HomeMy WebLinkAboutFI Report to School Board 2002
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REPORT TO THE FISHERS ISLAND SCHOOL BOARD
NOVEMBER 25, 2002
This report is being delivered as a result of studies that were done on behalf
of the School Board after suggestions were made and questions asked with
respect to the diminishing year round population and school enrollment.
I can't proceed without first thanking all the many people who volunteered
their time and energy to help answer the many questions that arose as we
considered solutions to the problems of maintaining a viable community on
our Island. The contribution of these people has been huge and I believe that
we all owe a lot to them.
The textbooks tell us that there are five major elements in a successful
community:
I. Family
2. Religious organization
3. Governrnent (Protection)
4. Economics
5. Education
Clearly, declining population decimates all these areas, and to the extent that
Fishers Island is encountering this shrinkage, we will see a commensurate
decline in the quality of community. Much of the research we have done
(and are continuing to do) has shown that we are indeed shrinking and that
the demographic shifts are not toward families which might help us in the
above five areas. The extent of the problem is apparently just now becoming
a great concern on the Island, so we may see a more favorable response to
the detailed analysis of the facts and to suggested ways to reverse the
decline.
Concern has been expressed, during the survey part of our fact gathering,
that there are many facets to the shrinking population, and that people must
not expect the School to solve all the problems. There was further concern
that the Board might be overwhelmed in an effort to try to find answers for
all of our problems.
It should be clear that a turn around of any type takes overall effort and
successful teamwork to accomplish. The School Board can adopt innovative
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methods for running the school and perhaps (hopefully) create a learning
institution so well thought of that we will have to be selective in accepting
applications; but this, by itself, cannot turn the situation around unless
solutions are found for affordable housing, attitudes toward new things and
new people are changed, and some sort of control over the growing seasonal
population is achieved. The school can lead the charge up the hill, but if we
look around and find we are the only ones up there, we are not going to
achieve our goal of turning around the population shift. The effort will have
to come from a number of different quarters, but it can be done, and most
probably will be done this time, because the population decline is already
affecting the infrastructure in many ways that demand attention. The
urgency is immediate and recognizably serious.
This report will follow the same format as the most recent reports I have
delivered, which tried to list the problems on separate sheets so that they
might be worked upon by separate people with interest and expertise in
those areas. I will try to summarize our findings in each area, but would like
to emphasize that much work has gone into the gathering of these facts, and
the support data goes much further into each subject area than I can possibly
cover here. The team that developed these facts, and I, invite you to take
advantage of this remarkable accumulation of data and learn much more
about our Island and the way it works. I will first present the population data
and many of the answers to the questions we presented on October 9,2002.
Then I will present some recommendations based on consultation with a
number of people and specialists in the various fields. We have been careful
to keep surveyed people's names out of the report so that they might be free
to express themselves.
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Preliminary HOUSING Report
NOVEMBER 2002
Survey data delivered by Cynthia Riley
279 year round people living in 133 housing units (includes houses and
apartments)
#of people
Rent (units)
#of people
Own (units)
113
57 *
*25 are employer provided
*32 are free market rentals
162
78
4 (two adults, 2 infants) people plan to move off island in Feb. unless they can find a rental wlheat they can
afford.
2 people float monthly---move from apartment, cottage or house as they become available (not a choice)
2 people have housing uutil April, are seeking a permanent year round rental.
Currently for sale on year round market
Houses:
I)Planitzer apartment in Parade Ground Apartments $325,000. Mouthly carrying charge of$525.00
2)Corbin Hedge house $275,000
Land for sale:
According to Bagley Reid, there is no land for sale under $200,000.liO
Year Round Rentals- available now
Bagley Reid reported that his office has not had any year round reutal offerings in the last year.
Bob Evans indicated that there might be some opportunities for year round rental. Most of the "possible"
year round rentals are eliminated for consideration by Hay Harbor club offering $21i,liOO.00 for July and
August to house Club staff. To make a year round rental attractive to the owner, they would need to be
making as much or more.
A few 'possibilities' exist for $1,OOOO.OO-$1666.00/month. These arc not houses normally in the year round
rental market, but might be approachable for a one-year lease.
There are three couples currently desperate for year round housing.
In May of 1997, 5 couples and their children were seeking permanent housing. Two of those couples
moved off the island.
Trends of Year Round Housing Units (owned and rental)
Year 2002
#units: 133
2000 1990
138 *
1987
135
1986
124
1980
140
1970
150
1960
150
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Note: For this report, I do not have accurate figures on the nnmber of year round housing units for 1990.
but it was during this time period that islanders began moving into Walsh Park.
Between 1990 and 2002, Walsh Park built 12 houses and purchased 2 houses
for year round residents. Eleven houses are occupied by owners and three
houses occupied by tenants. Fourteen (14) units were added.
In addition, the Utility Company purchased two (2) houses for their
employees, bringing their "year round employee housing" to 3. Mary
Roberts purchased three (3) houses for year round couples to live in long
term. The Luce's bought one (1) house for their caretaker. There may be
more purchases along this line.
At the very least, there have been Twenty (20) year round living units
added.
Despite this, the number of year round units (rental and owned homes) is
below the 1987 level.
Between 1992-2002, Twenty-one (21) homes considered to be year round
housing sold to the seasonal market.
GOOD NEWS: Walsh Park has raised funds to build rental units for
approximately 24 people. As of November 9, 2002, Walsh Park was
negotiating with owners offour possible land sites. Once land has been
purchased, permits filed and legal matters cleared, construction can begin on
rental units. According to Bob Wall, the estimated time frame for
completion and "move in" is one and a hal(to two years. These will be units
specifically set aside for long term, year round rental.
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POPULA TION/Demographics
(preliminary & lillofficial report)*
YEAR ROUND POPULA nON (November 2002) 279
AGE BREAKDOWN
Age 0-4 13
Age 4-18 46
Age 19-64 172
Age 65 and over 48
# people living in "family units", children age 0-18 and their parents 132
# people living as "couples" M&F with no children in the house 56
(no distinction made between married vs. living together)
# people living as a "single" female 14
# people living as a "single" male 29
# people age 65 and older 48
(32 are living as a couple, 12 single women, 4 single men)
total 279
NOTE: CRITCAL DEMOGRAPHIC TREND
year 1998- 287 people
year 2002- 279 people Net loss of 8 individuals
1998- # of people living in family lillits
2002- # of people living in family units
153
132 net loss of 21
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Resident Population and Housing Units *
1960 1970 1980 1985 1997 1998 1999 2000 2001 2002
Year round Pop 508 462 318 323 304 287 282 289 278 279
Season Res Pop 960 1195 1430 1535 2435 - 2500
Total res pop 1468 1657 1748 1858 - 2724 -2779
Y r Rnd House VIs 150 150 140 138 133
Season House Vts 192 239 286 487 500
Total house VIs 342 389 426 (,25 633
"'STATISTICS AND NUMERICAL DATA taken from US 2000 census, THE TRUST FOR PUBLIC LAND report 19S7, Civic
A..sociation 1994 Growth Plan update, and two independent head counts for 2002. S.::asonal Resident Population based on formulas
set by the Long Island Regional Planning Board (LIRPB). Seasonal population does not include housequests, domestic help, visitors
and extended family. This is a preliminary report only. Final report to be issued in January 2003.
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Family Unit Statistics
Based on community survey respondents
#ofpeople living in family units (infants through age 18 and parents) 132
people
To date (Nov 25,2(02), 21 households have been contacted. A complete report will follow when all
households are interviewed.
21 households interviewed (40 parents, 1 grandparent and 44 children) = 85
people
Survey was answered by 13 women and 8 men.
Living Accommodations
13 families are homeowners on the island.
I owns a home in Connecticut, but rents on Fishers Island
7 families rent (4 of them in Employer provided housing).
6 of those families want to buy a home on Fishers Island.
AGE BREAKDOWN in families interviewed
0-4 6
5-12 15
13-18 22
19-39 27
40-65 14
65 &over 1
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Emplovment
19 men
# full time jobs: 19
#holding part time jobs, in addition to full time jobs: 8
#with volunteer responsibilities: 17
20women
#holding full time job: 11
#holding full time jobs, and part time jobs: 7
#holding multiple part time jobs: 8
#with volunteer responsibilities: 18
#commute to mainland to work: 2
These include, but are not limited to:
FULL TIME JOBS: carpenter, plumbers, electricians,
utility employees, ferry district, landscapers, caretakers,
contractors, real estate, grocery store owner, office
manager, Utility Supervisors, Real estate, bookkeepers,
teacher, elected representative
PART TIME JOBS: includes boat operators, lobster
business, bay constable, constable, fishing/hunting guides,
painting, lawn work, graphics, catering, waitress (parties),
housecleaning, Theater Manager, secretary/bookkeeper for
island organizations, landscaping
VOLUNTEER: firefighter (10), sea stretcher operator,
EMT, church council, Representative on Compact for
Learning Committee, American Legion, School magnet
committee, CCD teacher, church deacon, Senior
coordinator/ Senior volunteer, church trustee, civic
association, Conservancy, BOE (4), PTO, Board members
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for Library, Walsh Park, American Legion volunteers,
Parent Rep. Various school and community special events
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Community Survey-Parent/Family Population
Summary
(please read complete report for tme understanding of people's views)
Households interviewed 21 (households were represented bv 13 women & 8 men)
Total # of people living in households 85
Age breakdown
#Adults age 19-39 27
#adults age 40-65 14
#Adults over 65 I
#Children age 0-4 6
#Children age 5-12 15
#Children age 13-18 22
WHAT ISSUE(S) FACING FISHERS ISLAND CONCERNS YOU THE
MOST? (Numerals indicate the number ofrespondents who expressed concern about the following)
a)taxes 5
b )housing 19
c) year round population decline 18
d)rising seasonal population 6
e)jobs 12
f)ferry schedules 12
g)constmction on the mainland of the ferry tenninal 6
h)educate children on the island prek-12th 16
i)educate children on the island prek-6, educating
children 7th_12th on the mainland 5
j)cost ofliving 12
k)bike path 9
i)other 9
Parents who were educated at F. I. school - 8
1 had a few years here
3 have positions of responsibility in FI Utility: Electric, Water, Telephone
I is a business owner/contractor
2 are caretakers of large estates and side businesses
1 is office manger/bookkeeper
2 have several part time jobs (9 jobs combined)
5 are Fire Department personnel
8 have multiple volunteer responsibilities
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Summary of verbal responses
To try and concisely summarize all comments is impossible. They are rich in feeling
and in content. The issues they raise should be carefully analyzed and incorporated
into decision making by all island organizations.
On the whole, the parent population loves the beauty, quietness
and charm of the island. Frustrations are high about issues of
housing and ferry schedules.
One parent expressed it nicely. "After 9/11 more and more people
would be attracted to the lifestyle on the island. Family and friends
are now more important than things and careers. Responsible
families would come, if there were someplace for them to live and
if at least one parent could easily commute to the mainland. If the
school were excellent, thriving and energetic, if we could offer
them places to live, many would like living here. The safety, sense
of community and the sheer beauty makes the island more
attractive than ever."
Parents on the whole liked the small class size, the great
concentration of time teachers can and do spend on the students.
Despite that, everyone expressed huge concern about the
diminishing student enrollment. It is most noticeable in the
elementary school. For the foreseeable future, it does not look like
it is going to improve. This has people worried.
5 families indicated that they would like to see children sent to
Connecticut for secondary education, but 16 families want children
to be educated here. It is clear from their responses that a
community school through 12th grade is essential, not only to the
children, but also the whole community.
When asked, "what, if anything, would cause you to move off the
island?" Eight (8) respondents answered immediately that if any
part ofthe school were to be closed they would move now (this
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was from both secondary and elementary parents). For a point of
interest, those 8 families total 35 people.
There was some indication, too that if elementary numbers did not
increase soon, parents are considering the possibility that they
might have think about moving elsewhere so their child has some
interaction with other children. Several elementary parents said
that one wonderful aspect of the Fishers Island school was the
relationships elementary children had with high school students.
There were concerns expressed about the school, either academic
or social. Those should be read carefully. You should note, that
every single parent who voiced a concern did so in a constructive
manner. They are valid and should be evaluated. Much can be
addressed. Some of the concerns are things that the school board,
facuIty and PTO are in fact, already working on. The rest can be
addressed with innovative thinking. You'll hear about that later.
Many wanted to see more community involvement in the school
and more school involvement in the community. Again, better
communication between parents and teachers was desired.
Communication is a two way street, takes hard work from all
parties and is in constant need of fine tuning. The most significant
concern was the declining numbers of students. More students
mean more activities, increased exposure to other people and a
more stimulating academic environment. It is clear that the school
and the Fishers Island Community need to do everything possible,
whatever it takes, to get student enrollment up.
The parent group interviewed are hard working committed
members ofthe Fishers Island community. Many are homeowners.
Those that rent have had to work hard to stay here, moving several
times into housing that needed hard sweat equity to make it livable.
In other words, these people want to be here, work hard at paid
jobs. They also volunteer long hours for the overall well being of
the island.
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CIVIC ASSOCIATION
(Delivered by Johnny Spofford)
I want to thank all of you, both individually and
collectively, for sticking your necks out and getting
involved in addressing, understanding and help in fixing
the problems at the School. The Civic Association fully
endorses and will do anything it can to help in this effort.
Mike has told me a bit about the Outward Bound program
he has researched and it sounds like something that could
make an enormous contribution to the School and the entire
community. I hope you will continue to endorse his
research into the program.
As Mike mentioned, I have been in contact with the Island
Institute, which is in Rockland, Maine. It was founded in the early 80's by
someone that was quite rightly concerned with what was happening to the
islands off Maine's coast. I have spent 3 or 4 hours on the phone with a
number of people there, explaining who we are and what I see our problems
to be. One of the individuals is quite familiar with Fishers because she used
to live in Noank, and sail around here; she never came ashore, however.
After describing the issues here as I saw them, she commented
that it sounded like we were 15 or 20 years behind some of their islands, in
addressing and dealing with the issues, many of which are the same. I have
sent them the three Growth Plans and The Tmst for Public Land study that
was done in 1987 and subsequently updated. At my request, they have
agreed to host a group of 6 or 8 from Fishers for a one or two day visit to the
Institute the second or third week in January. I am in the process of putting
together a proposed Agenda of the topics we are interested in exploring with
them.
The Institute is organized around the issues that the islands
face, schools and education, affordable housing, tax issues, aquaculture,
sociology and demographics, land use, infrastructure, transportation and
other topics. Our agenda will address the parts that are relevant to Fishers
Island in the year 2002. I would like to get together with whomever you
designate to work on the school issue part of this, and to find out who you
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would like to join in this field trip.
Interestingly, in one of the Institute's publications, or maybe it was on
their website, it was stated that the school is the heart of a small community.
Having said that, we have to all realize that it is NOT only the school that is
responsible for addressing and trying to solve all of our community's issues;
that rests with the community at large, and ideally, everyone will have a
sense of ownership of a piece of the solution. That is what makes an effort
like you, Mike and The Civic Association are making successful.
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FIRE DEPARTMENT/SEA STRETCHER/EMTs
According to the summer edition of the Fishers Island Gazette, our Fire
Department is shrinking to a point where it may have to consider bringing in
paid firemen to supplement our dwindling force. Even more alarming was
the situation described with respect to our EMTs. Again, according to the
Gazette, we are at rock bottom numbers with no new volunteers. We have
had no new recruits for the Fireman's job in two years, and our current force
is aging to a point where we may not be able to field enough firemen to
handle a major fire in the near future.
Volunteers are trained and certified by the State of New York as well as
Suffolk County. Once certified, they respond to Fire, Health and other
emergencies such as weather related disaster, and Search and Rescue
callouts. The Department is supported by our own Tax District which
supplies the Fire House and equipment. The Department also depends on the
Tax District for money to train, although this training money is being cut
back at present. The Department also relies on fund raisers such as the
annual road race and other support events. The Sea Stretcher is owned by the
Department and is funded separately without State aid.
If our volunteer numbers do not improve, it may be necessary to bring in
paid firemen. The cost of this would nm approximately $2,000,000 annually,
not including food and housing. This money would pay three 15 man units
for 24 hour protection. The Tax District currently expends about $400,000
annually with another $32,000 coming from donations through the annual
fund drive.
It is apparent that we must increase our volunteer list, and the best way to do
that is to attract more families to our Island. One way to do that is by
improving our school and housing to a point where our many other natural
attractions can pull people here. Ifwe ignore this problem, it will almost
certainly cost us a great deal more money, and perhaps even threaten our
ability to respond to fire or health emergencies. We can no longer take these
things for granted.
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INSURANCE
As we contemplate the many consequences to the down sizing of our
Volunteer Fire Department and the shortage of men and women in our
Department, one of the greatest concerns has to be our Home Insurance. I
asked an attorney with a major company, who does not now insure any
property on Fishers Island, to research the business for information about the
availability of insurance on islands where there is no Fire Department. It
seems that no major company would write such insurance willingly. Many
companies could not conceive of taking a position in such a situation. I was
told that Excess and Surplus companies might quote prices which are many
times (four or five times) current rates or higher. We did turn up a company
in Maine that insures several houses on islands which have no electricity or
running water, but that niche is so narrow that I was advised not to count on
help from that arena. Basically, without a Fire Department, we cannot get
insurance for our houses without getting into annual premiums which might
come to one fifth to one tenth of the value of our homes. No effort has been
made to correlate that fact with the effect it might have on the actual value of
the home in terms of resale.
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TAXES
After contacting our representative here and in the Town of Southold,
Suffolk County, we received some answers to our questions in this area.
Our taxes are directly determined by the school budget which we vote on
each year. Ifwe vote a low budget by say, closing part ofthe school, we pay
lower tax and if we vote a large budget, we pay more tax. Our current
amount paid per taxpayer is low relative to other tax districts on Long
Island. We were not able to get comparative figures for Connecticut, but
casual inquiries have indicated that taxpayers there pay much more than we
do and recoup much less in terms of direct services provided to them as tax
payers when compared to Fishers Island. Please keep in mind that we have
the obligation to educate our children and we would have to provide for
them through taxes, even if they were to be educated off Island. (More on
that subj ect later)
The question of converting our hamlet to a separate taxing authority was
addressed, and the law states that we could elect to do that if we had 500 or
more voters, and our shortfall, of course, is our current problem. When we
grow our population to a point where we qualify to become our own taxing
authority, we might want to revisit this because there are several advantages
to managing our own taxes.
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SCHOOL IN CONNECTICUT/CHARTER SCHOOL
New York law states that students cannot be sent to private or parochial
schools at public expense without changes in the law and approval from the
Governor on down. If our high school were closed, New York would pay the
tuition to a Connecticut public school and that tuition would be set by the
receiving school. Currently, there is not much space in Connecticut schools
and they do have the right to refuse to take our students. Certainly, gifted
students and handicapped students would not fare well in an export plan.
There are agreements between schools in Connecticut to relieve each other
in situations of crowding, but that could involve considerable travel if it
were to happen that our students fell into one of the crowded schools.
Normal school buses would be used to transport students to their school on
the mainland. The Connecticut school would, more than likely, make the
arrangements and it would become part of our tax burden. (See TAXES
above)
RE the question of whether or not a school can be closed and reopened, the
answer is that the school board of a school can close a school, or part of a
school, and reopen it if needed, subject to the nonnal requirements, such as
Asbestos free, safety concerns, etc.
There are several schools in the Long Island area which are smaller than the
school on Fishers Island. Fire Island-65, New Suffolk-I4, Sagaponack-IO,
and Wainscott-I 5 to name a few. There does not seem to be a lower limit
which would cause the state to shut down a school. It might come from the
school board, but not as result of a state requirement.
CHARTER SCHOOLS
"A charter school is an "independent and autonomous public school" under
Article 56 of the Education Law." It can be located in part of an existing
public school building or in any other suitable location. It may own, rent or
lease its space. Teachers, parents, administrators, community residents, or
any combination can apply to establish a charter school. The process is
carefully laid out in NY law. If the charter is granted, it must be renewed
each 5 years. A charter school is not subject to the same laws as other public
schools, but it must adhere to Federal laws as well as safety and civil rights
requirements, and the students are subject to the same testing standards as
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other public schools. A charter school must have a minimum of 50 students
at a single site, and the applications must be considered as in a normal public
school with respect to selectivity, unless the school is fully subscribed.
Funding for a charter school is just the same as for other public schools and
it can accept financial aid from outside sources (contributions). The material
I was provided was silent on the issue of contributions to other public
schools such as we are operating now. There is a lot of material on this
subject in our file, and I am sure much more elsewhere. It seems to be a
viable alternative to other public schools if it were ever needed, but of
course, much more detailed study would be needed, and again, we are
currently short of the required number of students.
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MYSTIC SEAPORT
On November 18, 2002 I had a telephone conversation with Bill Cogar, who
is new Head of Collections at Mystic Seaport. He reiterated the concepts we
had discussed in August here on Fishers Island (See my earlier report). The
Seaport is looking for ways to reinvent itself in order to reverse a trend
which has seen a decline in the visitors to their facility. We agreed that our
situations were very similar and that we might gain a great deal by putting
our heads together to see if there were areas where we might co- develop
new concepts that would benefit both the Island and the Seaport. I was
invited to go to the Seaport to discuss the possibilities and will try to make
that visit in the middle of January 2003. I invite ideas and comments that I
might relay when the opportunity to meet with the Seaport people comes up.
We will be talking in very broad "dream" terms, but "Out of acorns, oak
t "
rees grow.
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FORT PROPERTY
Ifwe are successful in attracting an outside company, such as Mystic
Seaport, which would come on the Island to establish a branch and become a
part of the learning center of our School, we would need a place to develop.
The Fort properties seem a logical place to do this expanding because it
would be close to the School. There are several development possibilities m
the Fort, including:
9 buildings with unoccupied space
7 Lots that are not occupied, including one 2.5 acre parcel presently
owned by the School
While there is certainly no guarantee that any of this property will be
available for sale when interest is expressed, there is opportunity now
with some great possibilities.
There are also some properties outside the Fort which are close
by and could be available for building residential units to
support the intellectual b'fowth and perhaps more unrelated
affordable housing could be built in at the same time.
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,
OUTWARD BOUND
In my first report, I mentioned my early association with Outward Bound,
and my conviction that the Outward Bound concepts, if applied to the
classroom might yield spectacular results. I did not realize when I wrote and
spoke my ideas that a whole educational system called "Expeditionary
Learning" had been developed as a part of Outward Bound nearly 10 years
ago. This learning system is designed to bring education alive in the
classroom. Expeditionary Learning is not a series of courses in the
wilderness. Quoting from an EL brochure, the model "emphasizes high
achievement through active learning, character growth, and teamwork.
Intensive professional development provides teachers with powerful
instructional practices to teach subjects through a challenging set of
connected, real world projects called learning expeditions. The integration of
literacy into learning expeditions is a special feature of this design". It is a
very successful way of building on strengths in a student body in such a way
that everyone benefits, from teachers, administrators, students, and even
parents, as they historically become interested and more involved with their
children. You all have material in your packets which describe in great detail
the huge success EL has had in the 115 schools where it is currently active.
In fact, I spoke with Michele Femc-Bagwell, the Director of the ISAAC
School in New London, (a school we happen to play currently in basket
ball). She told me that her school (a middle school) is now in their third year
of a grant, which has brought Expeditionary Learning to ISAAC. She is
most enthusiastic about the results and has offered to come, if invited, to tell
us about EL. She then will invite us to see for ourselves how it works at her
school in New London. There is an EL WEB site which I recommend
highly. In my opinion, this learning system, if implemented, could, by itself,
make our school attractive enough to add large numbers of students to our
enrollment. We have other things which are particularly attractive to parents
with school aged children, including low student teacher ratios, a safe haven
after 9111, and no drugs. If Expeditionary Learning could be added, we
would have a truly unique offering. EL has consistently raised the test results
on the Regents Exams and is geared to increase scores in all areas where we
are currently required by New York to do well. The system designers are
familiar with the requirements in NY and have installed the EL system in
many New York schools already. (See the Expeditionary Learning WEB
site.) The system seems to be ideally suited to our specific situation. A few
phone calls could bring their representatives here to explain it without
charge.
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If you should decide to look more closely at Expeditionary Learning as a
way to move our School toward excellence, I would be pleased to do the leg
work for you. I can make the calls and set up a meeting that will begin the
evaluation process. In this way, the Board can begin accumulating first hand
information that will enable you to make a decision on EL without diverting
a lot of time and energy from your Superintendent Search. I believe that you,
as a School Board, as well as our faculty, will be impressed by the EL
presentation. Our need to begin growing our new product (a premiere school
as an attraction) is urgent. Ifwe are to benefit early from Expeditionary
Learning, it should be at least in the planning stage before the new
Superintendent is hired so that EL will be part of the package. In fact, I
suspect that EL may be a big attraction to a prospective new Superintendent.
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.
SUMMARY
I believe that the data we have collected so far sends us a clear message that
the school is a very important part of our community, and that any effort to
attract more people to Fishers Island must include making our School into a
unique high quality learning experience which will be a reason for coming to
live on the Island. We have the tools. Our Island is attractive, isolated from
9/11 type anxieties, and with exceptional leadership, our School can become
an attraction. I would love to see us, some day, in a position of nearly full
enrollment where we could interview students and families to get some
advanced idea as to how they would fit in on the Island and its education
system.
Certainly, we must keep pressure on an over all approach to growing our
product, because the School can't do it all. But we have the Expeditionary
Learning staff to help with changing our product, if they are invited to do
that, and we have the Island Institute and its wealth of experience in solving
the sort of problems we are facing. We have considerable thought and effort
already in place with the Civic Association work that has been done. There
is hope in the affordable housing area because of the work being done by the
Walsh Park group. Hopefully, more investors will step up to that plate, in
one form of another, and further gains can be made in that arena.
Our surveys indicate that a great many people who live here in our Island are
happy to be here. There is a huge list of perceived advantages to life on
Fishers Island. The number of activities available to year round residents is
much larger than most seasonal residents realize.
The past tells us that we tend to take the Island and its support system for
granted. It always just been here when we need it. Now, for whatever reason,
population is falling and we have seen in this presentation how that
adversely affects our infrastructure. We know some ofthe ways to tmn this
around, and we can do it if we don't just assume someone else will take care
of it. The danger ahead is that our interest in taking a piece of the action
fades. Other studies have been done, with high enthusiasm, but with no
follow through. Our situation, as we have seen, is more critical, more urgent,
and I believe, from talking with many people here on the Island, that the
problems ahead are at least identified, if not entirely understood, by the year
round residents and to a certain extent by the seasonal residents as well.
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.
You can see, from the volume of work produced here, how much can get
done in a relatively short period of time. I stood here 6 weeks ago asking for
your endorsement to gather these facts and come up with some choices.
Because so many people were willing to really work on the project as a team
effort, and because we got such great cooperation from the population, we
have completed the first part of the problem solving. We have identified the
problem, generated many possible solutions, selected a few proposed
solutions, and are now in the decision part of the solution process. If you
will endorse my effort to get Expeditionary Leaming to show us their stuff,
we can go even further along the road, examining the other options and
opportunities, (Mystic Seaport, affordable housing, and possibly a
relationship with The Island Institute). I want to re-emphasize that we need
all elements of the community to charge up the hill with us. The School can
take a leadership role and become a major center for the community, but it
cannot solve all the problems alone.
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