Excerpts from the CSCC Phase I Report of July, 2010
Prepared for November 4, 2010 Stakeholder Meeting by Anne Morse
Mission/Vision
Stakeholders brainstormed the following elements of a new Craftsbury mission/vision:
1) Accountability for teachers, students, parents, and community (four legs)
2) Students challenged and expected to learn in a positive environment
3) Students expected to learn how to learn
4) Atmosphere of integrity and inspiration across the school creates citizens for the future
5) School grounded in our community, uses community as classroom and place-based education
6) For every privilege there is a responsibility
7) Financially sound school with enough students to sustain a healthy environment
8) Student honest feedbackconfidence can come from real achievement/mastery
These brainstormed elements inspired the following statement.
“The CSCC envisions a school where students will be challenged to become citizens of the future in an atmosphere of integrity, inspiration, and accountability, supported by teachers, parents, and community members.”
Indicators
How will we know when changes are successful? Any one of the three models described below would be considered successful if it resulted in the following:
1) Students engaged and happy to go to school
2) Reduced costs, saved money
3) Attracted students from away
4) Involved community
5) Success of students in—and admission to—post secondary schools
6) Periodic comprehensive evaluation
7) Positive school climate
8) Success in jobs
9) Teaching for learning, not teaching to the test (as long as there are objective measures)
10) Using Grade Expectations for Vermont’s Framework of Standards and Learning Opportunities as curriculum guidelines
11) Students valuing the community
12) Staff stability (retain good teachers)
13) High quality staff
14) Opportunities to engage in sports programs
15) Talented, inspiring, knowledgeable teachers
16) Positive learning environment (kids want to learn)
17) Motivated teachers and students
What it will take to move ahead
We believe that all of us, including school staff, the School Board and leaders in the community must be vigorously proactive in charting our future. The pressures for change are immense and the imposition of external models and solutions are inevitable unless we take the initiative to create our own future. Indeed, change is inevitable and the community of Craftsbury must take responsibility for managing that process. In planning for the future it is critically important to develop long-range financial scenarios that can test the financial viability of alternative models. Year to year budget forecasting is not reliable enough and may lead to decisions that are not financially viable.
Recommendations
Stakeholders anticipate a second phase of the CSCC process will entail rigorous research related to one or more of the alternative models identified:
1) Keep K – 6 or K- 8 in Craftsbury and tuition out students to nearby schools. The resulting K – 6 or K – 8 school would be characterized by a mission-focused, interdisciplinary curriculum; small classes taught by motivated, knowledgeable teachers; and renewed emphasis on thematics.
2) Keep K – 12 in Craftsbury. Design and establish a mission-driven public school that would attract students from other communities.
a) With gradual improvements: Mission driven, creative curriculum; attract motivated, talented, knowledgeable, licensed teachers; continue and expand use of local resources, such as collaborations with Sterling and the Outdoor Center.
b) With thematic emphasis: Mission driven; creative curriculum (focused on something like sustainability); attract motivated, talented, knowledgeable teachers; local collaborations with Sterling, Outdoor Center, and other resources.
3) Independent, whether K – 6, K – 8, or K - 12: Mission driven; creative curriculum (focused on something like sustainability); attract motivated, talented, knowledgeable teachers (not necessarily licensed); town academy model; local collaborations possible with Sterling College, the Outdoor Center, and other resources.
Specific Research Needs
Specific research needs to include some or all of the following:
1) Determine definitive costs of our schools compared to other small schools, solidify those numbers.
2) Obtain accurate estimates of expected enrollment.
3) Check past projections that school has predicted, say 20 years back or more, and see if predictions materialized.
4) Determine whether it is possible to have an interim situation while issues such as enrollment are addressed.
5) Since attracting students is critical, would it be possible to develop a cooperative agreement within the supervisory union so that any student from other towns who want to attend Craftsbury schools would be free to do so?
6) Consider whether the “Hardwick effect” exists: can we anticipate increased local numbers despite state and nationwide student downturns.
7) Carefully weigh pros and cons of district consolidation, including any possible alternatives
8) Talk with new superintendent to determine what her vision is and if a new Craftsbury vision would be accepted.
9) Determine the full capacity of Craftsbury schools.
10) Use the newly developed spreadsheets to compare 7-12 vs. 9-12 costs. See Appendix C for examples.
Next Steps
The next phase of the collaborative process is follow-through. It is important that recommendations be carefully considered by the School Board and that an open dialog with Stakeholders follows. It is understood that the School Board will ultimately decide to accept, reject, or modify some or all recommendations. CSCC participants can provide explanation and insight to aid in these decisions.
• July 2010: Present recommendations to the School Board at a joint meeting.
• Fall 2010 (hopefully): Response from School Board.
• Next steps should include:
o CSCC Phase II works to modify/refine some or all recommendations.
o Formation of a School Board appointed collaborative task force (Stakeholders and experts) to further research some or all recommendations.
o Formalize a committee of Stakeholders and School Board members to modify/refine/research some or all recommendations.
