Unified High School - Frequently Asked Questions

On November 4, 2014, voters will be asked to approve a ballot question that permits Newport and Middletown to develop proposals related to unifying their 2 high schools.

It is important to know that approval of this ballot question does NOT give permission to unify the high schools. It merely allows the 2 communities to discuss serious proposals.

To actually unify the high schools, voters would have to approve another ballot question AFTER proposed plans have been developed.

The questions and answers below were developed by the Middletown-Newport Unified High School Exploratory Committee over a period of several months.  The answers are neither definitive nor final.  They are simply the options identified by the Committee, or in some cases the Best Practices in other regional school districts.  Should Middletown and Newport citizens decide to pursue high school unification; final decisions will be formulated by the communities over a period of several years.

Why should the citizens of Newport and Middletown consider the possibility of forming a Unified High School?
  Neither Middletown nor Newport has the resources to support the existing educational structures over the long term.  Programs will continue to be reduced or restructured while expenses rise each year.  The educational opportunities available to today’s students – fewer than those that were available to their parents – are unsustainable. 
    School districts in Newport County are faced with major issues related to sustainability that are irresolvable within the current structure:  1) increasingly inadequate funding that affects the quality of the academic programs, 2) diminishing enrollments that undermine the ability to serve the needs of all students, 3) a declining competitive workforce that promotes economic growth, and 4) a declining and aging population.

Governance and Administration
What would be the governance and administrative structure of a Unified High School?
State regulations require a Superintendent. The Unified High School would have its own Superintendent/Principal.  A unified high school could be governed in a variety of ways:

A.     State regulations require a Superintendent. The Unified High School could have its own Superintendent/Principal. A unified high school(s) could be organized as a unique district with its own school committee (separate from the K-8 districts that would be governed by the existing School Committees.)  The Unified High School Committee would have equal representation from each community.  To avoid tie votes, a majority would be required to approve any Committee action.

B.       A unified high school(s) could be governed by either the Newport or Middletown Superintendent and School Committee.  In this option, the high school(s) would be incorporated into an existing school district.  The host School Committee would include representation from both school districts.

    A unified high school(s) could be governed by a unified Middletown-Newport School District.  The Unified School Committee would have equal representation from each community.

 Finances, Affordability and Debt Obligation

 How would a Unified High School be funded? 

   A unified high school budget would be developed based on per pupil costs as defined by the RI Department of Education (RIDE).   The process would be similar to that used by other regional districts.  The funding from each community would follow the student.

   The budget would be presented to the municipal Councils using the method currently employed for municipal K-12 school districts.  The Councils would have bottom line approval.  As is presently the case, disagreements would be resolved by negotiations.  All debt obligations would remain with Newport and Middletown as is presently the case.

 How will the Special Education needs of students be met in a unified system?

There are two approaches which would be considered by a unified school committee:

1. Special Education services would be provided by the school district as is now the case in Newport, or;

2. Special Education Services would be provided by the Newport County Regional Collaborative as is now the case in Middletown.

   The decision of which approach to take would be based on an analysis of costs and benefits by the unified school committee.  Costs would follow the student, that is, the residence of the student would determine which municipality would pay for the needed special education services.  These costs would be included in the budgets submitted to the respective Councils for approval.

 Staffing Changes

Would there be reductions in teachers and staff? 
   It is unlikely that there would be reductions.  As programs and course offerings expand with increase student population, it is more likely that there would be modest increases in staff and/or changes in content areas and programs that affect staff.

 What would happen with employment contracts?

    There would be negotiations involving unifying and consolidating existing contracts.  Present Middletown and Newport employment contracts are similar but not identical.  The differences could be reconciled with “hold harmless” provisions for existing employees.

 Educational Program Changes

How would education programs be enhanced?
   A larger student body would result in class enrollments that enable an expansion of advanced courses as well as career development courses.

 How would unifying the student bodies of both schools make a difference? 

   A student body of 1,300 (instead of 600 or 700) would support classes and programs that cannot be offered now because there are insufficient students to fill the seats.
    For example, a class selected by only 6-8 students must be cancelled, but it could be scheduled if 15 or more students selected the class.  Larger class enrollments would also enable an expansion of advanced courses as well as school-to-work courses. 

 How would the curriculum be enhanced? 

   Career education would be expanded in multiple ways. The Career & Technical School programs would be expanded to more fields and developed to include partnerships with post-secondary institutions as well as connections with business and industry. Students with specific career aspirations could commit to full programs while other students could explore career fields on a space-available basis as well as in stand-alone electives that are not currently available.

 Would there be changes in the elementary or middle school curriculum?

    Collaboration would take place to develop a common curriculum so that all the students entering the unified high school would have the same curricular preparation and would be fully prepared for high school studies.

 How would unification affect elementary and middle school students?

   Unification does not alter current middle school or elementary school arrangements.  Newport’s Pell        
   Elementary School and Thompson Middle School are new and will not change.  Middletown is now considering a refurbishment and building plan for all the schools.  The plan is for renovation and repair needed regardless of any unification activity and will proceed, or not, irrespective of high school unification.

 Transitions, Facilities, Transportation, School Spirit,

Is a new high school being proposed as part of unification?
    The Unified Committee is not proposing a new school.  If and when a regional high school is proposed, the cost would be distributed among the state and the participating communities – approximately 40%, 30%, 30% respectively.
    Both existing high schools are in need of expensive renovations. The operating costs of one new building would be lower than the costs of renovating and operating two older buildings.
    Middletown’s facilities plan includes construction beginning in 2016 of a new $58 million high school, not including a gym or auditorium, followed by the renovation of MHS as an elementary school for $45 million.
Newport’s renovations would include a new roof at a projected $1.5 mil and a new track at $1 mil, not including other maintenance costs.
   Capital costs and bonding would be the responsibility of Newport and Middletown separately.

What would be the financial benefits of a constructing a single regional high school?

   Both existing high schools are in need of expensive renovations. In addition, the operating costs of one building would be lower than the costs of operating two buildings. 

 How would the two high schools be transitioned to one school?

    Community and parental involvement are the key to successful unification.  The Newport Pell School elementary consolidation and Middletown’s creation of a grades 4-6 Learning Academy required years of meeting and consultations with parents, school staff, school and city administrations.  These are models of how successful unification should proceed.

 What is the timeline for the transition to a single high school?

   A transition period would allow the combining of students to form a critical mass for curriculum expansion and development.  There are a number of different options being considered, but the committee would like to hear ideas from the public.

 What transition plans are under consideration for unification while a new regional high school is in the planning and development stages? 

   The goal would be to begin to create larger enrollments that would make possible the development of new courses or the restoration of opportunities that have been lost as the enrollment has declined.

 How would transportation be managed?

   The communities would continue to transport their students.  Collaboration within each town (9-12 and Prek-8) and across towns (common geographic areas) would ensure efficiency.

 How would the students be unified to create a critical mass prior to planning for a new regional high school?

    There are a number of options including the following:
    One existing school could focus on college prep programs while the other could focus on career prep programs.
    The 9^th and 10^th grades could attend one school, and 11^th and 12^th grades could attend the other.
    The schools in one community could be re-organized, moving grade 4 back to the elementary schools; the 9^th grade could move to the middle school, and grades 10-12 could be combined.
    These are only a few of the possible options, but a transition period would allow the combining of students to form a critical mass for program expansion and development.

Extracurricular Activities and Sports

Both MHS and RHS have built reputations that foster loyalty within the communities.  What would make me want to change anything that seems to be working so well?

    Aquidneck Island was once served by a single regional high school, Rogers High School.  A unified high school can build its own loyalties, customs and support base in the same way Middletown and Portsmouth did since taking separate paths years ago.
   Education is more than a location.  Education is an opportunity for all students to reach their highest potential. They cannot do that when their opportunities are limited because the low number of students does not support the range of courses that would meet the needs of all the students.

 How would unification affect the athletic programs?

    The number of athletic team and individual sports opportunities would increase. 

 How would unification affect extracurricular activities?

    The number of team, intramural, and individual sports as well as extracurricular opportunities would increase as staff could be used more efficiently.

To reiterate - To actually unify the high schools, voters would have to approve another ballot question AFTER proposed plans have been developed.
  

Conversations About Regionalization - Part 3

Discussions took place in late fall of 2013 with Newport representatives who believed that the Newport Council was 100% behind the initiative in Middletown.

As in previous conversations in other communities, it was agreed the program needs to be “outstanding.” There was discussion about educating 100% of the students and the decreasing middle class.  Lacking options, students without college aspirations simply “do their time” and leave without skills to become a drain on the economy, perpetuating an under class.

It is likely that the tuitioning towns – Jamestown and Little Compton – would only jump ship for an outstanding program.

There was some discussion of funding; it was suggested that the sale of Rogers High School could ease the city’s bonding obligation

Frustration was expressed over discussions that had previously taken place at the SC level but had gone nowhere, but it was agreed that dialogue and planning taking place at the municipal level was more likely to bring results

There continues to be consistent agreement about the following:

1.      The top priority is an outstanding program that meets the needs of 100% of the students.

2.      It is actually possible to provide outstanding special education services within a reasonable budget.

3.      There are financial benefits to be gained by a single facility and greater efficiency.

4.      There is agreement that equitable representation is a basic priority.

Conversations About Regionalization - Part 2

Our activities continued in the Fall of 2013:

1.      Discussion was conducted with a member of the Middletown School Committee relating to Portsmouth’s efforts to create a STEAM Charter School or integrate such an academy at Portsmouth High School. It was suggested that this might be an effort to filter high ability level students to Portsmouth.  It was also agreed that Portsmouth’s efforts probably lessened the probability of their joining the Newport County consolidated high school efforts; at the same time, it was agreed that the development of a program that served 100% of the students at a consolidated high school with a critical mass would level the playing field and ensure the viability of two outstanding high schools in the region.

2.      An offer was extended to solicit grants to support the necessary public communication at the proper time.

3.      At  a meeting with a representative from RIDE, there was discussion about the challenges ahead. It was stated that the Commissioner was an advocate of regionalization but recognized that developing Charter schools was an easier prospect; nevertheless RIDE would strongly support the initiative. Mention was made of financial incentives as well as answers to questions and information about funding data related to RI regional and tuitioning districts if requested.

4.      There was discussion of regionalization discussions going back 20 years and it was felt then that it would not happen until “our backs were up against the wall,” almost to where we are now.

5.      Discussion centered around recent meetings and the challenge of engaging other districts. It was suggested that, assuming favorable legislation could be passed related to governance and funding, consolidating with Newport would be a good start. Facilities plans could include potential expansion.  It was agreed that the academic program, however, would have to be exemplary and serve 100% of the students. 

6.      On Thursday, August 22, a team of two TC and one SC visited Wachusett, the largest  of many regional districts in MA; it has the 2^nd lowest per pupil cost. We first reviewed governance and funding; then we toured the high school, which serves 2100 students.  The high school was regionalized in the early 1950’s; a new facility was completed in 2008.

7.      The facility supports a rigorous program that serves 100% of the students in a program that starts with the assumption that all the students will further their education while it provides multiple skills and options for those who cannot afford to go or do not want to. 

8.      The biggest takeaway was something the high school principal said in comparing large schools to smaller ones:   “Program and rigor make the difference. Your students are competing with the students at Wachusett for college acceptance.”  It follows that they are also competing for jobs with students who are entering the workforce with skills.

9.      In a discussion of special education it was said that parents from out of the district sent students to Wachusett through school choice because of its reputation for serving special education students well; an example was a family that had moved nearer to the district to make transportation easier. The principal said he could have a classroom of 8 autistic or developmentally delayed students with 2 teachers and 8 one-on-one aides.

10.  WRHS serves Life Skills students, and an Alternative Education class; 582 students are scheduled for “Academic Skills remediation” in 80 sections (students may be scheduled in more than one section.) 

11.  Students can opt for full time placement in a regional vocational school by application in Grade 8.

12.  While a meeting with Tiverton reps has not yet been scheduled, the Tiverton Town Council forwarded the Middletown Resolution to its SC “for further study.”

13.  We have been informed that interest has been expressed by a local foundation in supporting our efforts.

14.  A meeting took place with 2 TC reps and a SC rep in Little Compton.  Like in Jamestown, they are satisfied with their current arrangement – both financial and programmatic; however, they indicated that they would be willing to participate with a Consolidated High School Planning Committee.

There continues to be consistent agreement about the following:

1.      Students in smaller schools do not have the educational opportunities that make them competitive with those who have had broader educational experience.

2.      Only consolidation into one building can offer the benefits of a larger critical mass.

3.      The top priority is an outstanding program.

4.      Just as important are the financial benefits to be gained by a single facility and greater efficiency.

5.      It is actually possible to provide outstanding special education services within a reasonable budget.

6.      Equitable representation was universally supported as a basic priority.

Conversations About Regionalization - Part 1

Soon after the Middletown Town Council authorized the Town Administrator to develop a statistical model of a regional high school, Councilman Adams and I began to meet with groups and individuals on an informal basis to “take the temperature” of Newport County. 

We met with representatives from various constituencies with the simple goal of sharing ideas and the following results: 

1.      Following discussion with a councilor from Newport, the Newport Council passed a resolution supporting Middletown’s authorization for the development of a model.

2.      A member of the Portsmouth Town Council was personally supportive but not promising regarding the town’s participation.  Suggestions included developing a PAC as well as engaging parent and/or citizen groups.

3.      We next met with a Portsmouth resident who represents the RI Superintendent’s Association. Unfortunately, the proposed options benefitted only Portsmouth.

4.      A Middletown SC member provided a list of civic organizations for future communication.

5.      Prominent Middletown residents volunteered to help support consolidation if it went forward.  It was observed that Middletown used to be the school leader of the island, but Portsmouth had now assumed that role. Conclusion?  People move to the town that they think have the best schools.

6.      Jamestown representatives said that their schools had been solicited by Narragansett, Newport, and Portsmouth; it tuitions students to NK, primarily because of its program.  Only an outstanding program would make them leave NK. 

7.      It was agreed that test scores have little value as an assessment of the quality of a district; the measure is in the programs provided.

8.      It was agreed that budgetary savings would result from combining physical plant, operating expenses, and administration; an outstanding program would require reorganization of teaching staff due to expanded programming, not reductions.

9.      Jamestown also raised the issue of the perceptions of higher value of Portsmouth’s schools over Middletown’s. 

10.  Prospective efforts at the state level as well as the fiscal impact of the proposal were discussed with a state senator. It was agreed that there would be initial capital costs – much the same as corporate investment in capital to achieve long term savings. The greatest savings would be realized in the implementation stage with consolidation of facilities as well as the reduction of operating expenses (maintenance and custodial services, utilities, combination of services, etc.)

11.  Proposing new legislation more acceptable to the unique partnerships was recommended.  Suggested was a focus on the “why” in order to build consensus that supports the need as well as the financial implications and programming.

12.  A representative of the Newport County Chamber of Commerce expressed support for a program that would increase the meaningful hands-on experiences of high school graduates, thereby expanding the local skilled workforce.  The Chamber will act as a fiscal agent for grants and other funds to be used to market the concept once a firm plan is developed.

In conclusion there was general agreement about the following:

1.      The region’s small high schools are not sustainable – as funding diminishes, so does academic programming.

2.      Consolidation into one building would have the best result; if high schools are combined and merely reproduce what is already in place, there would be no educational benefit.

3.      A regionalized building would require initial capital investment with primary cost savings to be gained from the operation and maintenance of a single facility.

4.      Funding issues have to be transparent and focused on efficiency.

5.      Other districts might join if an outstanding program promises both post-secondary school and high school graduate job success by servicing 100% of the students,

6.      New legislation could alleviate issues related to governance and funding.

School Regionalization – Restarting the Movement

I started this blog more than 4 years ago, in February 2010. My main purpose was to advocate for school regionalization.  If the reader is interested in the reasons Newport Country schools should regionalize, they are the same and the articles are still available on this blog. But now I need to bring the reader up to date.

In July 2013, Councilman Richard Adams and I renewed the effort to provide better educational opportunities to the students of Newport County, particularly at the high school level. 

Enrollments have dropped dramatically since 1990 and the country has recently been in a recession; as a result, school districts are not able to offer the same opportunities to students as they had to their parents. Reduced budgets and declining enrollments have meant fewer teachers and fewer high school courses while, at the same time,  RIDE is demanding higher standards. School districts are nearing the breaking point.  

But timing is everything. The community wasn’t ready in 2010. We think it is finally ready now to see that, to serve our high school students well, we have to put aside our emotional attachments to past glories and accept the need for change.

Tomorrow I’ll tell you what we did to re-start the discussion.

Newport Daily News - Editorial - Regional high school worth study

July 22, 2013

After many false starts, we are glad to see the idea of regionalization is not completely dead.

That’s because we believe it is a concept that has merit, but has not been fully explored yet, at least on Aquidneck Island.

The issue bubbled up last week in a most unexpected place — at a press conference officially unveiling plans for an 18-mile bikeway across Aquidneck Island. The elected leaders of all three island communities said the Aquidneck Island Bikeway actually represented much more than a safe place for bicyclists to ride.

“We should use it as a symbol ... of what else can we do to create a ‘single community,’” Newport Mayor Harry Winthrop said.

“It’s a great synergy,” Portsmouth Town Council President James A. Seveney added.

“This could be a symbolic first step towards looking at regionalization,” said Middletown Town Council Christopher T. Semonelli. “Maybe it’s the word that we have a problem with, because there’s certainly plenty of desire.”

The Middletown council took it a step past symbolism later the same day, when it voted to take the lead in exploring the feasibility of a regional high school for the island. By a 6-1 vote, it instructed the town administration to develop a model for a 2,000-student school for Newport, Middletown and Portsmouth.

Councilman Richard Adams, who proposed the resolution along with Councilwoman Barbara VonVillas, noted that “we’ve all talked about regionalization for a long time.”

But, he added: “It used to be, not so long ago, that you said the word ‘regionalization,’ you’d better get under the desk because there was a great outcry against it. The whole context has changed.”

During its meeting later in the week, the Middletown School Committee informally supported the concept, and Superintendent Rosemarie Kraeger pledged the School Department’s assistance.

Meanwhile, Middletown School Committee Chairwoman Theresa Silveira Spengler noted that she was meeting with her counterparts in the other island communities to discuss shared services.

That sort of thing — joining forces to purchase items or services or negotiate contracts — has been happening for some time now.

However, discussions about creating a regional school district have gone nowhere, despite studies that have shown financial savings and academic promise.

So maybe this is the way to start — with one regional project, rather than creating a whole new system. And maybe it is smart for it to start in Middletown, which in addition to being geographically in the middle of the island, also is the least polarizing community when it comes to this issue. (Readers may recall that several years ago, a Portsmouth School Committee member said that district did not want “Newport’s problems.”) It will be interesting to see how other communities respond. The Newport City Council will be the first to weigh in; it is expected to take up the matter at its meeting Wednesday.

We are encouraged by Middletown’s leadership on this issue and look forward to seeing the proposal when it comes forward.

Newport Daily News - Officials support study of regional high school

By Matt Sheley
July 18, 2013
Middletown school officials appear to support a proposal to investigate the merits of a 2,000-student regional high school on Aquidneck Island.

Superintendent Rosemarie K. Kraeger and School Committee members said they are interested to see what comes out of a request from Town Council members Richard Adams and Barbara A. Von-Villas for Town Administrator Shawn J. Brown to design a model for the school.

Adams and VonVillas attended the regular monthly School Committee meeting Wednesday afternoon at the Oliphant administration building, where council members and school officials agreed the study would go nowhere without cooperation.

“I do think we need to look at a regional model, given the constraints on our educational offerings and our budgets, but it has to be right for Middletown and right for our students,” Kraeger said. “Unless that happens, it’s going to be a tough sell.”

The School Department is ready to lend a hand, should educators be called upon for assistance, she said. The item is expected to be included on the agenda for the School Committee’s next meeting on Thursday, Aug. 22, at 4 p.m. at Oliphant.

“There has been some initial dialogue about shared services, but nothing about regionalization recently,” Kraeger said. “It’s come up in the past, but it’s been some time.”

Rising costs and shrinking educational offerings have sparked renewed talk in the past couple of months about Newport, Middletown and Portsmouth schools pooling resources.

A June 2009 report by the Rhode Island Public Expenditure Council indicated the three communities on Aquidneck Island could save close to $13 million by combining their high schools by fiscal 2013.

Adams and VonVillas said they want Brown to investigate the matter since concrete talks have taken place.

Although Brown was given no deadline for his report, it is expected to be completed this fall, once more than 30 questions — part of the Adams-VonVillas resolution — are answered and all the relevant information is addressed. School Committee Chairwoman Theresa Silveira Spengler said she doesn’t know what will come of the Adams-VonVillas proposal, but believes it is a good exercise to undertake.

“We’re going to be meeting with the other two communities (Newport and Portsmouth) to talk about shared services,” Silveira Spengler said. “I’m curious to see what will come out of this and see what’s discussed.”

Others agreed.

“I think developing this model makes things more concrete,” said Kellie DiPalma, school board vice chairwoman. “It gives a better idea of what we’re looking at, and we can have a better idea that we’re all talking about the same thing.”

“I really do think we are changing the culture of what we did in the last regionalization committee,” School Committee member Liana Ferreira Fenton said. “People are now beginning to say, ‘Oh, wait. This might help during budget season.’” Given the amount spent on schools on Aquidneck Island annually, consolidating could save money and offer a better educational experience overall, School Committee member Paul E. Mankofsky said.

“We can’t continue to support the high schools on this island, or our schools, the way we’re doing it now,” he said. “Collectively, among the three communities, we spend over $100 million and we have upwards of 6,000 students.”

But without answers to key questions — like how a regional high school arrangement would work, the costs and the time frame — the concept would have a difficult time gaining the support of stakeholders and getting off the ground, Mankofsky said.

“It should come up with a notion of how are we going to build this? What’s the total cost? What’s the total cost of operations? What’s the total cost of, perhaps, replacement?” he said. “Those elements, in a model, would give the public an idea for what we’re talking about for the parameters, the bounds, of a regional high school.”

Addressing the School Committee, Adams said he and VonVillas attended the meeting to let educators know their input is important. Without their cooperation, regionalization would be a tough go, he said.

“It is time, and we can do this,” Adams said. “We can pull this off. Is it going to be easy? I think the way to do it is at the high school level so we won’t get ourselves mixed up with the other grades to start with.”

Newport Daily News: Town will explore regional high school

By Matt Sheley                                            
July 16, 2013
The Middletown Town Council decided Monday night to take the lead in exploring the prospect of establishing a regional high school on Aquidneck Island.

The council voted 6-1 to approve a resolution proposed by Richard Adams and Barbara A. VonVillas instructing Town Administrator Shawn J. Brown to develop a model proposal for a new islandwide high school.

Councilman Bruce J. Long voted against the resolution, saying the matter might be better handled by school officials.

Adams and VonVillas argued that given the struggling state of the economy, reduced state and federal aid, declining student enrollments, lagging curriculum and other factors, the atmosphere was right to push the discussion forward.

“There are a lot of moving pieces and we’ve all talked about regionalization for a long time,” Adams said. “I’ve been struck by something lately. It used to be, not so long ago, that you said the word ‘regionalization,’ you’d better get under the desk because there was a great outcry against it. The whole context has changed.”

No timeline was given for Brown to complete the work, but he is expected to report back to the council in several months.

In a two-page letter to the council, Adams and VonVillas suggest Brown develop specific data on personnel, curriculum, athletics, enrichment programs and facilities based on a 2,000-student school “that would enable all students to achieve future success and independence through post-secondary education or entry-level skilled positions.”

Among more than 30 questions needing answers are the number of teachers, administrators, related personnel, number of academic courses, athletic and extracurricular opportunities and square footage of the school building, offices and amenities.

“There are two major reasons: one is money and the other is education,” Von-Villas said. “There are people who will support regionalization because it will save money and the efficiency and the other factions will support it because of the need for it educationally.

“Newport County communities can no longer afford the constant increases in school budgets. Every one of our communities has suffered this season trying to make things work,” she said. “None of the school committees have been satisfied with the money they’ve been allocated by the towns and we’ve given as much as it’s possible for us to give.”

Sen. Louis P. DiPalma, D-Middletown, said he would support the council in its effort however he could, including seeking financial assistance.

“From a state perspective, there’s not a hearing that we have, where a person comes before a Senate finance or Senate education committee, where myself or someone else on the committee doesn’t ask, ‘So what have you done to try to become more efficient?’” DiPalma said. “The second question, right after that, is ‘What have you done to be more effective?’” According to DiPalma, the state currently provides an additional 2 percent in housing aid costs for each grade level that is regionalized. Also, DiPalma said, the state offers an additional 2 percent under the state funding formula in the first year of regionalization, 1 percent in the second year (there is no additional state aid in subsequent years). It was unclear Monday night what the move could mean in state aid and savings for Middletown, Newport and Portsmouth.

The concept of merging the three public school districts on the island has come up on a number of occasions through the years.

In June 2009, the Rhode Island Public Expenditure Council released a report showing the three communities on the island stood to save close to $13 million by consolidating by fiscal 2013, which ended June 30.

To date, the concept has been a nonstarter, with talks gaining little traction, but most on the council said they’d like to see that change.

In voting against the resolution, Long asked, “Is it appropriate for the town administrator to do this? It seems that the expertise lies with the School Department.”

In response, other council members said they had no doubt Brown would use the expertise of educational officials to come up with the best model possible.

A staunch proponent of regionalization in the past, Town Council President Christopher T. Semonelli said he was skeptical that other communities would come forward to participate, but it was worth a try.

“It’s a math thing and it’s real easy to determine financially it’s needed,” Semonelli said. “We reached out to people in the community and we got no one to participate. I’m not being a naysayer. I’m at the point where I think someone from the state has to say, ‘You have to do this.’” But others said the time seemed right to revisit the concept on a local level, starting with a regional high school.

“Those boundary lines need to be broken down at some point of time,” Councilman Paul M. Rodrigues said. “I support Mrs. VonVillas and Mr. Adams for bringing this forward. Certainly, there are a lot of facts that need to be gathered and it takes real leadership to move this thing forward.”

“This is a must now,” said Robert J. Sylvia, council vice president. “We can’t ask our taxpayers any longer to keep tightening their belt. They’re hurting. We can no longer support the services that we have.”

Earlier in the meeting, as part of an unrelated conversation, School Committee Chairwoman Theresa Silveira Spengler said she would be meeting with representatives from the Newport and Portsmouth school districts to see if there were areas in which they could work together, primarily focused on maintenance and related matters. Silveira Spengler said wholesale regionalization was not on the table at this point.

Adams said was excited about the possibility of exploring the issue, wherever the matter took the council and the rest of the community.

“We may not exactly know where we’re going, but we’d better get going,” he said.

Resolution of the Middletown Town Council Supporting the Development of a Model Regionalized High School

WHEREAS: The Rhode Island economy continues to slowly recover from the 2007-2008 recession but with significant weaknesses in employment and economic growth; and

WHEREAS: Newport County school enrollments have significantly decreased and are expected to further decline while school budgets rise; and

WHEREAS: Newport County school districts have seen a substantial reduction in Rhode Island state aid, military impact funding and other revenue,and cities and towns have seen a continued reduction of state aid; and

WHEREAS: Educational programs have been reduced to basics, advanced courses eliminated and/or reduced, and entry-level job skill training severely curtailed; and

WHEREAS: Newport County municipalities will be required to make unacceptable reductions in town and city services to support existing school programs and facilities; and

WHEREAS: Property taxes cannot be raised to sustainably fund both municipal services and an educational system which provides a superior education and meets the needs of the Rhode Island economy; and

WHEREAS: Local taxpayers are already burdened by some of the highest property taxes in the country; and

WHEREAS: School districts and cities and towns must comply with RIGL§44-5-2, which caps the property tax levy imposed by municipalities; and

WHEREAS: RIGL§16-2-9(d) requires "The school committee of each school district shall be responsible for maintaining a school budget which does not result in a debt"; and

WHEREAS: It is in Middletown’s best interest to promote community discussion centered on a model for a regional high school which couldhelp alleviate decreasing educational opportunities and consolidate educational funding; and

WHEREAS: A regional high school model is neither a proposal nor a commitment and would be limited to providing a detailed basis for discussion and resolution of issues.

NOW THEREFORE BE IT RESOLVED: That the Town of Middletown Administration develop a model of a regional high school incorporating all relevant features and issues such as funding, personnel and staffing, curricula, athletics and enrichment, and facilities.

NOW THEREFORE BE IT FURTHER RESOLVED: That a copy of this Resolution be forwarded to all Newport County municipalities, School Committees, State Senators, State Representatives, and the Governor.

JULY 15, 2013

READ AND PASSED IN COUNCIL

Developing a Model for a Regionalized High School in Newport County

On July 15, 2013, the Middletown Town Council approved a resolution based on the following request:

At various times over the last 5 years, there have been discussions related to school regional-ization in Newport County that have resulted in little or no action.  

Change is hard, especially when it involves a culture of independence and separation that has been institutionalized over time. In such a case, timing is everything. It may be that the time is now.

Consider the following:
• The economy is barely in recovery following a crippling recession.
• School enrollments have decreased significantly while school budgets have continued to rise.
• Educational programs have been stripped to the basics while advanced courses have been reduced and entry-level job skill training has been eliminated.
• Newport County municipalities cannot continue to support existing school programs and facilities at the expense of the local economy.

As a result, Newport County residents may now be ready to accept a discomforting cultural change to ensure the best possible education for their children within reasonable budgets.

It is in Middletown’s best interest to promote discussion centered on a model for a regional high school which would have the potential to solve the crushing issues of decreasing educational opportunities for future high school students as well as to consolidate educational funding which has become burdensome to all the local communities.

A model is just a model; it is neither a proposal nor a commitment. However, a model would allow municipal authorities to focus attention and discussion on something more tangible than a concept open to multiple interpretations. Such a model should include the following data:

Personnel
• Per pupil and total costs for an enrollment of 2,000 students
• Number of administrative personnel, average individual costs, and total costs
• Number of teaching faculty, average individual costs, and total costs
• Number of instructional support staff, average individual costs, and total costs
• Number of clerical support staff, average individual costs, and total costs
• Number of custodial staff, average individual costs, and total costs
• Number of maintenance staff, average individual costs, and total costs

Curriculum
• Number of English courses, full year and electives, number of sections
• Number of Mathematics courses, full year and electives, number of sections
• Number of Science courses, full year and electives, number of sections
• Number of Social Studies courses, full year and electives, number of sections
• Number of World Language courses, full year and electives, number of sections
• Number of Art courses, full year and electives, number of sections
• Number of Music courses, full year and electives, number of sections
• Number of Business/Technology courses, full year and electives, number of sections
• Number of Consumer Science courses, full year and electives, number of sections
• Number of Career and Technical programs, full year and electives, number of sections
• Number of Physical Education courses, full year and electives, number of sections
• Number of Advanced Placement courses, full year and electives, number of sections

Athletics and Enrichment
• Number of Athletic programs, staff, number of participants, costs
• Number of Intramural programs, staff, number of participants, costs
• Number of Clubs, staff, number of participants, costs

Facilities
• Number of standard classrooms, square footage
• Number of small classroom spaces, square footage
• Number of large specialty rooms (music, arts, technology, consumer science, etc.), square footage
• Library, square footage
• Number of offices
• Number of Bathrooms, square footage.
• Cafeteria, square footage
• Kitchen, square footage
• Gymnasium to accommodate 4 simultaneous classes, square footage
• Auditorium to accommodate 500 seats, square footage
• Additional spaces (closets, equipment storage, etc.), square footage
• Total square footage and cost

It is proposed at this time that the Middletown Town Council direct the administration to develop a data-driven model of a regional high school that would provide an outstanding 9-12 education with personnel, curriculum, instruction, and appropriate facilities for an enrollment of 2,000 that would enable all students to achieve future success and independence through post-secondary education or entry-level skilled positions.

Budgets and Consolidation – We Must Act NOW

Thanks to the Newport Daily News for its recent editorial which has expanded the conversation about school funding beyond the traditional “us vs. them” annual dance. Municipal governments seek to protect and serve the taxpayer as well as provide an education for the citizens of the future. However, available funding is finite and, although schools require the largest portion of budgets, they serve only a small segment of the citizenry.

With 41 years of experience as a teacher, Superintendent of Schools and School Committee Chair, I understand the need for funds to support the best possible program. As a current Town Councilor, I know that the “best possible program” might not be the “best” program under existing budgetary restrictions.

Nevertheless, our communities may be ready to recognize that the cost of independence might be higher than we are willing to pay, especially when maintaining separate systems diminishes the quality of education available to our children. Experience, research and the performance of other school districts affirm that a critical mass is required to maintain programs and make the difference between mediocrity and excellence.

Critical mass is the number of students that provides optimum conditions for the “best possible program.” The challenge is to create the critical mass within budgetary constraints so that quality education comes at a price the taxpayers can afford.

For 4 years, I was Deputy Superintendent in the largest regional district in MA, 5 separate towns of unequal size with varied economic and cultural differences. I arrived in the first year of full regionalization (the high school had been regionalized for many years.) I have followed the district’s experience since then with great interest.

In FY2012, it educated 7,469 students, 2,082 at the high school. Its test scores (MCAS tests compare more than favorably with RI NECAP) have been substantially and consistently above state average. The 25 different Advanced Placement courses yielded 92% of the test-takers earning AP scores eligible for college credit in English and 92.4% in mathematics.

As important is that this performance was achieved at a cost of $79,284,670 (including debt service for a new high school) at $10,615.17 per student, making the district “the second lowest per pupil foundation of any regional district in the state” according to its budget website. Compare this (without debt service) to Newport’s $18,732, Middletown’s $14,890, Portsmouth’s $12,850, and Tiverton’s $14,175 (RIDE).

Even more important is that the critical mass (one high school of 2,082 students) facilitates an educational program that reaches the needs of all students – not just the high achieving students or the ones who need extra support but also the 70% in the middle who can’t afford or don’t want to go to college or technical school but need skills training within the confines of a traditional high school. These students are the foundation of our communities and need skills to get beyond minimum wage jobs but don’t have the resources for extended education.

These are the 70% I worry about. Yes, we do need more Advanced Placement and other challenging courses and, yes, we do need literacy coaches and special educators, but we also need to teach computer skills or basic technology or child care or other skills that don’t require expensive post-secondary schooling and are available to all the students in a comprehensive high school.

So, yes, I am happy that the right conversation has begun – one that has a broad focus on solutions for all the students in the Newport County communities, solutions that may bring discomforting change but, in the long run, can bring a better and more productive education for all our students as well as guarantee an economy that thrives on investment driven by a skilled workforce.

Not all students have to be engineers, teachers or computer scientists. With just a high school diploma, they can be entry-level administrative assistants, secretaries, cooks, data processors or carpenters. Today, however, the 70% with only a high school diploma (or less) could be stuck in minimum wage jobs that preclude their joining the middle class.

It is time to do something about the educational system in Newport County. It will take a monumental effort by many committed individuals who care more about ensuring future opportunities than preserving their memories of past high school glory. Will you join me?

I graduated from RHS. I taught for 18 years at Middletown High School. My children graduated from MHS. I care deeply about the schools. But I know that times change, and the choices we make now will determine the economic future of all our children.

A REAL Educational Study - Now More Important Than Ever

I have been asked why I, a Middletown Town Councilor, have made it my mission to promote high school consolidation in Newport County. My answer is that high school consolidation is not only about education; it is also about economics. Everyone knows that people - and businesses – gravitate to an area where the schools are outstanding. Not only do good schools contribute to the quality of life, but they also develop a workforce that encourages the growth of the job market and, by extension, increases the vitality and economic health of a community. I care about the quality of education in Newport County, but I care as much – maybe even more - about the economic growth of the community that will improve the overall quality of life for those who choose to live here.

Background

In June 2010, the Middletown Town Council appointed a Middletown Regional Planning Committee to explore the concept of school regionalization as it would apply to Middletown. The Middletown Regional Planning Committee recommended a phase-in process, beginning with a consolidated regional high school. “The Effects of Enrollment on Quality Education Grades 9-12: A Study of the Benefits of Critical Mass” is an expansion of the data collected by that committee, which supports the contention that there are not only educational benefits but also economic benefits for the community related to high school consolidation.

The purpose of the report was to explore the potential educational benefits from the consolidation of 3 or more of the 4 Newport County high schools to produce a diverse program of opportunities for a critical mass of students leading to a workforce that would attract economic development to Aquidneck Island.

Rhode Island is a small state with 36 school districts and 40 public high schools. Four of those high schools are regional – Exeter-West Greenwich, Mt Hope (Bristol-Warren), Ponaganset (Foster, Glocester, North Scituate), and Chariho (Charlestown, Richmond, and Hopkinton).

Each town in Newport County has its own district high school. There are also 2 K-8 districts – Jamestown and Little Compton – which send their high school students to North Kingstown and Portsmouth, respectively.

As other district enrollments have climbed due to the influx of residents, especially in the cities, those in Newport County have declined as has the census, at least partially because of the cost of living on Aquidneck Island. Three of the four Newport County high school enrollments are among the lowest in the state.

Educational Findings

The study shows that there does not seem to be any correlation among school size and the results of state assessments or the SAT. It is worth noting, however, that the regional districts performed competitively with the Newport County schools.

In a comparison of Advanced Placement in the Newport County and regional schools, a regional high school had the best results (85%), offered the fewest AP courses, and had the highest graduation rate.

None of the Newport County schools achieved the graduation rate of the regionals. The average percentage of students who achieved AP college mastery (a minimum score of 3 on a 5 point scale) in the largest regional school was higher than that of any of the Newport County schools. .

So what can be said about Advanced Placement as a way to assess the academic program of a school? Not much, when other options such as the Early Enrollment Program (EEP), Dual Enrollment, and the International Baccalaureate are considered.

A slightly better indication of the success of a high school is the Graduation Rate. It is interesting that the graduation rates of the regional high schools are higher than those of any of the Newport County high schools. This data speaks for itself.

Programs of Studies from 20 Rhode Island high schools and 6 Massachusetts high schools were compared regarding student opportunities as they related to enrollment.

It was found that size makes a difference in the number of electives offered in the basics – English, Math, Science, and Social Studies –not much in Music and more in Art and Drama. Larger schools generally offer more foreign languages and a longer sequence of languages.

It is the career-related electives and programs that seem to be the most affected by school size. Family & Consumer Science, including Child Development, has been phased out of some schools. Business and Technology courses are still offered, but size and availability makes a difference, especially in terms of a sequence of skill-developing courses.

The unavailability of courses and course sequences in Career Preparation forces students to choose between leaving their home schools to attend the Career & Technical School or sacrificing their personal preferences and possible career choices.

Every adult who has ever attended high school knows that the chances of being able to take a preferred elective course depend on whether or not it fits into the student’s schedule and that the possibilities are increased by the number of sections of the course that are available in different time periods. Larger enrollments mean more sections of each elective.

Economic Issues

Middletown data was compared across the board with comparable data from the other Newport County high schools and the RI regional high schools as they relate to school enrollment. Two areas are due serious consideration.

The first is per pupil spending. Data show that property values and higher median income result in a comparably lower tax rate. The data also reveal the relation between academic programming and economic growth. It is not much of a leap to say that economic development increases property values, attracts the development of high range homes, increases the tax base, and results in a lower or at least a more stable tax rate.

The second important factor is student/teacher ratio. Middletown had the lowest student/teacher ratio among the 8 districts on which this report is focused and even among the other selected RI (20) and MA (6) districts. There is a direct correlation between the number of teachers and the costs for instruction.

There is not an appreciable difference in total school expenditures and per pupil spending on instruction between the regional schools as a group and the Newport County schools. It should be noted that, according to state data, the total expenditures of Bristol-Warren include new FY08 debt service. When this expenditure is not included, the Bristol-Warren total expenditures are $13,736, lower than that of Middletown, whereas the amount Bristol-Warren spends on instruction is higher than that spent in Middletown but, apparently, in ways other than teacher salaries.

The inadequate availability of career related programs means a lack of workplace skill and training that discourages local economic development. Economic development depends on an educational program that produces the necessary workforce.

Real savings – initial one-time savings that would become stable – would come from consolidation into one facility, resulting in reduced energy costs as well as reductions in maintenance, custodial, and food service staff.

The investment in costly renovations of old and tired buildings is not a good use of funding. For example, needed repairs at Newport’s Career & Technical School have been projected at nearly $1 million for a building where 73% of the students are from Newport and only 27% from other communities. It is a logical assumption that more students from all the towns would be interested in an expanded career and/or technical program that is centrally located and reasonably accessible to all the Newport County students.

Schools that have career and technical schools in adjacent or integrated campuses are at a distinct advantage over those who send students off campus. Career and technical opportunities prepare students for a variety of careers, from carpentry to graphic design to engineering, etc. Off campus programs, however, do not attract many students from the surrounding areas. The answer lies in consolidating enrollments in a centrally-located regional high school and providing a new facility that integrates academic learning with career building on the same site.

Size correlates with opportunity. Schools are the economic engines of the community. Differences in the ability of graduates to find career-based employment or the ability of college educated graduates to find employment on Aquidneck Island depends heavily on the commitment of their high school to provide skill training and academic options that enable long range, successful career choices and promote the economic growth of the local job market through business and investment.

High schools provide a baseline of academic knowledge, but good high schools promote high achievement to enable students to succeed in post secondary education as well as produce a skilled workforce that draws economic investment in the community. Economic investment produces jobs that require skills, training, higher education, and professional competence.

The goal of these high schools is stable employment for those who complete their educations at grade 12 and even better opportunities for those who seek higher education and later enhance their communities when they bring their gifts home. College graduates will go elsewhere if there is no market for their talents on Aquidneck Island.

A consolidation of Newport County high schools would result in a culture of equals. It would require at least three districts to promote trust and ensure equitable governance. A critical mass of students would allow the expansion and increased capacity of programs, increased scheduling flexibility, and the standardization of curriculum and high level of expectations.

There are enormous benefits for both the students and for the residents of Newport County to be gained by consolidation of our high schools. This issue is not cultural attachments to individual schools. It is about what is best for students and what is most economically beneficial for this entire area of the state.

Recommendations of Middletown’s Regionalization Planning Committee

The Regional Planning Committee met 4 times to discuss issues related to potential school regionalization, The Committee heard from Superintendent Rosemarie Kraeger (enrollment), MPS Facilities Manager Edward Collins (facilities, transportation), Attorney Daniel K. Kinder (contracts), Attorney Michael W. Miller (governance).

Documents reviewed included the 2009 RIPEC Study, comparable data from RI high schools, and comparable programs from 19 RI high schools and 7 MA regional high schools. The committee anticipates that the reports from the ad hoc committee (updated RIPEC data and the Educational Study) will validate the reviewed data.

Based on the information provided and collaborative discussion, the committee has concluded the following:

• School regionalization will provide a benefit to the community through a 21st century school that will attract economic development through workforce development and an increased quality of life.

• School regionalization will provide increased student opportunities through a diverse and expanded program for a critical mass of students.

• School regionalization will provide potential savings through shared facilities and costs, which would not otherwise be feasible given local fiscal constraints.

Therefore, the committee makes the following recommendations:

The Regional Planning Committee supports the concept of school regionalization through a phase-in process, beginning at the high school level.

The Regional Planning Committee recognizes the benefit of a timeline that places the question on the ballot for the 2012 Presidential election.

In that regard, the Committee further recommends the following:

• That the Middletown Town Council affirm its support for the concept of school regionalization.

• That the Middletown Town Council develop a proposed timeline to guide activities that will lead to a November 2012 ballot question.

• That the Middletown Town Council approve a resolution encouraging the other Newport County/ communities (Newport, Portsmouth, Jamestown, Tiverton, and Little Compton) to similarly explore the concept of school regionalization as it applies to their municipalities. .

• That the President of the Middletown Town Council promote and initiate collaborative discussions with each of the Newport County Councils.

Please see the following post for details of the discussions that led to the above recommendations.

Discussion of Middletown's Regionalization Planning Committee

The Middletown Regionalization Planning Committee met 5 times across 6 months before it presented its considered recommendations to the Middletown Town Council. It interviewed the Middletown Superintendent of Schools and the Facility Manager as well as 2 attorneys familiar with the concept. Its major deliberations are summarized below.


The committee was composed of 4 members appointed by the Town Council and 2 members by the School Committee as required by the legislation. The former included former Town Council President William Flynn, former Middletown Superintendent of Schools Michael Pinto, and current Town Council Members Christopher Semonelli and Barbara VonVillas. The School Committee representatives were members Liana Fenton and Kellie DiPalma. Town Administrator Shawn Brown attended all meetings


The committee’s charge was to explore the concept of school regionalization as it would apply to Middletown.


At the first meeting on July 7, 2010, the committee discussed the following:
• Local efforts, e.g., 2009 RIPEC study, the role of the ad hoc committee; the role of a planning committee (R.I.G.L. 16.3.4), and the role of a planning board ( R.I.G.L. 16.3.5).
• Lack of public engagement and the need to publicize the issue
• Inability to run a comprehensive high school with only 600-700 students
• Concern that many residents send their children to private schools.
• Governance and representation


On August 4, 2010, the committee interviewed Superintendent Kraeger, and School Facilities Manager Ed Collins. Topics included the following:
• Current enrollment and enrollment projections
• Opportunities available through Virtual High School (VHS)
• Disappearance of many electives
• Possibility of starting at Pre-K level
• Center of island beneficial for transportation
• Fielding Nair Facilities Study
• Maximum capacity of drive-in property for high school (with gym and auditorium) is 3,000 students


At its September 8, 2010 meeting, topics included:
• Data related to assessment, spending, and programming at 26 high schools
• Discussion of benefits and issues as related to Middletown

Benefits
1. Middletown is geographical center of island.
2. Student population leans toward center of island
3. Land is available in Middletown
4. Conceptual plans exist for building a new high school
5. A regional district should have balanced representation.
6. Enhanced academic, extracurricular, athletic opportunities
7. 21st century program of academics and skills
8. Consolidation is preferable to tuitioning for cost savings associated with new construction
9. Advantage of cultural diversity
10. Efficiencies/opportunities resulting from critical mass
11. Needs measurable implementation plan
12. Consolidation of support services
13. Marginal enrollment not sufficient to provide a comprehensive program
14. We want to be leaders, not followers.

Issues
1. Marketing/politics
2. Contractual issues
3. Identity
4. Embedded town culture
5. Economic diversity
6. Transportation
7. Real/perceived community wealth
8. Diverse management styles
9. Kids could get lost in a larger school


On September 27, 2010, the committee interviewed Attorney Daniel K. Kinder and Attorney Michael W. Miller who explained as follows:
• A regional district would be a completely new entity
• There could be “zero-sum” budget and contract negotiations in the creation of a model document that would eliminate inefficiencies.
• No one district should have a majority of representation on a regional school committee; three or more districts would be the preferred model.


Finally, on December 2, 2010, the committee completed its deliberations and agreed on the following:
• Importance of schools as the “economic engine” of the community
• Critical mass of students essential for expansion of programming to provide 21st century education as well as meet the growing needs of the job market.
• Timeline critical for collaboration, marketing, and 2012 election
• Recommendations


Please see the follow-up article (above) that will include the specific recommendations of the Planning Committee.