School Board to Concentrate on Two Reconfiguration Plans

The Board of Education has asked the school administration to focus its efforts on two plans of potential reconfiguration for the elementary schools.

Both the board and Superintendent of Schools Mary Conway are imploring residents to acknowledge that it is all very preliminary, but the board has asked Conway to deliver the most complete data analysis possible on things like cost, time, effect and transportation in relation to the two options at its April 30 meeting.

They were options B and C under the four primary options outlined in a presentation by Conway on Monday. She was quick to point out that any reconfiguration does not necessarily take care of any school reform initiatives undertaken by the local system or mandated by the state.

The local system has been vaguely identified as a "bottom 30" district by state officials, even though Vernon is at the top of the category and will have some autonomy as to what exactly is implemented.

"School reconfiguration does not reform schools," Conway said. "What goes on in the classroom makes the difference."

Therefore, Conway said, any plan will benefit learning before anything else. 

Option C is the one Conway favors over the others. It would include:

• Three pre-k through grade 2 schools housing 1,015 students - Lake Street, Skinner Road and Northeast schools.

• Two schools - Center Road and Maple Street - for grades 3, 4 and 5, a total of 766 students.

Option B includes:

• A single pre-K and kindergarten school with 449 students - Maple Street.

• Three schools for grades 1 through 3 - 818 students - at Lake Street, Skinner Road and Northeast schools.

• One grade 4 and 5 school - Center Road.

Conway outlined an extensive list of pros and cons regarding reconfiguration.

Advantages, she said, include:

• An increased staff collaboration by grade level.

• Increased consistency of delivery of curriculum across classrooms.

• Teacher-Coaches could be located in schools targeting pre-K through 2 under option C.

• And increased diversity. School officials have been warned that Maple Street currently has an imbalance.
 
• Reduction in cost of mid-day kindergarten transportation.

• A provision of common grade level meeting time.

• A focus on early childhood education.

• Potential decrease in number of classroom teachers needed that could be used as coaches.

• More options for extended-day kindergarten and full-day kindergarten as well as additional slots for pre-K. Conway said the pre-K waiting list is currently 90 students.

• Expand instrumental music to Grade 4 (Option B, C).

• Reduction in racial and class isolation in town, again pointing to Maple Street.

Conway said disadvantages include:

• Students will have a minimum of three school transitions.

• The Community School at Maple Street School may be impacted.

• If Center Road School is at capacity, additional administrative support might be needed.

• Possible decreased family involvement.

• Fewer long-term PTO members.

• Loss of neighborhood school concept.

When the final three disadvantages were outlined, the parents who packed the school board's meeting room began side conversations that made it blatantly clear that they did not want to give up their neighborhood schools.

School board member William "Wil" Nicholson sternly pointed out that many residents chose their neighborhoods based on the school their children would attend. 

One Maple Street parent said she would be happy with the school just the way it is if stronger academics were developed.

School board member Laura Bush maintained that as many early childhood spots as possible should be made available.

With those sorts of comments in mind, and Conway's assertion that "something needs to be done," school board member Terri Goldich asked Conway if the "transformation" reform plan, the one suggested by the state that Conway would like to tweak and implement, were to be utilized, could the improved classroom performance wipe out any need for reconfiguration?

She asked Conway how confident she was in it.

Conway said she was "very" confident.

Here is a summary of the transformation plan:

• Replace the principal at an underperforming school.

• Rigorous, transparent and equitable evaluation systems for teachers and principals that take into account data on student growth.

• Provide ongoing, high quality, job-embedded professional development.

• Instructional program that is research-based and vertically aligned.

• Increase learning time.

• Provide for family and community engagement.

For increased learning time, Conway said programs like flex scheduling of teachers and Saturday sessions would work.

Conway said results could be measured in three years. She said a reconfiguration plan could be implemented in September or officials could stretch it out over 12 to 18 months.

The immediate cost would be, according to Conway:

• Five early release days at end of the school year so that teachers can pack - a loss of instructional time.

• Libraries would close two weeks early to identify and pack books for other schools - a loss of library time.

• Truck rentals to move classroom furniture would cost an estimated $5,000.

• Additional summer custodial help to clean schools while others are involved in the move would cost an estimated $9,000.

A new contract is currently being negotiated after a lively bidding process, so transportation costs were incomplete.

It was the consensus of the principals that they would do whatever it takes to improve student performance.