How many team sports are available in a tuitioning high school scenario, and would Craftsbury students be able to participate?
St. Johnsbury Academy
● If we tuition out high school, would quality of education improve?
● What is it like for students from smaller schools to adjust to St. J.?
● How are private schools effected by state and federal funding and regulations?
● Are there studies that assess parent-student engagement in relation to commuting distance? How far is too far?
● What would a boarding school model look like?
● If more extra-curricular activities are offered under a tuitioned out scenario, do participation rates increase?
● Would access to extra-curricular activities increase if students were tuitioned out?
● How can we be sure that students from a small, outlying town are treated equitably with regard to access to special programs and opportunities?
Woodland School, NH
● How are private schools effected by state and federal funding and regulations?
● What is needed to start a private school?
● Are you attracting students from outside your town? Why or why not?
White Mountain School, NH
● How are private schools effected by state and federal funding and regulations?
● Are you attracting students from outside your town? Why or why not?
● What models and organizations exist to provide techniques and curricula to a charter/private school?
● Would access to extra-curricular activities increase if students were tuitioned out?
Albany School
● What is the social impact of tuitioning out 8-12? 9-12?
● Has not having a high school effected your town?
● How do Albany students adjust to attending a larger high school?
● How did you decide to designate Lake Region Union High School?
● Would Craftsbury and surrounding communities support a charter school?
● What are the comparative costs and benefits of joining a union school vs. tuitioning?
● If we tuition out high school, how will increased diversity impact our students' social and academic lives?
Brownington
● Why did you decide to tuition out?
● What prompted Brownington to bring its junior high back to Brownington?
● What is the social impact on a smaller town of tuitioning out 8-12 or 9-12?
● If we tuition out high school, how will increased diversity impact our students' social and academic lives?
● What would be the economic impact on the town as a result of tuitioning out (employment, local business)?
● What would be the economic impact on the town as a result of conversion to a private, charter, or magnate school (employment, local business)?
Hancock
● Describe the experience of forming and “maintaining” a union.
● What is the community like without a school?
● What has been the social impact on the town of closing the school?
● What was the impact on students of closing the school?
Questions for Additional Potential Panelists -- Generated by CSCC Stakeholders
Troy School
● What is the social impact of tuitioning schools?
● Has not having a high school effected your town?
● How do Albany students adjust to attending a larger high school?
Newport Center School
● What is the social impact of tuitioning schools?
● Has not having a high school effected your town?
● How do Albany students adjust to attending a larger high school?
Lamoille Union Middle and High School
● Is there space for Crafsbury Academy High School students?
● What is it like for students from a smaller school adjusting to a larger school?
Stowe
● Explain your “virtual educational delivery.”
Peoples' Academy
● How can we be sure that students from a small, outlying town are treated equitably with regard to access to special programs and opportunities?
● How many team sports are available in a tuitioning high school scenario, and would Craftsbury students be able to participate?
Questions for Any/All Panelists
● Are there studies that assess parent-student engagement in relation to commuting distance? How far is too far?
● If we tuition out high school, would quality of education improve?
● What are the pros and cons of tuitioning vs. joining a union?
● For towns who tuition out: Is the community concerned about lack of input into schools students attend?
● For towns who tuition out: how do you handle transportation issues?
● What is the cost/benefit of tuitioning out, and the cost/benefit of staying in Craftsbury?
● For all private schools: How are private schools effected by state and federal funding and regulations?
● How would tuitioning with school choice effect the population of our town?
● How would tuitioning with a designated school effect the population of our town?
● What local schools could absorb the population of Craftsbury Academy?
● What is the cost benefit of sending students to another school vs. the cost benefit of staying in Craftsbury?
● What would be the financial impact associated with each of the above approaches (tax rates, school costs, savings from consolidation and staff reduction, reduced supplies, etc.)?
● How will the cost structure change (increase/decrease) if we tuition students in the future?
● What are the implications for state, federal, private and charitable foundation funding for each of the different models and approaches under consideration?
Questions for State Officials
● For the Commissioner of Ed. and Legislators: What would it take to make charter schools happen in VT?
● For the commissioner of Ed.: Is there comparative research that measures the impact of tuitioning out?
Questions for OSSU Officials
● How many students now and in the future would be tuitioning out if 8-12? 9-12?
*Transcriber's disclaimer: A few sticky notes fell off in transport! They have been recorded under “Questions for any/all panelists.” Please contact Annie (aevolmer@yahoo.com) if any of these are YOUR questions, and you would like them moved!
Walden Principal Martha Dubuque
● What are the pros and cons of tuitioning vs. joining a union?
● What has the social impact been of tuitioning out?
● What have been the pros and cons of busing tuition students?
● Is the community concerned about lack of input into schools students attend?
● What's it like for high school families to transport students to other schools?
● Would quality of education improve if 8-12 or 9-12 were tuitioned out?
● Have successful outcomes been demonstrated in towns that tuition high school out?
● Would Craftsbury and surrounding communities support a charter school?
● What has worked and not worked with regard to tuitioning high school students?
● If middle and high school are tuitioned out, does the overall quality of education diminish for the elementary children?
Wolcott Principal Merri Greenia
● What are the busing procedures to the receiving school(s)?
● What has the social impact been of tuitioning out?
● What have been the pros and cons of busing tuition students?
● Is the community concerned about lack of input into schools students attend?
● What's it like for high school families to transport students to other schools?
● What would be the busing procedures from Craftsbury Academy to a receiving school? Late buses? Other issues?
● Have successful outcomes been demonstrated in towns that tuition high school out?
● Would Crafsbury and surrounding communities support a charter school?
● What has worked and not worked with regard to tuitioning high school students?
● If middle and high school are tuitioned out, does the overall quality of education diminish for the elementary children?
Lakeview Greensboro Principal Linda Aiken
● What has the social impact been of tuitioning out?
● What have been the pros and cons of busing tuition students?
● Is the community concerned about lack of input into schools students attend?
● How do you deal with transportation for students – all to Hazen?
● Have successful outcomes been demonstrated in towns that tuition high school out?
● Would Crafsbury and surrounding communities support a charter school?
● What has worked and not worked with regard to tuitioning high school students?
Education Expert and Craftsbury AP Instructor Noel Ford
● Would the quality of education improve if we tuition out our students?
● How does tuitioning out upper grades effect elementary education? Is elementary education diminished?
● What models and organizations exist for providing extended learning options to a small school?
● Is there comparative research that measures the impact of tuitioning out?
● Information on “virtual high school?”
● How do “advanced” students from a small school survive in an environment where being smart may not be cool?
● Would Crafsbury and surrounding communities support a charter school?
Former Craftsbury Principal Betty LeRoy
● What is the cost/benefit of joining a union school vs. tuitioning? Cost/benefit of not joining?
● Is there comparative research that measures the impact of tuitioning out?
● What nearby schools would be available [to absorb Craftsbury students]?
● Would place-based, experiential curriculum attract students from other towns? From Craftsbury?
● What are the implications for the physical plant if Craftsbury were to create a charter school?
● Would Crafsbury and surrounding communities support a charter school?
?? Hazen Principal Dr. Elaine Laine
● If we tuition out high school, would quality of education improve?
● Is there space for Crafsbury Academy High School students?
● What is it like for students from a smaller school adjusting to a larger school?
● How can we be sure that students from a small, outlying town are treated equitably with regard to access to special programs and opportunities?
● How many team sports are available in a tuitioning high school scenario, and would Craftsbury students be able to participate?
St. Johnsbury Academy
● If we tuition out high school, would quality of education improve?
● What is it like for students from smaller schools to adjust to St. J.?
● How are private schools effected by state and federal funding and regulations?
● Are there studies that assess parent-student engagement in relation to commuting distance? How far is too far?
● What would a boarding school model look like?
● If more extra-curricular activities are offered under a tuitioned out scenario, do participation rates increase?
● Would access to extra-curricular activities increase if students were tuitioned out?
● How can we be sure that students from a small, outlying town are treated equitably with regard to access to special programs and opportunities?
Woodland School, NH
● How are private schools effected by state and federal funding and regulations?
● What is needed to start a private school?
● Are you attracting students from outside your town? Why or why not?
White Mountain School, NH
● How are private schools effected by state and federal funding and regulations?
● Are you attracting students from outside your town? Why or why not?
● What models and organizations exist to provide techniques and curricula to a charter/private school?
● Would access to extra-curricular activities increase if students were tuitioned out?
Albany School
● What is the social impact of tuitioning out 8-12? 9-12?
● Has not having a high school effected your town?
● How do Albany students adjust to attending a larger high school?
● How did you decide to designate Lake Region Union High School?
● Would Craftsbury and surrounding communities support a charter school?
● What are the comparative costs and benefits of joining a union school vs. tuitioning?
● If we tuition out high school, how will increased diversity impact our students' social and academic lives?
Brownington
● Why did you decide to tuition out?
● What prompted Brownington to bring its junior high back to Brownington?
● What is the social impact on a smaller town of tuitioning out 8-12 or 9-12?
● If we tuition out high school, how will increased diversity impact our students' social and academic lives?
● What would be the economic impact on the town as a result of tuitioning out (employment, local business)?
● What would be the economic impact on the town as a result of conversion to a private, charter, or magnate school (employment, local business)?
Hancock
● Describe the experience of forming and “maintaining” a union.
● What is the community like without a school?
● What has been the social impact on the town of closing the school?
● What was the impact on students of closing the school?
Questions for Additional Potential Panelists -- Generated by CSCC Stakeholders
Troy School
● What is the social impact of tuitioning schools?
● Has not having a high school effected your town?
● How do Albany students adjust to attending a larger high school?
Newport Center School
● What is the social impact of tuitioning schools?
● Has not having a high school effected your town?
● How do Albany students adjust to attending a larger high school?
Lamoille Union Middle and High School
● Is there space for Crafsbury Academy High School students?
● What is it like for students from a smaller school adjusting to a larger school?
Stowe
● Explain your “virtual educational delivery.”
Peoples' Academy
● How can we be sure that students from a small, outlying town are treated equitably with regard to access to special programs and opportunities?
● How many team sports are available in a tuitioning high school scenario, and would Craftsbury students be able to participate?
Questions for Any/All Panelists
● Are there studies that assess parent-student engagement in relation to commuting distance? How far is too far?
● If we tuition out high school, would quality of education improve?
● What are the pros and cons of tuitioning vs. joining a union?
● For towns who tuition out: Is the community concerned about lack of input into schools students attend?
● For towns who tuition out: how do you handle transportation issues?
● What is the cost/benefit of tuitioning out, and the cost/benefit of staying in Craftsbury?
● For all private schools: How are private schools effected by state and federal funding and regulations?
● How would tuitioning with school choice effect the population of our town?
● How would tuitioning with a designated school effect the population of our town?
● What local schools could absorb the population of Craftsbury Academy?
● What is the cost benefit of sending students to another school vs. the cost benefit of staying in Craftsbury?
● What would be the financial impact associated with each of the above approaches (tax rates, school costs, savings from consolidation and staff reduction, reduced supplies, etc.)?
● How will the cost structure change (increase/decrease) if we tuition students in the future?
● What are the implications for state, federal, private and charitable foundation funding for each of the different models and approaches under consideration?
Questions for State Officials
● For the Commissioner of Ed. and Legislators: What would it take to make charter schools happen in VT?
● For the commissioner of Ed.: Is there comparative research that measures the impact of tuitioning out?
Questions for OSSU Officials
● How many students now and in the future would be tuitioning out if 8-12? 9-12?
Monday, March 1, 2010
February 18th Stakeholder Meeting Minutes
Craftsbury Schools Community Collaboration
Stakeholder Meeting
February 18, 2010
6:40 p.m. at the Craftsbury Town Hall
Attendees: Elinor Osborn, Katie Tagi, Edward Tagi, Gayle Kroger, Brian Machesney, Anne Morse, Leslie Rowell, Jen Schoen, Bob Twiss, Abbey Volmer, Jeannine Young, Joe Young, George Hall, Ann Hanson, Cedar Hannan and Ann Ingerson.
Steering Committee: Harry Miller, Annie Volmer, Susan Houston, Tina Sweet and Stark Biddle.
Facilitator: Annie Volmer
The meeting was called to order by Annie Volmer, chair of the Steering Committee at approximately 6:40 pm. Annie asked if any Stakeholder had any objection to her facilitating the meeting as our usual facilitator, Heidi Krantz, was unable to attend the meeting. There was no objection. The minutes of the January 21st and February 4th meetings were approved. Stark typed up the questions from all of the RFPs and a hand out of these questions was given to all Stakeholders. Annie asked if there were any errors in the question listing. No one had any problems with the question listing.
Harry talked about Town meeting. He asked if anyone had any changes to the final draft of the Stakeholder’s progress report that was to be circulated and read at Town Meeting. Nobody had any changes and Ann Morse agreed to read the report after the school portion of Town Meeting under the category of Other Business. It was also decided to make copies of the report and put it in every seat at Town Meeting. Stakeholders decided it would be a good idea to have an information booth and Stakeholders signed up for time slots to run the booth. The Stakeholders had no objection to standing to be recognized at Town Meeting. Some of the Stakeholders had concerns that some Stakeholders have not attended meetings in a while. They thought it was very important for them to attend especially with panelists coming to answer questions. The original list of Stakeholders was put on a table for current Stakeholders to get phone numbers to encourage more attendance.
Everyone was asked to break up into their original groups and take the list of approved questions that was typed up from the RFPs and assign the questions to certain individual panelists or multiple panelists. This exercise was done in an effort to make question lists for the panelists. Panelists wanted the lists in order to be able to send the person most qualified to discuss the questions. The Steering Committee will meet and send out the question lists to the panelists. March 11th will be the first panel discussion. The second panel will be March 25th. We are hoping to have a variety of types of schools attend as well as some educational leaders. In April we hope to be able to have a panel discussion with the Commissioner of Education and some of our representatives. Duncan Kilmartin and Senator Starr were some of the recommendations from the Stakeholders.
Research groups were established based on additional questions generated by the RFP drafts. These questions and the resulting groups are listed in the following blog entry.
Stakeholder Meeting
February 18, 2010
6:40 p.m. at the Craftsbury Town Hall
Attendees: Elinor Osborn, Katie Tagi, Edward Tagi, Gayle Kroger, Brian Machesney, Anne Morse, Leslie Rowell, Jen Schoen, Bob Twiss, Abbey Volmer, Jeannine Young, Joe Young, George Hall, Ann Hanson, Cedar Hannan and Ann Ingerson.
Steering Committee: Harry Miller, Annie Volmer, Susan Houston, Tina Sweet and Stark Biddle.
Facilitator: Annie Volmer
The meeting was called to order by Annie Volmer, chair of the Steering Committee at approximately 6:40 pm. Annie asked if any Stakeholder had any objection to her facilitating the meeting as our usual facilitator, Heidi Krantz, was unable to attend the meeting. There was no objection. The minutes of the January 21st and February 4th meetings were approved. Stark typed up the questions from all of the RFPs and a hand out of these questions was given to all Stakeholders. Annie asked if there were any errors in the question listing. No one had any problems with the question listing.
Harry talked about Town meeting. He asked if anyone had any changes to the final draft of the Stakeholder’s progress report that was to be circulated and read at Town Meeting. Nobody had any changes and Ann Morse agreed to read the report after the school portion of Town Meeting under the category of Other Business. It was also decided to make copies of the report and put it in every seat at Town Meeting. Stakeholders decided it would be a good idea to have an information booth and Stakeholders signed up for time slots to run the booth. The Stakeholders had no objection to standing to be recognized at Town Meeting. Some of the Stakeholders had concerns that some Stakeholders have not attended meetings in a while. They thought it was very important for them to attend especially with panelists coming to answer questions. The original list of Stakeholders was put on a table for current Stakeholders to get phone numbers to encourage more attendance.
Everyone was asked to break up into their original groups and take the list of approved questions that was typed up from the RFPs and assign the questions to certain individual panelists or multiple panelists. This exercise was done in an effort to make question lists for the panelists. Panelists wanted the lists in order to be able to send the person most qualified to discuss the questions. The Steering Committee will meet and send out the question lists to the panelists. March 11th will be the first panel discussion. The second panel will be March 25th. We are hoping to have a variety of types of schools attend as well as some educational leaders. In April we hope to be able to have a panel discussion with the Commissioner of Education and some of our representatives. Duncan Kilmartin and Senator Starr were some of the recommendations from the Stakeholders.
Research groups were established based on additional questions generated by the RFP drafts. These questions and the resulting groups are listed in the following blog entry.
Research Groups
2/18/10
Stakeholder Research Groups Derived from RFP's
RFP Category 1: To Go or Not to Go
Explore Supervisory Union Possibilities
Tuition Out Grades 7-12
COMPARISONS
Compare the following options:
● Tuition out 7-12 to a designated school
● Tuition out 9-12 to a designated school
● Tuition out 7-12 school choice
● Tuition out 9-12 school choice
● Educate k-12 here
1. Tuition comparison of the above options
● Tuition costs to each possible designated school
● Projected tuition costs over 20 years for designated school
● Tuition cost for school choice (assumes all students choose most expensive school? How do other towns budget?)
● Projected tuition costs over 20 years for school choice.
● Cost to educate a student here, not including transportation
● Projected cost to educate a student here, assuming status quo, over 20 years.
Does per pupil cost include overhead such as heat?
If yes to above, then
■ Projected cost to educate a student here, assuming renovations as per bond approval.
● (Projected cost to educate a student here under alternative models may be explored later).
George Hall
Cedar Hannan
Ann Ingerson
Jeannine Young
2. Transportation options and costs for the above options.
● Joe Young
● Mansosoi Tagai
● Elinor Osborn
3. Consolidation possibilities for Craftsbury schools, and associated savings:
● Consolidation possibilities if 7-12 tuition out
● Consolidation possibiliites if 9-12 tuition out
Gayle Kroeger 586-7745
4. Comparison of academic offerings at Craftsbury (current) and each possible designated/choice school.
● Anne Hanson
● Katherine Tagai
5. Comparison of extra-curricular offerings at Craftsbury (current) and each possible designated/choice school.
6. Comparison of food services at Craftsbury (current) and each possible designated/choice school.
7. Comparison of diversity (racial, gender, socio-economic, etc.) at Craftsbury and each possible designated/choice school.
RFP Category 2: Increasing Students' Academic Engagement
Place-Based Experiential K-12 Charter School
Extended Learning Options
8. Funding possibilities for alternative school models, such as
● Place-Based Experiential model
● Project-Based model [expeditionary education?]
● Extended Learning models
Virtual High School
University Co-ops
Teach for America
Tutors
Other
■ Brian Machesney
■ Jen Schoen
■ Marie Royer
■ Leslie Rowell
■ Anne Morse
Stakeholder Research Groups Derived from RFP's
RFP Category 1: To Go or Not to Go
Explore Supervisory Union Possibilities
Tuition Out Grades 7-12
COMPARISONS
Compare the following options:
● Tuition out 7-12 to a designated school
● Tuition out 9-12 to a designated school
● Tuition out 7-12 school choice
● Tuition out 9-12 school choice
● Educate k-12 here
1. Tuition comparison of the above options
● Tuition costs to each possible designated school
● Projected tuition costs over 20 years for designated school
● Tuition cost for school choice (assumes all students choose most expensive school? How do other towns budget?)
● Projected tuition costs over 20 years for school choice.
● Cost to educate a student here, not including transportation
● Projected cost to educate a student here, assuming status quo, over 20 years.
Does per pupil cost include overhead such as heat?
If yes to above, then
■ Projected cost to educate a student here, assuming renovations as per bond approval.
● (Projected cost to educate a student here under alternative models may be explored later).
George Hall
Cedar Hannan
Ann Ingerson
Jeannine Young
2. Transportation options and costs for the above options.
● Joe Young
● Mansosoi Tagai
● Elinor Osborn
3. Consolidation possibilities for Craftsbury schools, and associated savings:
● Consolidation possibilities if 7-12 tuition out
● Consolidation possibiliites if 9-12 tuition out
Gayle Kroeger 586-7745
4. Comparison of academic offerings at Craftsbury (current) and each possible designated/choice school.
● Anne Hanson
● Katherine Tagai
5. Comparison of extra-curricular offerings at Craftsbury (current) and each possible designated/choice school.
6. Comparison of food services at Craftsbury (current) and each possible designated/choice school.
7. Comparison of diversity (racial, gender, socio-economic, etc.) at Craftsbury and each possible designated/choice school.
RFP Category 2: Increasing Students' Academic Engagement
Place-Based Experiential K-12 Charter School
Extended Learning Options
8. Funding possibilities for alternative school models, such as
● Place-Based Experiential model
● Project-Based model [expeditionary education?]
● Extended Learning models
Virtual High School
University Co-ops
Teach for America
Tutors
Other
■ Brian Machesney
■ Jen Schoen
■ Marie Royer
■ Leslie Rowell
■ Anne Morse
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