We created this OPEN FORUM for ALL community members. Please feel free to voice your honest opinions, what ever they may be. All voices are respected and welcome! You can be anonymous or sign your name, it does not matter, as long as you are participating for the betterment of all the kids in the Amherst Elementary Schools.
Many parents have expressed opposition and agreement about proposed plans set forth by both the Interim Superintendents and the School Committee. We encourage all parents to attend the February 10th School Committee meeting 7:00 p.m. in the High School Library to learn more. We also encourage all parents to review January 13th's School Committee Meeting on ACTV website.
You can also voice your opinions by emailing the town representatives listed in this link:
Kathleen Anderson andersonk@arps.org
Elaine Brighty Vice Chair brightye@arps.org
Andy Churchill Chair churchilla@arps.org
Sonia Correa Pope Secretary popes@arps.org
Catherine Sanderson sandersonc@arps.org
And the Interim Superintendents.
SUPERINTENDENT SEARCH
Superintendent Candidates visit our district's schools and are having public forums. See dates and time click here. Click our Calendar for a list of all events.
Search the Community Choices Committee Web site for information on proposed budget cuts and the District Budgets.
PRESS
Amherst Bulletin February 6th: Don't erase history keep Mark's Meadow open, For the good of the children
The Gazette February 2nd: Lesson Plan: Keeping our schools small is worth a LARGE effort.
Amherst Bulletin January 30th: Let's get community input and School Board blogger spurs heated debate.
The Gazette January 26th:School Committee member's blog furthers heated debate about potential school closure
The Gazette January 24th: Amherst Schools Budget Wittled
The Boston Globe: Deval Patrick: Sparing Schools in Budget cuts.
Amherst Bulletin: January 23 see at very bottom.
Amherst Bulletin: January 16th and more on the 16th and one more from Mary Carey
OTHER BLOG DISCUSSIONS
http://myschoolcommitteeblog.blogspot.com/
http://clarebertrand.blogspot.com/
You can also post you comments on our blog by clicking below.
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76 comments:
An opinion sent to the Amherst Bulletin that did not make the January 23rd edition. Please let us know what you think.
Opinion:
The fiscal crisis has created an immediate and serious problem for Amherst Elementary Schools, which face a projected deficit of up to $1.4 million for the coming year.
Several plans have been floated to achieve cost savings, among them, closing Mark's Meadow Elementary School. However, on January 13, the Interim
Superintendents reported to the School Committee their belief that even under the current situation, maintaining our four-school system is "far preferable to the disruption that would result from reorganizing or closing a school at this time."
Regardless, members of the School Committee insist on championing the closing of Mark's Meadow based on rudimentary, un-reviewed calculations of the savings that this would achieve. Time, they insist, is running out, while an actual time-line for the procedures or a decision has not been made clear or public.
Online and in public meetings, parents attempting to make certain the most effective decision is made, have been accused of putting Mark’s Meadows desires ahead of the overall community, "romanticizing" small schools, and even "slighting" staff at other schools by suggesting there are advantages to the small school choice.
We know that good teaching and learning takes place in all of the schools, but small schools have been repeatedly recognized in research as having been particularly successful. A 2006 Research Brief on elementary school-size in Chicago, released by Research Development and Accountability Office of the Albuquerque, NM Elementary School System reviewed dozens of studies conducted in a range of settings about this issue. The brief can be found online at:
http://www.rda.aps.edu/RDA/Documents/Publications/05_06/ES_School_Size.pdf
It concludes that student achievement in a small school is often superior to large schools. It also concludes that student attitudes toward school are better, that small schools have lower incidences of negative social behavior and higher academic achievement.
To be clear, while we don't imagine there are no circumstances under which closing Mark's Meadow is advisable, it should at the least seem obvious that such an extreme decision, even the dialogue about such a decision, occur only after careful professional review, hard numbers and community input.
Mark's Meadow has been part of Amherst since 1961 in a building maintained for the district by UMASS. It has a broadly diverse population in every conceivable way. The outstanding staff has achieved exceptional performance by students on MCAS and created an environment where children feel their voices are heard and respected. It also has a long history of being a Title 1 school serving some very needy students, as well as having a population with up to 20% ELE students.
Not everyone in Amherst would or can attend this single small school. However, there are between 25 and 30 children every year who do opt into Mark’s Meadow from the other three schools. Despite the fact that this desirable school is not filled to capacity, there is no plan to increase the total number of students attending.
School choice, for example, would allow students from other school districts in to all our elementary schools, bringing with them $5000 per child per year. Yet school choice isn't even injected into the budgetary process. Nor has it been answered how, without Mark's Meadow, the remaining schools would deal with the year-to-year fluctuations in class size.
In all the proposals that have put forward, 6-7 teachers are lost. The un-reviewed calculations being considered by the School Committee put this savings at $335,000. Closing Mark's Meadow, eliminating administrative staff, they believe, will create an additional $300k in savings.
If the Committee numbers prove accurate, the question becomes, at what point of savings does Amherst wish to create an upheaval that eradicates the small school choice, possibly forever, for everyone, creating a ripple effect that displaces students in all our schools? At $100k in savings? $200k? $300k?
We implore the committee to withhold judgment and cease publicizing unconfirmed information, and beseech all members of our community to come forward with their ideas and voices. It is in everyone's interest to assure we make an educated decision.
Respectfully:
Tracy Hightower
Meg Rosa
Stefan Petrucha
Jean Kosha
Jocelyn Cuffee
Lori Goldner
I don't wish to get into the "to close or not to close" discussion but did want to point out that this is the same interim superintendent who forcefully stated in a December School Committee meeting that we needed to pair our elementary schools next year as THE way to save money. Despite her later retraction (and insistence that she only posed it as one possibility-- check the ACTV tapes for the truth). I don't know if we should close Marks Meadow or not or what the total cost savings might be, but I do know that I trust the established leadership of our School Committee more than I trust an interim superintendent who has made such an abrupt about-face seemingly without any new data.
Thank you for starting this discussion.
Could not agree more with "Call to Lead" -- the interim superintendent insisted pairing was the ONLY way to go (despite the fact that you can't even fit all the kids in MM/WW in K to 2nd grade in MM -- a pesky detail she didn't realize at the time she made this great proposal) -- then, when it became clear that that plan would only save $300,000, she backed off! Thank goodness the School Committee insisted we keep various options on the table! At least the School Committee is elected and thus accountable to the public -- and many of them will have to personally deal (through their kids) with the cuts to our schools if some reconfiguration doesn't occur.
amherstmom,
Thank you for starting the discussion and for posting that link regarding effective school size. I find it interesting to note that the very first bullet point under Findings is "Recommended School Size:
On average, research indicates that an effective size for an elementary school is in the range of 300-400 students." Under none of the reorganization plans being considered (or our current configuration) are those criteria being met for all schools in our district! And among our schools, MM is clearly outside that range under all options. So if you are going to use these data to support keeping MM open, you might want to reconsider!
The report does suggest that students in smaller schools perform better, etc. than students in larger schools, but based on that first bullet point I can only conclude that their definition of "larger schools" is >400. These data instead point to a suggestion of "diminishing returns," after which the small size of a school begins to become a negative attribute rather than a positive. Which is one of the arguments for closing MM! Class sizes at MM are very hard to predict and since there is generally only one of each grade, there is not much flexibility if there is a grade year that is significantly smaller or larger than the recommended class size.
I think it would be a really good idea to have an open forum for all parents to get together and hear each other a voice our concerns, raise questions that we would like to bring to our "leadership" but mostly to re-connect in a meaningful way. The threat to the MM community that has come because of the talk about closing the school has created tension and I believe it would be really productive for us to convene a forum for dialogue and connection. We all need to think holistically about all of our kids and if things escalate online or in the newspapers, no one is served, particularly our kids.
So how about it PTO's PGO's and PGG'S? Can we all together organize a forum and get together soon?
Clare, as far as I can tell, you're right about the tension. It's very unfortunate that one School Committee member in particular seems to have a lack of communication skills. The effect of this is a perception of arrogance and lack of compassion. It's hard to move past that and create a more holistic view of what is needed. As the opinion piece of Tracy et al suggests, it's a bigger conversation than taking at face value the statements by some that closing Mark's Meadow saves the most money. I for one do not feel that the bigger conversation is occurring; indeed, the conversation seems to be narrowly focused and incomplete. How do we create a forum to broaden the dialogue and create a more inclusive process?
I think Catherine Sanderson has excellent communication skills! Finally, we have a School Committee member demanding data and trying to share all available data with the public. Whether you agree with your opinions or not, you will have to admit that she communicates more often and more thoroughly than any other School Committee member...I wish they would all do as she does!
It is not data that I am commenting about. I am talking about the ability or lack of ability to engender trust, show compassion, and help move a group to a mutually-beneficial and inclusive decision-making process. That is what leadership is. Not data; not spreadsheets. Data is a tool for evidenced-based decision making; it is not to be confused with leadership.
As the School Committee member in question, I just want to say that my job, as an elected official, is actually to make difficult -- not necessarily popular -- decisions. That means asking for data (which I've done), questioning the accuracy/validity of the data that is given to me (which I've done), and reaching a decision (which is what I've done). And to be accused of being arrogant and having poor communication skills is a rude and personal attack. Although you may say that I'm lacking compassion and not engendering trust, I think that is because you disagree with my opinion that closing MM leads to the greatest benefit for MOST kids (not all) in this community, including allowing the community to create more equitable districts (again, this isn't a popular opinion, but it is what I believe is the morally right one). And I've heard from many parents who are in fact impressed with the compassion I've shown for those kids who will be hurt the most by massive budget cuts -- kids on free/reduced lunch, who can't pay for private music lessons, will be hurt by cuts in math coaches, etc. If you have a specific idea of what you'd like me to do to show leadership at this crucial time in our district (which I actually do think is a good idea), please send me an email with some specific suggestions that would help move the community forward. But I just don't see how calling me arrogant and lacking in compassion on a blog accomplishes this goal in any way.
Catherine, as an elected official, you need to develop a thicker skin and I do not think that you need to respond to every perceived slight or insult. On your blog especially when you seem to get your supporters riled up by essentially saying, " can you believe he/she said that about me?". I do not believe in personal attacks, but this back and forth of responding in kind is nonproductive and adds to more dissension and turmoil. If every politician or elected official responded to every perceived personal attack, then nothing would ever be accomplished. I think people are frustrated because their valid concerns are not being heard. When you say things like 87 per cent of kids as the majority should not be adversely impacted but our 13 per cent should be, it seems like you are not addressing the concerns of the "minority". In a democracy, the rights of the minority should be protected, even if the majority does not like it.I just think that the back and forth does not add much to the dialogue and actually adds to emotional upset, Do not let personal slights cloud your judgement and keep you from hearing the valid concerns of people in your district who do not live in your neighborhood. Actually, some of us do live in or near your neighborhood but we choose to have our children attend MM because of its unique educational environment and diversity.
From reading this and Catherine Sanderson's blog, I have now learned that UMass does not pay property taxes. I also learned that we spend about $15,000 per child to attend school. If having Marks Meadow is such a huge benefit to the UMass community, has anyone approached them about paying their fair share for the children living on their campus to attend Amherst schools? If there are about 50 kids from UMass in our schools and if UMass paid the $15,000 per child, that would be $750,000! If they only paid $10,000 per child, that would be $500,000! Wouldn't that be enough money for us to keep all four of our schools open?
Good point Anonymous. One of the parents of MM has agreed to approach the Graduate Student Dean, John Mullins as well as the Graduate Student Senate, about this exact point. I agree that there needs to be a request, at least, for assistance. We also know this may be moot considering the financial woes of the University. But asking is very necessary.
I also heard that Andy Churchill has agreed to approach the appropriate People at UMass on what the plans would be for Mark's Meadow, should it be closed.
Thanks to Andy Churchill and the afore-mentioned Marks Meadow parent for being willing to approach UMass about this! Please keep us updated. This could be a truly equitable solution!
Don't get your hopes up about getting U Mass to pay half a million dollars (and remember, that would be YEARLY, not just this one year!) ... U Mass has said for YEARS that they don't pay for those kids because they GIVE us the building for FREE! So, really, why would they want to pay now, as they lay off 30+ faculty/grad students?!?
I also REALLY hope that people can lay off Catherine Sanderson, who actually seems to be trying to find a solution based in data that lets all kids in Amherst (including MM kids) keep things like instrumental music (which my kid LOVES, and would probably hate to lose more than he's hate going to WW!). I think it seems a bit like shoot the messenger! And when MM parents engage in personal attacks against her on this blog (and her own blog) and MM teachers slam her in the paper, it makes us all look bad.
Dear Anonymous,
You have stated:
"I also REALLY hope that people can lay off Catherine Sanderson, who actually seems to be trying to find a solution based in data that lets all kids in Amherst (including MM kids) keep things like instrumental music (which my kid LOVES, and would probably hate to lose more than he's hate going to WW!). I think it seems a bit like shoot the messenger! And when MM parents engage in personal attacks against her on this blog (and her own blog) and MM teachers slam her in the paper, it makes us all look bad."
Can you please give one or more examples of when Marks Meadow parents have engaged in personal attacks on Catherine Sanderson? (I am not speaking about teachers, but specifically the parents)
As far as anything I have read on here (which there are NO attacks on her at all) or on her Blog, I can not find anything negative said BY a Marks Meadow parent.
I have seen lots of request of the facts. I have read that some people are thankful for her Blog. I have seen lots of questions asked. But NO WHERE have I found a single negative comment made about her by a Marks Meadow parent.
Kindly, please give specific examples of what you are talking about.
It truly seems to me like the Marks Meadow parents, overall, want to make sure this decision is made with the most accurate information, as clearly as possible, and open to the public. Asking for this to happen IS NOT a personal attack, by any means, on Catherine. This is purely a request for more information. This would also not be solely directed just to Catherine, but all of the School Committee AND the Superintendents office!!!
We all, no matter which school our children attend, should demand that those conditions are met. The outcome of this decision effects all of the families in Amherst equally. There is no one family or school that could say that this effects them more than any other family or school. There will be a lot of personal issues that will come out of this, and they all need to be treated fairly.
Again, I would just like to know exactly what you have read by MM parents that attack Catherine Sanderson. Please copy and paste these negative comments along with where you read them.
Thank you
Anonymous: The comments left yesterday by Jenny Fabrizi, a MM parent, were an attack against Catherine:
It's very unfortunate that one School Committee member in particular seems to have a lack of communication skills. The effect of this is a perception of arrogance and lack of compassion.
Then someone defended Catherine (well, at least her communication skills), and then Jenny Fabrizi again wrote:
I am talking about the ability or lack of ability to engender trust, show compassion, and help move a group to a mutually-beneficial and inclusive decision-making process.
That is all about Catherine, and after the really rude letter IN THE BULLETIN by one of our teachers, I think it crosses the line.
I think we should hold all School Board members AND the superintendents (who I do think really bungled all this by starting with their first idea in December to pair the schools WITHOUT any data) accountable. But personal atatcks on ONE member just seems rude (and I still think Jenny Fabrizi's comments were rude).
At least Jenny used her name:)
I request that all blog comments be respectful from now on and that we can have the comments be in the vein of coming up with solutions. Since we are the only school encouraging a dialogue on our school blog we are hopeful that a solution can be found for all our children. Tracy Hightower
Anonymous,
Again, that may be intended towards Catherine, but it is not stated that it, in fact, IS directed at her. So again, please give specific examples of a Marks Meadow PARENT attacking Catherine. Again I am not asking about he teachers/staff.
Also, that comment made was on here. You said there are comments on her blog as well. Please give specific examples.
Thanks
To Seeking Information:
Stefan, who is a MM parent, has posted numerous comments on her blog (with his name identified) that I think cross the line: into personal attacks: "I'm tired of this vapid villanization" was one I just read. He also (these are earlier posts -- like in January but before the latest set) says he finds her "arguing tactics flawed, disingenous, and derogatory." You can probably find other examples.
Again, those are attacks against one person who at least is a person who seems to be trying to find a solution based in fiscal realities (not emotions), and the attacks against her don't get us towards a solution.
But perhaps most problematically, the initial letter ON THIS BLOG was signed by leaders of this school and described THE ENTIRE SCHOOL COMMITTEE as "championing the closing of Marks Meadow"! I have watched this meeting twice now on TV, and what I saw was a rambling and illogical statement by the superintendent (who won't have to live through any of the budget realities she creates next year), followed by a thoughtful, respectful discussion BY THE SCHOOL COMMITTEE in which they all asked (seemed unanimous to me -- NOT just one member) for specific data on the cuts under the current plan AND the cuts with closing MM. This seems like a really reasonable idea, yes? I also thought, in all honesty, that the MM parents who attended this meeting -- and identified themselves as such -- were out of line -- using terms like "gravedigging" and "cutting out the heart of a community" and "how is MY kid going to get to school if I don't drive?" I didn't think it made us look very good AT ALL (just totally self-focused), and I didn't see a single SOLUTION proposed by anyone from MM at all.
p.s. Tracy: I agree this blog should focus on solutions, NOT personal attacks. Could you express this to our teachers, also?
"But perhaps most problematically, the initial letter ON THIS BLOG was signed by leaders of this school and described THE ENTIRE SCHOOL COMMITTEE as "championing the closing of Marks Meadow"!"
"Regardless, members of the School Committee insist on championing the closing of Mark's Meadow based on rudimentary, un-reviewed calculations of the savings that this would achieve. Time, they insist, is running out, while an actual time-line for the procedures or a decision has not been made clear or public."
This statement does NOT say anything about the ENTIRE school committee. It states "members of the school committee" This also was not directed at anyone particular. If you were at the School Committee meeting than you would have (possibly) been able to see the faces and side comments some of the SC members were doing during the question/comment time. This does not necessarily include Catherine.
"also thought, in all honesty, that the MM parents who attended this meeting -- and identified themselves as such -- were out of line -- using terms like "gravedigging" and "cutting out the heart of a community" and "how is MY kid going to get to school if I don't drive?" I didn't think it made us look very good AT ALL (just totally self-focused), and I didn't see a single SOLUTION proposed by anyone from MM at all." This statement does not include all MM parents who were there, esp. all PGG members. Also there were questions asked that may have been about other solutions. Yes, I do agree that some of the comments were not ok. It was a very emotional meeting for everyone, and some people may not have been able to keep themselves in check the whole time. With this being said, you can not make a blanket statement about the officers of the PGG. Please read more of the comments on Catherine's Blog for examples of that.
I do agree that everyone needs to try to keep their emotions under control, as hard as that may be.
(The problem of not being able to walk to pick up their children is very real, if their children are no longer within walking distance. Many parents do not own cars. That needs to be respected as a fact and produces a very scary and difficult situation for some parents.)
One last note:
"p.s. Tracy: I agree this blog should focus on solutions, NOT personal attacks. Could you express this to our teachers, also?"
If you really feel this way, you should call, email or write an anonymous note to Nick Yaffe. This is not something that falls on Tracy or Meg's shoulders to do.
Thank you for the quotes though. I do appreciate you taking the time to find them.
What is the deal with not being able to drive kids to school? A lot of parents in our other schools don't have cars either and their kids don't walk...they take the school bus! And last time I checked, all three of the other elementary schools are also on the PVTA bus line...so there is still another option for parents without cars (for example, if their kids missed the bus), although I realize that not all homes in Amherst are also along a PVTA bus line. Wildwood is also within walking distance of UMass, removing the argument that UMass-housing-living parents would not be able to be involved with their child's school if MM closed!
I hope we can focus on the issues (i.e. we are facing a budget crisis and need to look carefully at all solutions) rather than getting distracted (i.e. whether or not MM parents were disrespectful to Catherine Sanderson or whether or not parents without cars would be able to drive their kids to school). Compared to the very real budget crises, those things are relatively small problems.
I'd like to echo Clare's comment about bringing the community together to have a dialogue. I was part of the working group that met in early January and I felt it was a good start. A very respectful, thoughtful conversation among parents and staff from all four schools. We need more of that. I've heard talk of the Parent Groups of the four schools pulling something together. I'll contact the Ft. River Parent Council Chair to see if we can get things moving...and I hope others can do the same with their schools. Even if the budget shortfall turns out not to be as bad as predicted for next year, we still need to be planning for the long term so that we are prepared for anticipated level funding from the state in 2010 and possibly beyond. We as Amherst parents ALL have the best interests of the kids at heart...lets move forward towards that goal and find a solution together.
Oh Boy!! Lots of stuff talked about today. I would like to make my feelings clear about a couple of things.
There was a comment made on here about Tracy saying something to the teachers about what the teachers say. Well, I really don't think neither Tracy or I would be allowed to say anything to the teachers about this. It was said that people should go to Nick Yaffe, and I have to agree with that statement. I feel like we would be completely out of line to tell a teacher or staff member how to or not to talk about someone. We are the Parent Group Chairs with the main job of running fund raisers and school community events. We have no authority with the teachers and staff. If you do feel like things are being said that shouldn't, by a teacher or staff member, I feel the best thing to do is to go to Nick. As said previously, call, stop by, email, write a note and sign your name, or write it anonymously. The teachers answer to him, so that would be the best route, as far as I can tell.
I have also posted a few notes on Catherine Sanderson's Blog which I invite you all to read.
www.myschoolcommitteeblog.blogspot.com
There are a few great conversations/debates going on there. All mixed in with a lot of other stuff, are some real facts and information. There are also lots of people who answer lots of questions that are asked. (I would suggest reading through everything said already before asking though)
I have said how I feel on this matter on her blog. I am completely open to having as many conversations as people want to have on this subject. I feel that the more people talk to each other, and learn how this process will play out is a very important key to making sure the right decision for the town is made. I do feel like there have been some assumptions made about how I feel, and more often than not, I think people are assuming wrong. Yes, I would be saddened by Marks Meadow closing, but if that is what needs to happen to continue or grow the quality of education for our kids, and it is proven with the final numbers and research, then we can do that and I really feel that we could continue to thrive. We need to keep our focus positive across the town. We need to come together and come up with a situation that will leave us with the ability to grow in the future, preserve the quality of education as it is now and make sure the kids are put first!
I think any change will be hard on all families. It is change, after all. We are all fairly comfortable with where we are now. The schools are part of the families. Knowing your child's building and teachers and routine are all huge. They are also hard to let go of. No one is saying any of this will be easy.
It could be easier if we all try to embrace what happens and work together to put the kids needs first. We need to show the kids that this is not the end of the world, that they will still have a great education, they will still have their friends, and in fact, have the ability to make many more friends and once they get to middle school, a lot of the kids will already know each other. (This of course being if MM is closed or the pairing of the schools or the 3 K-4's and 5/6 options happen)
So I have said a lot and still don't feel like I have said enough. There is a lot to say on this topic. The main point I would like everyone to know, is that I am willing to hear out as many people as would like to talk to me. I will not pass any judgment on anyone. I will not try to push my personal opinions on anyone. I will tell you the facts that I know, if you want. I can point you in some directions to find more information. I could even sit there and smile nicely, if that's what you want!! LOL! I would like to hear from people though. I think the more information, the more ideas, the better the discussion and decision will be. Everyone who is able to go, should definitely be at the Feb 10 School Committee Meeting in the High School library at 7PM. There is no childcare there, so please try to find some and come out and support the Amherst schools!!
This is your child's education we're talking about. Have some ideas, please share them. Have some concerns, again share with us. Parenting your children has to be one of the most important, if not THE most important thing you will ever do. This is your time to help make Amherst a better place for all of them. This is the time to pull together to make sure we give them all the best start we possible can. We won't get much of a do-over with our kids, so let's try to get it right this time!! Yes, there is going to be some hurt, but with some positive energy, creativity and sheer will power, we can make this work.
Sorry if folks didn't like what I said. I'm not criticizing gathering data or criticizing trying to make hard decisions, even if I don't like them. I'm commenting on what I've seen and heard and the effects thereof. Amherst Basketball Mom sums my thinking up very well when she says that people feel like their valid concerns are not being heard. If I were to offer suggestions for improving people's perceptions, I would say to genuinely listen to people and to visit Mark's Meadow.
I guess the backlash I've received here and in Catherine's blog puts me in good company with John Keins and Stefan Petrusha. Both of whom I admire and are much more eloquent than I.
It seems like many people think that it is rude to question an elected official. I personally did not find John Keins' letter rude. He did not call her names and he made some good points. It seems like he was asking her to be objective, and Catherine Sanderson does not seem to be objective. Facts and figures are not enough. You can always find data to support the decision that you want to make. As I said in my prior post, she helps to raise the emotional level of the conversation becomes the MM supporters vs. the rest of the schools. I often feel like MM community members who speak out and question things are often attacked and belittled by people who think that closing MM is the best solution just based on money-well, there are many other things to consider. Catherine is an elected official who did not get into office just by getting votes from other neighborhoods-the MM families are her constitutents too, even the North Village families. Don't people find that a lot of the conversation on the blog is denigrating to some members of our community? People on both sides of the issue should agree to disagree in a respectful manner, but I think some of the perceived anger from some MM families comes from the frustration that they feel because their concerns are not validated and are often dismissed because of our size. Let our voices be heard at every public forum and school committee meeting! Contact other members of the school committee. Has anyone heard anything from anybody other than Catherine Sanderson or Andy Churchill?
For all those who thing UMass is a flush cash cow, not only is UMass not going to pony up the money to bail out the ARSD budget, but UMass ALREADY PAYS AT LEAST THAT MUCH NOW!
First, Mass Law is that half of all traffic citations (speeding tickets, etc) go to the department that wrote them -- except that the UMass Police tickets go to the APD - and that is a significant piece of money.
Second, UMass already pays twice what you do for drinking water, even though UMass maintains the standpipes for the town. Until recently, UMass was going to pay more for sewer effuluent than you pay for drinking water - for water that otherwise would flow across UMass land in a stream in Hadley.
Third, there already is an agreement as to how much UMass has to pay to Amherst and you can't re-negotiate an existing contract.
Fourth, the Amherst Housing Authority - that also doesn't pay taxes and DOESN'T PAY ANYTHING TO THE TOWN - has as many children living in its buildings as North Village does. So what you essentially are saying here is that UMass should be penalized for providing housing to families with small children, largely single mothers.
Fifth, if you do press UMass for money, the response will be to change the admission priority scheme for North Village. Instead of giving preference to persons with children, they will give it those without (nondiscrimination laws don't apply to UMass) and then without that 27% of the Marks Meadow student population, the fate of the school will be clearly sealed....
Haste is rarely a useful approach when it comes to making major decisions. One needs to take time to explore long-term ramifications of any decision. There's a sign I used to keep on my office wall: "Bad planning on your part does not constitute an automatic emergency on my part." My view, after reviewing the sequence of events, and the videotapes of meetings, is that, for reasons unknown to me, some people are choosing to use the current fiscal crisis as an opportunity to whip folks up into a frenzy to demand a hasty and immediate response. Evidence of this haste is demonstrated by how the School Committee has thus far relied on financial figures provided by a private party, and not directly from the Town's and School District's financial officers. I know that, were I an elected official, I would be quite hesitant to base my decisions on presumptive estimates by someone not directly involved on potential cost savings of various changes. Yet this is precisely what is happening.
As a newcomer to the area, I don't know a lot of the history. I do know being a newcomer can have disadvantages, but it can also bring a fresh outside perspective to things. Here's my take: the elephant in the room, the underlying agenda here, is redistricting. It is plainly obvious that there are inequalities in the present districting system. Redistricting is, in any school district, a complex and sensitive matter - one that politicians, elected officials, and government officials often seek to avoid at all costs. Closing Marks Meadow would force redistricting - so it has become a teleological sacrificial lamb - a sacrifice justifiable because the greater and good end justifies the means employed.
I've looked at the same data that has been cited to justify closing MM as the most expedient solution to trying to keep the quality of our elementary schools at their current exemplary level. Though I'm no expert, my assessment is that the numbers don't really support the conclusion when examined in a broader context. There are hidden and resultant costs of closing MM that haven't been factored into the mix. Also, as I stated earlier, I don't have great confidence in these numbers, as they weren't provided by the officials in the best position to provide real-world numbers. It should be noted that closing MM is likely an irrevocable choice representing the loss of a valuable resource to the Town forever. We must be certain it is not a hasty choice made that we will regret as a community.
As one parenting a Marks Meadow student, who chose to specifically move to a home zoned for MM when choosing a home in Amherst, I would, of course, be saddened to see Marks Meadow close. It has been a true boon for our child. However, like Tracy has stated, if, in the end, closing MM really is the best solution for the Town and the school district as a whole, I could support it, though we would likely move our child out of district to another small school. However, I do not believe it is truly possible or desirable to make such an assessment quickly or in haste. I urge the School Committee to consider all potential alternatives fully, and with due time for deliberation and comment, and seek to find the least disruptive means to meet the immediate financial shortfall, to give it the time needed to fully consider the best course, and to examine redistricting.
Just spotted this lively discussion and wanted to respond to two points.
BEING THOUGHTFUL: "These data instead point to a suggestion of "diminishing returns," after which the small size of a school begins to become a negative attribute rather than a positive. Which is one of the arguments for closing MM!"
There is no reference to "diminishing returns" in the research brief we quoted, so I'm confused as to where that data is coming from. This is something Catherine mentioned in her blog, but has no reference for. In any case, closing MM will put two of the three remaining schools outside of the "effective range."
As for ANONYMOUS feeling I crossed the line in my comments on Catherine, well, after being accused of "romanticizing" the small school choice and "slighting" other school teachers by defending MM in Catherine's blog, I felt villainization and derogatory were reasonable descriptions.
Likewise, when Catherine conflates fact with opinion, as in her recent statement that "I know you are hoping the budget scenario is different than it will be..." that's a flawed argument. Note the words "WILL BE" -- a statement of fact about an unknown future.
Truth is, current indications from the Governor's office are that state aid to education may not be cut at all, so the extreme situation, discussed as fact, may not come to pass. The argument was not only flawed, the prediction may well be, too.
As for disingenuous, during the conversation on the effectiveness of school size, Catherine quotes a different study as saying "400-500" is the "best" size.
The study actually says this is the best COMPROMISE between performance an cost -- ie, smaller schools perform better, bigger schools cost less per student, and around 400-500 the two meet. Note the difference between this figure and the "effective" size of 300-400 in the larger brief.
When I found the study and brought this up, she switched the argument, saying she has to take both cost and performance into account. That may be true, but she still took the study out of context and did not apologize or correct her earlier statement. That's disingenuous.
And these are not the only examples.
I've repeatedly thanked her for her blog, defended her right and responsibility to state her opinion in it. She gives a lot of good information, has terrific energy, and I believe she's a genuinely intelligent person who cares about the district, but a lot of the rancor, while certainly reflected by others, can find its roots in her tone and phrasing.
RE: the Governor's FY09 9C cuts & FY10 Budget Proposal:
More details will be available from a variety of sources after the Governor's press conference at 11 am on Wednesday the 28th.
In the meantime, please understand that while I was in the room when he announced his initial 9C cut plans on Friday January 23, 2009, and I immediately texted several folks that the Governor announced that the 9C cuts would *not* hit Chapter 70 and that he also intended to level fund Chapter 70 for FY10, I did not text the disclaimer that this does *not* result in the entire school budget(s)(Elementary & Regional) in being held harmless. Yep, there's always a catch:-)
While it's true that Chapter 70 is the main source of the funds for the school(s) budgets, it is not the only source. The Town gets the Chapter 70 money from the state for the elementary schools and basically passes it through to the elementary schools. However, that *isn't* the full amount of the budget Town Meeting ends up appropriating to the elementary schools -- as you're probably already aware, Amherst spends well more than state Chapter 70 funds on our schools, and the balance comes from the General Revenue of the town(s). Guess what some of the main components of that General Revenue are? "Lottery" and "Additional Assistance." And those two line items *are* indeed being cut via 9C cuts for FY09 *and* in the proposed budget for FY10. So it's great news that Chapter 70 is being protected, but we're far far away from being out of the woods yet. This financial crisis is real and will have a transforming effect on our school(s) in FY10.
Those of you with specific questions, like why UMass doesn't "pay" for the kids living on campus (most of them at North Village, a few in residence halls with parents who are employed there) will find answers if you contact various School Committee members.
Over the years I've found that while it's really tempting to post questions like that on open forums, when they're questions that probably have factual answers, it's worth getting the answer from the people who know it and *then* posting the result (and your feelings about the result, if you like). Proceeding that way is one thing that helps keep the tone below dramatic and the misinformation to a minimum.
I really applaud the providing of this forum, and truly appreciate all the work our PGG leadership is putting into an effective open forum next month. I am also thrilled that the various school PGG-PGO-PTO etc are trying to figure out ways to talk to each other!
I think Migdalor has a good point. No matter what ends up happening reorganizational-wise for our elementary schools, the redistricting for equity issue will still be there. I was at the SC meeting where members asked to see the district boundaries redrawn under the various reorganizational scenarios being considered which should also include new boundaries under our current configuration. I hope we will be able to see those new maps at the February meeting--I think that will help clarify the situation.
Alisa, thank you very much for your excellent explanation of the very complicated state aid situation. It is much appreciated.
In terms of studies and research I’ve found two publications that shed additional light on school size, performance and cost-effectiveness. They define the “ideal upper limit” of elementary K-6 school size as 150 students.
The first is the 2002 Knowledge Works Foundation publication:
Dollars & Sense: The Cost Effectiveness of Small Schools
The complete study can be found at:
http://www.kwfdn.org/resource_library/_resources/dollars_sense.pdf
(Though you have to register, for free, to gain access)
The follow-up, from 2005, Dollars & SENSE II: Lessons from Good, Cost-Effective Small Schools can be found at:
(http://www.kwfdn.org/resource_library/_resources/dollars_sense2.pdf)
A summation of D&S I can be found at
http://www.designshare.com/index.php/articles/dollars-and-sense
The summary says, in part, “The study obliterates the arguments that we hear from large school defenders about the “economies of scale.” According to Dollars & Sense, small schools cost less to build and operate on a broad variety of measures. The study provides ample data, references and statistical analysis to back it up.”
Again, the actual study defines the ideal upper limits of small schools as 150 students for K-6 Elementary Schools. It concludes, in part: “Many people know intuitively that small schools work best for children and teachers, but now there is research to prove it. Unfortunately, many communities have already lost their good, small schools because they could not argue successfully against educators and policy-makers determined to implement “economies of scale” through consolidation. Now, it is clear that there are significant diseconomies in large facilities, and that they do not create the best schools in which to nurture or educate children. It is important to preserve good small schools, limit school size, and reconfigure narrow-span large schools to achieve smaller schools within schools. Best of all, this report indicates that creating facilities for small schools can be done cost effectively, and that in fact, the cost of large schools is higher considering their negative outcomes.”
The report has a wealth of data indicating that the smaller school size can actually be more cost-effective even as compared to schools considered “reasonably sized” (maxing out at 500 students).
2005’s Dollars & SENSE II includes cost-saving techniques being used across the country and concludes in part -- “The schools that have the best chance to improve students’ academic achievement – good small schools such as the ones in this report – are actually affordable.”
We may not be there in Amherst as far as cost-effectiveness goes, but apparently these things can be accomplished. I think both these publications deserve a good look.
Stefan, really great and really interesting. Thanks for the time you have put into researching. I like this kind of post. Informational with an actual study.
A Not-So-Satisfied Marks Meadow Mom:
I have to say I really think this push for small schools is not really all that some people on this list serve are saying it is. My child finds it kind of isolating ... I think she would prefer a larger social network of kids, like my friends have with kids at the larger schools. I am copying something I just saw on Catherine Sanderson's blog that sort-of makes this point that maybe too small is not so good (and this is also based on research). I just think we need to maybe acknowledge that there are some things we don't like (or some kids don't like anyway) at Marks Meadow.
THIS IS THE STUFF I COPIED FROM THAT OTHER BLOG FOR YOU ALL TO READ (WHICH RESPONDS TO SOMETHING STEFAN WROTE THAT HE ALSO WROTE ON THIS BLOG):
Stefan:
As I'm sure you can imagine, the studies on school size and achievement are very difficult to interpret because none of these studies are true experiments (given that one can't randomly assign students/families to schools of particular sizes). I've read a lot of this literature, and I've talked to colleagues in economics who study this issue, and the big problem with making interpretations is that rural schools tend to be small, and urban schools tend to be large. And people who live in rural versus urban areas obviously differ from each other.
I know that you've successfully found research that shows small school sizes are associated with better achievement. But in all honesty, this research is very mixed. Here's an example of a recent study that provides an alternative view:
School Size: A Review of the Literature.
http://www.eric.ed.gov/contentdelivery
Overbay, Amy
(Research Watch. Evaluation and Research Department. Wake County Schools. , Feb 12, 2003)
Many discussions of school size tend to concentrate on secondary sources, such as other literature reviews. Although this review does examine some secondary sources, it focuses on empirical research. Recent research suggests that smaller schools may be linked to improved attendance and participation in school activities. Some studies claim that smaller schools may also be associated with higher achievement, although other studies indicate that school size does not have a significant impact on student performance and cite other variables such as district and school affluence as more reliable predictors of achievement. In fact, some studies suggest that students in more affluent districts may benefit from larger schools. Given the lack of consensus in the field over these issues, as well as practical issues related to rapid growth, limited funds, and the cost-effectiveness of smaller schools, many administrators and policy makers may prefer to pursue alternative reforms. It may be possible to achieve the desired student outcomes by reorganizing school populations, or by creating smaller learning communities within existing facilities. [Author's abstract] 14p.
ERIC NO: ED477129;
This study points to the benefits of small class size (more possible if we achieve cost savings by closing MM and thus reducing administrative costs), and to redistricting to reduce concentrations of poverty (also possible if we close MM and then redistrict).
A parent in the district also forwarded me a recent article from the New York Times on education, which notes that the Bill Gates Foundation invested money in creating small schools, but has been disappointed that these efforts haven't been effective (http://www.nytimes.com/2009/01/25/opinion/25kristof.html?emc=eta1). Here's the key quote: “Many of the small schools that we invested in did not improve students’ achievement in any significant way,” he acknowledges. Small schools succeeded when the principal was able to change teachers, curriculum and culture, but smaller size by itself proved disappointing. “In most cases,” he says, “we fell short.”
I also want to note that you've repeatedly stated (on this blog and others) that I haven't found a cite for my "diminishing returns of small schools" idea. There are many, but for ease, here's one (http://ericdigests.org/1998-2/size.htm). I've pasted the key section below:
IS THERE AN OPTIMAL SCHOOL SIZE?
Despite widespread agreement that the scale of most schools is too large, prescriptions for ideal size vary. Fowler, Howley, and others consider the potential for curricular adequacy to be reached at 400 students. Meier defines small schools as enrolling 300 to 400 students. Lee and Smith conclude that high school students learn best when enrollment is between 600 and 900. A joint policy statement issued by the Carnegie Foundation and the National Association of Secondary School Principals recommended that high schools break into units of no more than 600 students.
None recommend fewer than 300 or more than 900 students. Howley (1996) suggests that "the most suitable size is likely to vary from place to place," with a community's relative poverty or affluence being a major factor. Small schools clearly provide an achievement advantage for impoverished students, while affluent students may fare better in larger schools.
Again, the key thing here (from my perspective) is "NONE RECOMMEND FEWER THAN 300 STUDENTS."
This is not to say that there isn't research saying that small schools are good, or that small schools can be cost effective. It is to say that this research is FAR from conclusive and not necessarily relevant to Amherst (where we don't have elementary schools that are 800+ in size, aren't in a high poverty, urban area, etc.).
My children have broadened their social network by participating in townwide activities like LSSE sports and dance classes. I do understand the mother's point about a bigger pool of children for socialization, but the truth is that it does not mean children will have more friends or social group just because it is a bigger school. My children chose to stay at MM after we moved to the FR district. We knew plenty of chidren who attend FR in other contexts, but they really love MM and after being at the school since kindergarten, chose to stay at the MM. I know that some children do better in a larger school, but large schools do not work for every family's situation. And there are studies on both sides of the issue, so small schools vs. larger schools needs to be looked at more objectively, because one can always find support somewhere for the result that she wants!
Hi Anonymous!
The NYT article you quote refers to High Schools, not elementary. The graph prior to your excerpt spells this out: “For example, the Gates Foundation made a major push for smaller high schools in the United States, often helping to pay for the creation of small schools within larger buildings.”
Two crucial points on your cite for the “diminishing returns” theory. First, it also mentions only high schools by name. The words elementary or K-6, don’t appear.
More importantly, while the cite does indeed say "none recommended fewer than 300 students” the cite does NOT say that quality of education gets worse at those numbers, which is what a “diminishing return” would be.
You say this is one of many cites -- do you have one that actually discusses a diminishing return, either specifically or in principle?
The studies I’ve looked at overwhelmingly support the small school model and make no bones about it. I strongly suggest anyone interested read the incredibly detailed “The Cost Effectiveness of Small Schools” at the URL from my previous post, which discusses small schools, specifically elementary, in both and urban and a rural setting.
Best -
Dear: "A Not-So-Satisfied Marks Meadow Mom"
Could you explain why you are still at Mark's Meadow if you are not satisfied?
Amherst Elementary School parents do have the option of going to any of the other schools in the district.
So which school would you choose? And why?
I think it is great that you are participating in this discussion, because it can only help us learn, what the schools can do better.
Here is an interesting article from a peer reviewed journal that discusses small schools an a particular district, elementary through high school. Many of the comments from the parents and teachers who participated in the study reminded me of what is special about Marks Meadow School but there is some balance because some criticized certain aspects of smaller schools.
http://eric.ed.gov/ericdocs/data/ericdocs2sql/content_storage_01/0000019b/80/3e/99/ee.pdf
The name of the article is "Small Schools and the Pressure to Consolidate" by Aimee and Craig Howley, published in the Education and Policy Analysis Archives in 2006. Let me know what you think!
I must have copied the link wrong but the article can also be found here: http://epaa.asu.edu/epaa/v14n10/
This is the actual site for the journal and the full article is available near the bottom of the page in pdf format.
Just some dates to avoid while scheduling meetings to discuss this topic -- thanks, all!
The School Committee is anticipating that three finialists will be visiting the district over the next two weeks. Each will spend 2 days in the district and participate in public forums as follows:
Candidate 1 - Wed, February 4
Candidate 2 - Mon, Feburary 9
Candidate 3 - Wed, February 11
Each of the forums will be held at the High School library at 7 pm. All members of the community are invited to attend the forums, ask questions and offer written feedback to the School Committee about the candidates.
Be sure to check the Amherst Regional Public Schools website for updates:
http://www.arps.org/
I think this whole notion of 'attacking' individuals, be it board members, teachers, parents, or who ever, is detracting our energy from where it should be placed and that is in keeping Marks Meadow open. My own child and now grandchild attend Marks Meadow for one main and great reason and that is small school choice. They have thrived in this community along with some great teachers and leaders. It makes absolutely no sense to me as an educator to sacrifice the education and well being of a large group of children because the adults did not manage the money correctly. I say this with no malice, but as an observer this is the conclusion I have come to. A solution I might offer is to cut positions within the administration. We do not need administrators administrating to those under them. We do not need created positions to administrate
theories and ideas to even more created positions. This is a cycle of absorbing school money that could otherwise be there for Marks Meadow to continue to operate. This is where the cuts should be made and so far I have not read or heard anything that might indicate this is happening. We need our children to be guided and taught so they can enter the world with confidence and energy to go forward in this world. Marks Meadow offers this and much, much more. Why would this even be considered to
be taken away from them???
While I don't have new solutions to offer for our dilemma, I would like to suggest introducing some additional facts and figures to the debate. In everything I've heard and read, there is little discussed about effectiveness (except for the school size debate). Here is an article in the Boston Globe that ranks schools in Massachusetts by MCAS scores. As an example, note that Mark's Meadow is number 1 in the state for 6th grade english and number 3 in the state for 6th grade math.
http://www.boston.com/news/special/education/mcas/scores08/6th_top_schools.htm
Pelham also ranks very similarly.
The Dept of Education posts statistics on diversity:
http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=00080030&orgtypecode=6&
The 6th grade MCAS scores compare favorably with Newton's, often cited as a high-performing district:
http://profiles.doe.mass.edu/mcas/performance_level.aspx?linkid=32&orgcode=02070000&orgtypecode=5&
And here are stats on Newton's diversity:
http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=02070000&orgtypecode=5&
Newton is often cited as a high-performing district. It also has a higher average income level, much broader tax base, and probably a bigger school budget but I don't know that for sure. It is generally also a less diverse community than Mark's Meadow's. (I know I'm comparing a school to a district here.)
The point I am making is that MCAS results indicate that Mark's Meadow is a high-performing school with high diversity and less economic advantage. This is unusual. It is also an accomplishment that is achieved year after year.
How do we include effectiveness or quality in the discussion of where and how to cut? Is it strategic to cut high-performing schools and/or programs? Does it align with the goals of the community to eliminate schools and/or programs that actually work very well? How would we prefer to measure effectiveness? MCAS is only one measure to be sure. But it is something concrete that can be used for comparison.
I would hope the strategy would be to infuse our most effective schools and programs with resources (if we had them!). Maybe the reality of the budget is such that we don't have the luxury of thinking about it this way. I hope we can at least include it in the conversation.
Hopeful in North Amherst, thank you for posting that article-you made some excellent points! It does not make sense to close a school that is successful in order to save money. Mark's Meadow is so diverse culturally and economically and excellent teaching and learning, as well as community building through multicultural tolerance and understanding occurs there on a daily basis. Usually when you read about school districts closing a school, it is because the school is underperforming, the facility is crumbling, or other issues-NOT because it is a successful school!
I agree that the School Committee needs to slow down and really consider the long-term consequences of closing a successful school. They should really consider Mark's Meadow as a part of its redistricting because the school is so successful in transitioning new students, welcoming students from diverse backgrounds, AND is already one of our most diverse(if not the most diverse) school economically and culturally.
Proponents and opponents of closing Mark's Meadow can go back and forth about statistics, case studies, and data about the effectiveness of small schools but one fact is clear: Mark's Meadow IS a successful and effective small school, right here in Amherst! We do not need to look at the studies and what has happened in other districts. If we gather the data from Mark's Meadow from parents, teachers, staff, present students, alumni, and administrators, we can do our own case study to prove our effectiveness and contributions as an essential part of the Amherst community!
I realize that Mark's Meadow is not perfect, but neither is Fort River, Wildwood, or Crocker Farm! One can always find a family or disgruntled parent who feels that a particular school is not the right fit for their kids. We need to find the solutions that are right for our children and closing Mark's Meadow really should not be one of them.
Kudos to Mary May for responding to Catherine Sanderson's blog postings! More teachers need to have their voices heard and I hope as many as possible can attend upcoming meetings about our school's future to provide their invaluable insights and input.
One question we might want to ask ourselves is "why aren't ALL our schools performing at the level of Marks Meadows?" At least some of our schools are now on MCAS watch lists...yet our teachers and administrators are still being rewarded with large raises this year (are you getting a raise?). The anonymous poster above had it right. Why make the kids suffer from adult mismanagement of money? Instead of closing Marks Meadows, reduce the rate of pay increases for teachers and administrators. It would also save teacher jobs.
Over twenty-five years ago when I first thought about moving here to Amherst to better my child's education and further my own, I telephoned the schools to learn this. The secretary in the superintendent's office informed me that the apartment complex children attended Crocker Farm and the houses in the neighborhood attended Wildwood.
She made no attempt to disguise what she was saying in a sophisticated manner so that I might not be able to understand her implication that if you could afford to live in a 'house' you automatically were placed in a different school than if you lived in an 'apartment.' Hmmmm...apart, apartment, apartheid. Could this be happening in Amherst???
Is this part of why Marks Meadow has been targeted to close?? Do oppressed peoples really have a voice here?? If so and if I am way off the mark than why did I hear at the 1/20/09 school committee meeting a member on the panel say something to the effect that an overwhelming majority of the students receiving 'special education' were African-American and Latino students?? I know this is a true statement. I know this for a fact. It was true in 1983 and it simply amazes me that in 2009 one small voice made a small reference to its truth. Wake up Amherst and the powers that be! Although racial oppression may be well debated, class oppression is quite alive and doing very well here.
To The Way I See It...
While I will say that no one is proposing to close MM BECAUSE it's well performing, I would say that quality is not central to the discussion. So you are right: we have an actual example of a small, well-performing school. I think these issues need to be brought up and I'm hoping that will happen at tonight's (Mon 2/3) PGG meeting.
In discussing redistricting, might we also discuss redistricting to make Mark's Meadow just a bit bigger to make the school big enough for 2 classrooms per grade? I don't know how that would play into regionalization though.
This doesn't help our immediate budget problems. Maybe we can wait to see what the Federal piece will look like?
Some detailed information on redistricting has just been posted on Catherine Sanderson's blog: http://myschoolcommitteeblog.blogspot.com/2009/02/why-redistricting-makes-sense.html
Seems that over in NoHo the same issue about school size and school clsoing is coming up. I believe this article in today's (Feb 2) Gazette makes the case for small schools as eloquently as any of those who have already posted on the subject can:
Keeping Our School Smalls is Worth a Large Effort
I am wondering who allows the salaries of the administrators. Also where can I pick up copy of these salaries? I mean specifically--all central office employees and all staff at all schools?? I believe strongly that many, many administrative positions have simply been created to serve a struggling and overwhelmed population of children who have no control over the situations a lot of them are forced to deal with. This is a direct result of the class difference right here in Amherst. Is there anyone reading this blog that understands what I am trying to say here?? I read in the Amherst Bulletin a very eloquent article written by a gentleman who is saying the exact same thing as I am. Please--make the cuts in the administration first and spare the children. Teachers have enough to deal with in their daily interactions creating lively and engaging lessons, guiding our children with compassion, giving them an irreplaceable sense of confidence and self-worth. Why are we stressing these wonderful workers with the threat of losing their cherished jobs?? Why are we considering casting out a group of children who for some their school has become a safe haven??
It's just not right and somebody with a little sense and a lot of power must see this.
I heard an NPR piece on this not too long ago. The topic being Obama's aim to create an Americorps program for elementary schools, engaging college graduates to teach art and music.
There are intelligent people in this community. I wish we could think through and dream a way for this crisis to be an opportunity.
And I'm just trying to think creatively here in offering-up the article at this link. I was once an Americorps*VISTA and so this caught my attention.
In Obama Era, National's Service Time has Come. (Roll Call Opinion)
>>What Obama’s predecessor, President George W. Bush, referred to as “the armies of compassion” may at last be mobilized in huge numbers to tackle the country’s social problems — and on a cost-effective basis, at that.
The centerpiece of the process will be passage — its advocates hope, in Obama’s first 100 days — of the Serve America Act, sponsored by Sens. Edward Kennedy (D-Mass.) and Orrin Hatch (R-Utah), to expand Americorps, the nation’s civilian service force, from 75,000 personnel to 250,000 per year over five years.
Earning $12,500 a year, plus a $4,700 scholarship, Americorps volunteers do direct service at low-income schools, clinics, boys and girls clubs, environmental projects and disaster sites, and help organize the work of around 60 million unpaid volunteers.>>
http://tinyurl.com/d53tzw
Third candidate emerges for seat on Amherst School Committee
By mcarey
Created 02/03/2009 - 10:25
* amherst
* local
* schools
AMHERST - A third candidate has thrown her hat in the ring for School Committee.
Megan Rosa has taken out nomination papers for the March 31 election. She joins Steve Rivkin and Irvin Rhodes, who have said they would run for two seats in contention this year.
Longtime School Committee member Elaine Brighty is not running for re-election. Member Sonia Correa Pope whose term also ends this year, has not said publicly whether she would run this year.
Rosa, 30, has two children who attend at Mark's Meadow Elementary School and a daughter who will enter kindergarten next year.
A homemaker who has been involved in the schools, Rosa has lived in town since moving to Amherst with her family when she 13 years old. "I have asked questions and I haven't gotten answers about what these budget cuts are going to look like," she said.
School officials have announced a potential $1 million shortfall in the elementary schools budget and an equally large or larger shortfall in the regional schools budget. Among possible savings measures, it has been suggested that Mark's Meadow be closed.
"I'm kind of afraid of what these cuts are going to look like, and I'm afraid there are a lot of families in town who don't have someone speaking up for them," Rosa said.
Rosa said she has gained some familiarity with special education because one of her children receives such services. She is an advocate of redistricting the elementary schools so that there aren't as many disparities among them. Now, for instance, about 60 percent of children at Crocker Farm qualify for free and reduced lunch compared with 22 percent at Wildwood.
Rosa said she would like to see the district investigate options for redistricting in the event that there are three or four schools.
She is co-chairwoman of the parent-teacher organization at Mark's Meadow, on the School Governance Council and Diversity Committee and was on the committee that investigated elementary reorganization scenarios last year.
Nomination papers for elected office with 50 signatures of registered voters are due Feb. 10.
Daily Hampshire Gazette © 2008 All rights reserved
Brava Megan!! Brava!!
I have been to Marks Meadow many times and anyone can see that it is a wonderful school with a dedicated staff and a warm, cozy atmosphere. I can see why many of the Marks Meadow parents are fighting to save it.
Let me tell you about the school my children attend. It has a front office staff who know every child and their families. They are smart, effective and always help. The specials teachers in my children's school are very hardworking and seem to be particularly gifted teachers. A look at the artwork on the walls and the children's performances in chorus, band and orchestra show this. The librarian, with less help and resources every year, is one of the most intelligent, caring and committed teachers I've met. Our adminsitrators and special ed teachers work very hard and often late into the afternoon. The paraprofessionals and custodians also are dedicated. The staff at my school really know the kids and care for them. The kids all know most of the other kids. It is warm community too.
For the past few years, the classes of both of my children had 26 students in them. Last year the 5th grade teachers had 28 kids in their classes and it was a very difficult year for both teachers and children. Five years ago, there were about 19 to 22 kids in my children's classrooms. I know that my kids get less attention from their teachers now and that the teachers have a more difficult job. We all know that.
Imagine my reaction when I hear that Marks Meadow classes have as few as 16 kids per class. Imagine my reaction when I hear parents touting the small school experience. What about the small classroom experience for my kids and other Amherst children? With 10 more kids in their classes, my children won't ever get it.
Each year there are fewer resources, more cuts and fewer staff. There are more cuts coming next year and the next. The talk is that the instrumental music program will be cut this coming year.
My school does not meet federal standards under the No Children Left Behind Act. Two of Amhert's elementary schools do not meet federal standards for the poorly named "subgroups" -- kids that need more help and attention not less. We live in a town with three higher education institutions. At one of these two schools, 60 percent of kids qualify for free breakfast and lunch -- and not because their parent/s are in undergraduate or graduate school.
When I hear Mark Meadow parents defending their school and organizing to save it, I understand. But I keep waiting to hear talk about my school, the large classes many Amherst kids attend, the greater burdens on the teachers teaching more kids, the loss of library staff, the fewer art teachers and the possible loss of music for all the kids in Amherst. What about the needs of kids living in poverty who need more help right now? What are your solutions for these needs and problems?
As parent why should I care about your kids and their school when there seems to be so little concern for other children and their schools?
In fact, I do care about the Marks Meadow kids. I know some of them and know that they will suffer a loss if their school closes. But their teachers will stay with them. Lots of kids change schools and most kids are really resilent. And if the kids have to move, they will go to schools with dedicated, caring staff in every part of the school.
I don't know if Marks Meadow will close or has to. But we and our kids are all in this communtiy together -- or maybe not.
This is the most thoughtful comment I've ever read on this forum -- thank you, thank you, ANONYMOUS! Really, it shouldn't be about the Marks Meadow families banding together to save "their" school ... it should be about ALL parents and community members coming together to save the school experience for ALL kids. I wish the energy so many Marks Meadow parents (and the principal and the PGO leaders and the teachers) are putting towards saving THEIR kids and THEIR community could be devoted to proposing realistic solutions that help manage this budget crisis in a way that benefits ALL of the kids in Amherst. BRAVA, ANONYMOUS!
Anonymous,
I am a MM parent and I assure you that every classroom does not have 16 students. My son's kindergarten class had 24 students! Don't you see that class sizes will increase if MM closes? Most MM parents are not just thinking about our own children only. I believe that MM should be part of any redistricting and still think that is short-sighted to close a school that is doing well. Anonymous 2, it is difficult to give concrete solutions without having the actual numbers that even the School Committee has not been able to get. Yes, we are all in this together but I am tired,frankly, of attacks on the MM community because we want to try to save our school if possible. I also do not remember seeing anything about MM teachers being moved with MM students. I think that many of the veteran teachers at MM will bump teachers with less seniority at other schools, so I do not know where they will end up if MM closes. The best solutions to problems do not occur when we make them in panic mode. All of us as parents are concerned but don't denigrate us for questioning the process, asking the SC to look at alternative solutions to the budget crisis, and advocating for our school and our children.
My child goes to Fort River ... where EVERY YEAR several MM kids are bused to our school because your school is too full for kindergarten. The district pays for a separate bus to send MM kids to our school, adding an extra cost. Have you calculated that in to the costs of maintaining your school? The SC will give us numbers tomorrow night -- but I am certain they will show what EVERYONE knows ... that closing MM is the only real way to save substantial sums. So, then the MM parents can once again pull together to push for the firing of all sorts of other people and positions to save your school. Anonymous had it exactly right yesterday -- are we in this together as a community or NOT?
Anonymous
Is it really necessary to be so sharp? We have invited the conversation to be constructive.
Have you asked your principle what he thinks of closing MM this year? Because as I hear it, all the principals feel that the process of closing a school and redistricting CAN NOT and SHOULD NOT be done in 2 months, over this summer. It is not feasible and is not recommended to rush such a big plan.
And I will reiterate what “The Way I See Says.” We are asking the SC to please wait until they have all the numbers,
Federal Aid
State Aid
Town Budget
A Plan for redistricting
And yes a new Superintendent,
before they bring up such conclusions as MM HAS TO close. Nothing more and nothing less. We are not shouting "SAVE OUR SCHOOL" we are asking to not make hasty decision that could effect all of us. SO SLOW DOWN FOR THE BETTERMENT OF ALL THE CHILDREN's EDUCATION! Thanks for continuting the conversation.
I work in the Amherst elementary schools, so I am just adding another voice (hopefully a calmer one). If you read the report by the FCCC, you will see that the revenue-cost gap continue to increase, and waiting for stimulus is not going to handle it. We will have the numbers tomorrow -- and I hope and pray that if they look as bad as I fear they will (I've heard preliminary cuts from my principal), the Marks Meadow community will then band together to help their school close in a way that is constructive and helpful to children, so that we can preserve some of the services and programs for all kids.
A few thoughts for the sundry ANONYMOUS.
One of the things I’ve been arguing for repeatedly is that MM increase enrollment to its current capacity of 230 students. This would a) take advantage of the free heat and electric supplied by UMASS and b) reduce the student population in our other elementary schools. Scores of studies put effective elementary school size at less than 400. Two of our schools will exceed that if MM is closed. As we’ve seen at our meetings, several parents moved to Amherst because of MM. How many more in the district would make that choice if it became possible?
Secondly, I, and several other MM parents have also said repeatedly that if the actual budget numbers really do indicate closing will be the best option, we’d accept and support it. What we haven’t accepted, what we argue against, is the rush to judgment based on guesswork.
So when people anonymously says thing like "MM parents can once again pull together to push for the firing of all sorts of other people and positions to save your school" it is frankly insulting, needlessly divisive, ignorant and part of an atmosphere of villainizing us for, quite reasonably, wanting the choice to be clear before it is made.
http://www.amherstbulletin.com/story/id/128095/
Amherst Bulletin, Published on February 06, 2009
Don't erase history: Keep Mark's Meadow open
By MICHAEL GREENEBAUM
The news that the School Committee is thinking about closing Mark's Meadow school is disturbing. I am not disinterested; I was principal for 21 years and am proud of those years, of the school and of the community of North Amherst it served. It may seem like ancient history now, but for those years Mark's Meadow was a laboratory school, both in name and in fact. It theoretically served the School of Education as a laboratory, but in truth the town was more interested in its laboratory role than the university. Many practices were tried out first at Mark's Meadow in the 1970s and then incorporated throughout the elementary schools. Here are some of them: kindergarten; whole-day kindergarten; breakfast; after-school childcare; and a governance council of teachers and parents.
More important were ideas that were tried out and successfully implemented but could not survive the peculiar test-based nature of education reform in Massachusetts: multi-age classrooms; a developmentally focused checklist in lieu of report cards; a workshop program which allowed teachers to specialize in areas of particular strength and interest; multiple transition points so children could move from one setting to another at various times of the year; making the arts central to the curriculum; and external evaluation of the school and its program by nationally recognized educators adapting the model employed for secondary schools, including self-study.
More important than any of these, however, was the special and unique bond Mark's Meadow enjoyed with the community of North Amherst, a wonderfully diverse community, but one marked by transiency, poverty, single-parent child rearing, racial and ethnic diversity, and many, many first languages. Many Mark's Meadow parents felt isolated, unsure of their English, and frightened of the school as an institution. Many parents clung to their own traditions while, at the same time, desiring their children to learn English and learn how to negotiate an English-based culture.
It was difficult for many Mark's Meadow parents to figure out the culture of Amherst, but we were determined that they should feel at home at their neighborhood school. This meant that the Mark's Meadow staff had a lot of learning to do, a lot of assumptions to question, a lot of attitudes to change. That learning, questioning and changing never stopped at Mark's Meadow, and I know that it is central to the culture of the school today.
So, if Mark's Meadow were to close there would be tremendous losses to a community that has often been underrepresented on school committees and which has often had difficulty finding its voice in the Amherst dialog. Perhaps that is why Mark's Meadow teacher John Keins was so passionate in his letter in a recent Bulletin. This is not the first time a teacher's voice has been raised in support of the North Amherst parent community; indeed, John Keins is in a long and valued Mark's Meadow tradition. The challenges facing the Amherst School Committee are many, and tough budgetary decisions are at the top of the list. I hope, though, that the committee considers both the intended and unintended consequences of closing Mark's Meadow. It would be writing "finis" to a distinguished 50-year history of questioning, innovating and succeeding, and it would take away a community center from a fragile but exciting North Amherst community.
It is also the case that an important link to Amherst's history would be destroyed: The "Mark" of Mark's Meadow was Capt. Marquis F. Dickinson, and the "F" in his name was Fayette, so his whole name was in honor of the French hero of the American Revolution and great friend of grandfather John Dickinson. Mark's Meadow was the name of the Dickinson farm, whose gentle slopes above the school still provide one of the loveliest vistas in town. In this 250th anniversary of Amherst's incorporation as a town, it would be a special sadness to see this history erased.
Michael Greenebaum is the retired principal of Mark's Meadow Elementary School.
This Op Ed is what gives Marks Meadow families/administrators a bad name. No solutions, no proposals ... just save Marks Meadow to preserve history? How about saving music? How about helping poor kids who need homework clubs? This was the most specious argument I've ever heard.
I find the notion that our choice is either closing MM or losing music pretty specious -- without the actual numbers in place.
Here is a good website to look at for positive ideas!!
http://www.communityschools.org/index.php
Dear "Tired of the Whining":
I don't think Michael Greenebaum was "arguing", I think he was stating his opinion, and that is the way we would like to keep this blog. As a place to discuss opinions, idea's, solutions...not argue.
I would also like to think that even if a person has a different opinion than others they could state it, kindly without malice.
Please respect that Mr. Greenebaum, having been a principal in our district for 21 years, might have an opinion worth looking at. Mr. Greenebaum, just a citizen now, not an administrator in our school district was good enough to take the time to give us a history lesson, one that teaches us a little something about the root of a lot of our current districts practices, many of which were established at Mark’s Meadow.
Don’t get me wrong, or think I am discrediting the other schools, innovation happens everywhere in this district at every school. Mr. Greenbaum was just showing what he knows Mark’s Meadow to be, in what I consider to be a very generous voice.
Tired of the Whining,
The free exchange of ideas and differing opinions is not whining. Just because one does not agree with an opinion, it does not add to the dialogue to characterize it as whining.
The op ed was about much more than preserving history-it spoke of the innovations and ideas that came out of MM that continue to benefit the entire community. It also talked about how important MM is as a center for the North Amherst community and its diversity. On another note, the newspaper usually chooses the titles above a particular op ed, not usually the writer. It is an editorial decision.
I agree with Stefan Petrucha, any decision without real numbers is specious and in my opinion, poor planning for the future. Thanks to Meg Rosa for the link re: community schools and for being a levelheaded voice of reason and diplomacy amidst all of this contentiousness! Can't we all just get along and agree to disagree in a less antagonistic manner? It is not us against them, or you against me-ultimately we are all in this together and hopefully, whatever is decided will ultimately benefit our children.
And apparently we still might not get any real numbers! I learned this from Catherine Sanderson's blog "Update on Numbers." You can read for yourself at www.myschoolcommitteeblog.blogspot.com
Some of this dialog is beginning to blow my mind. I don't get the verbal attacks on people and I am glad for not being capable of this way of thinking. That said, as an educator, parent, and economist it simply makes no sense to close Marks Meadow. In fighting for this to not happen one shouldn't then become the target of outraged individuals in this community. I know this scenario well. The oppressed then fight the oppressed while the oppressors victor.
Here is a piece on the NEA site that I just submitted to our legislators in the fight for small classrooms. 'Teachers with small classes can spend time and energy helping each child succeed. Smaller classes also enhance safety, discipline and order in the classroom." So let's 'join forces' and build another elementary school in Amherst!! Marks Meadow is proof enough that these statements are true.
Children should not have to suffer for the adult mismanagement of money. Just look at Amherst College or go into the new buildings at UMass....no money??? How can anyone actually believe this???
"It is not surprising to me that kids in Marks Meadow do well academically -- they are the children of professors and graduate students! Those kids would do well in another school (in fact, probably any other school). It is important not to mistake correlation with causation here." -Catherine Sanderson on her Blog today.
The School Committee got the numbers today.
I am so sorry to see that a school committee member sees the children of our town (attending MM) as 'those kids' which leaves me to think she must see the others as 'these kids.' So--alas, there it is--us and them, the educated and the non educated, 'the haves' (aplenty in Amherst) and 'the have nots.' I appreciate being able to see clearly this line of thinking which is sadly pretty narrow from this last blog. However, the campaign to keep MM open must forge on. Has anyone contacted Stanley Rosenberg yet?? I understand he may be the man with the money.
You may like or dislike Catherine. But to imply that she is only after some kids is ludicrous. Have you heard her talk about the need for redistricting? I've even heard our PGO leaders talk about her dedication to all kids. I know we are frustrated about the realities -- but is it fair to accuse her of only wanting good for some kids?
I agree with the Anonymous poster of Feb 11, 11:33AM. I think a more fair characterization of Catherine would be "putting the needs of the majority ahead the needs of the minority." Having read her blog, attended many SC meetings, and talked to her personally, I firmly believe that she wants to make the decision that will benefit the most kids in our district. Wherever they live or go to school. I also believe that she realizes that not everyone will end up with what they want/need, some kids will suffer some sort of loss next year (of their school, of their music program, of their friends, etc) but realizes that the fiscal crisis is neither small or temporary and hard choices need to be made. She is even willing to make a decision (i.e. redistrict) that would cost her own son his sixth grade year in the school he has attended since kindergarten!
I appreciate the comment in defense of the school committee member whose apparent thinking is for "putting the needs of the majority ahead of the needs of the minority" where our children are concerned, but my goodness this sounds awfully scary to me. When the minority are children. Where their needs are to be sacrificed in order for the betterment of the whole.
Come on people. What is going on here???
Ludicrous?? My, my there we go again with personal vicious, attacks.
I like and appreciate all the work our school committee members do, but being blinded into making this kind of drastic decision based solely on the dollar is a bit too much to digest.
The money is there, always has been and most likely always will be. We just need someone, some individual with a little clout to stand up and find it, make it available to Marks Meadow and end this for once and for all.
Supercolumn: School committee responsibilities
By AL SPRAGUE and HELEN VIVIAN
Published on February 13, 2009
Question: Many school committees seem to be unclear about their scope of responsibility and their legislated authority. Do you agree?
Al and Helen: The question overstates the issue, we believe. In general, looking back over the dozen or so school committees we've worked with, duty and authority relationships are well carved out and mutually understood. A critical key to this success has been a committee's and superintendent's agreement to focus on students and to collaborate in a consistent and positive manner.
Amherst-Pelham schools have developed and adopted policies that can make this happen. Selected excerpts from their policies give a clear picture of how a school committee best helps a school system move forward. As input for the incoming superintendent and all School Committee members, we suggest focus on the following concepts from the Amherst-Pelham adopted policy manual.
School committee's authorities and duties
Because all powers of the school committee derived from state laws are granted in terms of action as a group, members of each school committee have authority only when acting as a committee legally in session. No member of the committee, by virtue of his/her office, will exercise any administrative responsibility with respect to the schools or command the services of any school employee. All policy decisions and other matters as required by law will be settled by an official vote of the committee sitting in formal session.
School committee ethics
Based on the Massachusetts Association of School Committees Code of Ethics and adopted in Amherst-Pelham
This code of ethics delineates three areas of responsibility of school committee members in addition to that implied above: 1) community responsibility; 2) responsibility to the school administration; and 3) relationship to fellow committee members.
1) A school committee member in his/her relations with the community should:
* Recognize that his/her basic function is policymaking and not administrative.
* Remember that the chairperson is the public spokesperson for the committee at all times except when this responsibility is specifically delegated to others.
* Be well informed concerning the duties of a committee member on both a local and state level.
* Remember that he/she represents the entire community at all times.
* Accept the office as a committee member as a means of unselfish service with no intent to "play politics," in any sense of the word, or to benefit personally from his/her committee activities.
2) A school committee member in his/her relations with the school administration should:
* Recognize and support the administrative chain of command and refuse to act on complaints as an individual outside the administration.
3) A School Committee member in his/her relations with his fellow committee members should:
* Realize that statements or promises should not be made regarding how he/she will vote on matters that will come before the committee.
Instruction
The school committees will rely on the professional staff under the supervision of the superintendent to design and implement instructional programs and courses of study that will strive to achieve the educational goals of the school system. The school committees will encourage and support the professional staff in its efforts to investigate new curricular ideas, develop and improve programs, and evaluate results. The superintendent will direct curriculum development for the school system. Working with him/her will be members of the administrative and professional staff. The superintendent will establish appropriate curriculum committees for the development, review, evaluation and revision of curriculum guides and instructional programs.
In our many years in public school administration, we have not seen a year when fiscal projections were so dismal. If dismantling the quality programs that Amherst-Pelham schools have worked so hard to develop is imminent, the policies excerpted above can help us all through these troubled times. The best decisions need collaboration between consumers and providers - our families, citizens and our well-prepared, hard-working professional educators.
Al Sprague and Helen Vivian are the married, co-superintendents of the Amherst Regional Public Schools. Their column seeks to provide answers to questions from community members regarding the school system. Questions for the co-superintendents should be sent by email to letters@amherstbulletin.com, by fax to 549-8181, or by post to Letters, Amherst Bulletin, 100 University Drive, Amherst, MA 01002.
News from our neighbors and potential Superintendent:
Northampton school advisory: Stick to values
No closing, more choice
By BOB FLAHERTY
Staff Writer
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Friday, February 13, 2009
NORTHAMPTON - The highly anticipated report from the 25-member Strategic Plan Committee was unveiled Thursday night at a regular meeting of the School Committee at JFK Middle School. To the surprise of some, the plan committee recommended against the closing of an elementary school, concluding that a move so drastic would undermine the city's core values for education.
The Strategic Plan Committee, led by consultants William Allen and Francis Gougeon of Future Management Systems and made up of a cross-section of teachers, parents, school officials, city councilors and community members, was appointed by Mayor Clare Higgins in August. Working through January, the SPC spent hundreds of hours delving into the minutiae of the school district's workings with an eye to providing a framework to guide the decisions of the school system over the next several years.
The Strategic Plan committee conducted interviews with a diverse segment of the city's population, held a heavily attended series of public forums and researched the city's population trends and projected school enrollment figures, which is expected to continue to decline.
Allen praised the district for its ongoing efforts to close the achievement gap between white and minority students.
Through the focus groups and interviews, the committee identified the core values of the community as they relate to the school system as:
· A commitment to equity and meeting the needs of a diverse student body.
· A commitment to providing a strong educational program.
· A commitment to focusing on the whole child (academics, social, emotional, fine arts and physical.)
· A commitment to small community schools and a commitment to maintaining small class sizes.
The SPC identified seven similar school systems to serve as a comparison group: Longmeadow, Ludlow, Gardner, East Longmeadow, Hudson, Belchertown and South Hadley. Northampton's 10th-graders ranked second in MCAS scores; Northampton students were first in SAT scores.
The SPC found that these triumphs took place in the face of severe cuts in teaching, clerical and administrative positions, reduced budgets and increased fees. The district was commended for the progress of its ongoing School Improvement Plan.
Among the SPC'c recommendations: Continue to focus on the improvement of minority student achievement and the development of cost-effective special education programming.
"The district continues to make progress in closing this gap, but it needs to double the effort," said Gougeon.
To increase revenue, the SPC strongly recommended the expansion of school choice. "Initiate it as early as possible - there are fairly significant revenue opportunities here." Allen told the School Committee.
On regionalization, the SPC recommended that the School Committee explore regionalizing the school system and/or programs with other communities as soon as possible, also advising the district to explore the consolidation of some services with the city.
Most important, the SPC recommended that a Proposition 2½ override be placed before the voters.
"The distance between where you are with revenue and where you are going to be is widening by the day," said Allen.
The two areas where savings could be realized but that the SPC could not bring itself to endorse were in the closing of a school and the limiting of school bus transportation to only that required by law.
Allen called the school closing an emotional issue that would not jibe with the district's core values.
The district's handling of special education students was found to be stellar. "Of the seven school systems we looked at, Northampton was the second highest in special education students enrolled, but the second lowest in funding," said Gougeon.
Most of the SPC's work, Higgins and others pointed out, took place after the economy tanked. "And you still doggedly kept at it," she said.
"You will have difficult decisions to make as you try to hang onto those values you hold so dearly," said Allen. "We can only hope that the story gets told of the hard work the system does on a daily basis."
Higgins said the report will be a valuable tool as budget deliberations for FY2010 heat up.
Bob Flaherty can be reached at bflaherty@gazettenet.com.
A group of over 20 concerned residents of Amherst came together April 6th.
We discussed the process (or lack of I might comment) of the School Committee and the proposed motion "to close Mark's Meadow" which will be voted on next month.
All those who care about keeping small schools open, and making sound, long term decisions for this town please
1) sign the petition below, if you haven't already
(double click on the highlighted e-mail address and sign on)
2) write a letter to our local reps
3) copy and send this e-mail to a friend and/or to your child's classmates
Sample letters and a suggestion outline will be provided, if needed.
1) The letter writing campaign is to:
all local papers, town, local and state representatives.
Please contact Jocelyn : jociecee@aol.com so she can schedule when to send your letter ( I have attached the long list of e-mail addresses)
2) Sign the Petition "Working Together For Amherst Education"
http://www.ipetitions.com/petition/amherstelementaryschools?e
or contact Alyssa : alyssa@earthlink.net or call 549-3614 for more info.
Other things we brainstormed about at last week's meeting (April 6th):
-Create a fact sheet/brochure explaining the budget realities and how specifically Amherst residents will see them in our children's schools
-Go to other PGO meetings for the other three elementary schools (will be scheduled for the weeks of April 13th and 27th)
-Organize tea/coffee/public forums to discuss these issues and ask questions
-Open invitation to visit Mark's Meadow
-Investigate/write grants/famous people for new revenue sources
-Speak to others, town residents who don't have kids in the school system and parents for the 3 other three elementary schools about this issue
-ACTV documenatry to be created by Cathrine Stryker
Thank you. Please find a list below of all local, state, and federal contacts:
Massachusetts State Government Contacts
Governor Deval Patrick
Office of the Governor, Room 360, Boston, MA 02133
888-870-7770 (phone), 617-727-9725 (fax), 617-727-3666 (TTY)
Website where e-mail contact can be made : www.mass.gov/governor
All mail to Legislators should be addressed to:
Senator or Representative
State House
Room #
Boston, MA 02133
Joint Committee on Education—Chairpersons
Robert A. Antonioni, Senate Chair
Room 109-E; 617-722-1230
Robert.Antonioni@state.ma.us
Patricia A. Haddad, House Chair
Room 473G; 617-722-2070
Rep.PatriciaHaddad@hou.state.ma.us
Local Senators and Representatives
Senator Stanley Rosenberg
Room 320; 617-722-1532
Stan.Rosenberg@state.ma.us
District Office: 1 Prince Street, Northampton 01060
584-1649
Representative Stephen Kulik
Room 473F; 617-722-2210
Rep.StephenKulik@hou.state.ma.us
District Office: 1 Sugarloaf St, South Deerfield 01373
665-7200
Representative Ellen Story
Room 167; 617-722-2011
Rep.EllenStory@hou.state.ma.us
Ways & Means Committees
Charles A. Murphy, House Chair
Room 243; 617-722-2990
Rep.CharlesMurphy@HWM.state.ma.us
Steven C. Panagiotakos, Senate Chair
Room 212; 617-722-1630
steven.panagiotakos@state.ma.us
Federal Government Contacts
President Barack Obama
The White House,
1600 Pennsylvania Avenue NW
Washington, DC 20500
202-456-1111 (comments), 202-456-6213 (TTY)
comments@whitehouse.gov
Senator John Kerry
Contact at either federal or state offices:
304 Russell Bldg, Third Floor, Washington DC 20510; 202-224-2742 (phone); 202-224-8525 (fax)
One Bowdoin Square, Tenth Floor, Boston, MA 02114; 617-565-8519 (phone); 617-248-3870 (fax)
Website where e-mail contact can be made: Kerry.senate.gov
One Financial Plaza, Springfield, MA 01103; 413-785-4610 (phone); 413-736-1049 (fax)
Senator Edward Kennedy
Contact at either federal or state offices:
317 Russell, Senate Office Bldg, Washington DC 20510; 202-224-4543 (phone); 202-224-2417 (fax)
2400 JFK Bldg, Boston, MA 02203; 617-565-3170 (phone); 617-565-3183 (fax) senator@kennedy.state.gov
Congressman John Olver
Contact at either federal or state offices:
1111 Longworth HOB, Washington DC 20515; 202-225-5335 (phone); 202-226-1224 (fax)
57 Suffolk Street Suite 310, Holyoke, MA 01040; 413-532-7010 (phone) 413-532-6543 (fax)
Website where e-mail contact can be made : www.house.gov/olver
Arne Duncan, Secretary of Education
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
202-401-3000
e-mail: Arne.Duncan@ed.gov
Local Reps
Amherst Town Manager : shafferl@amherstma.gov
Amherst Assistant Managers: arcamoj@amherstma.gov seamank@amherstma.gov
Acting Superintendent: GerykM@arps.com
Assistant Superintendent: WestmorelandD@arps.org
Select Board: SelectBoard@AmherstMA.gov
schoolcommittee@arps.org
Kathleen Anderson andersonk@arps.org
Andy Churchill churchilla@arps.org
Irv Rhodes rhodesi@arps.org
Steve Rifkin rifkins@arps.org
Cathleen Sanderson sandersonc@arps.org
The Gazette send by Monday 9am to opinion@gazettenet.com
Include name, telephone number and address on piece (only name will be printed)
300 words or less for a letter to the editor
600-800 words for a column
Jim Foodey is the editor 585-5250
The Bulletin send by Monday 9am to letters@amherstbulletin.com
Include name, telephone number and address (only name will be printed)
In the SUBJECT write: Letter to the editor
400 words or less is for a letter to the editor
600 words or more are for a guest article
Noah is the editor
Save Mark's Meadow!
Town Meeting member, Adrian Durlester's blog, Amherst aMusings, is well-worth a read:
http://amherstamusings.blogspot.com/
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