BUSS contends that this study should include a cost benefit analysis specific to what is saved and lost when a school closes - financially and socially based on a review of the district’s budget and future growth, among other things. A review of  ways to balance our budget whether a reduction in our administrators is warranted. Does Monticello Central School District need 24-27 administrators to function successfully? This study should also include a discussion of ways to alter the way we think about our sports in addition to other extra-curricular programs, with regard to our budget issues. This impact statement should be delivered in writing, and posted on the School’s website followed by a public hearing. To proceed in considering closing the Duggan School or any other community school in the district without an independent, 
 thorough analysis would be reckless.

It is premature to close any of our schools based on potential new funding. Our legislative leaders have told us that they are right now drafting legislation to reduce the current restrictions on the use of state funds. This would free up money for existing programs and allow districts to trim or eliminate current mandated plans that are no longer funded. The Monticello School District has been saying that what is currently in the works will be very helpful. It also remains unknown how much real money will be coming in from President Obama’s Stimulus Package, and how the money can be used.

Our youngest children will have long bus rides, possibly up to one hour, each way. As measured from each current school site, Bethel’s young children will travel 8 miles one way and Wurtsboro’s young children will travel 14 miles one way. According to a study titled “Why Small Schools Generate Greater Academic Success” conducted by the Rural Schools and Community Trust, “School consolidation often increases transportation costs, offsetting any savings. A school is too big if it puts students at risk because it discourages parent involvement, prevents student participation, requires lengthy bus rides or interferes with each student being known on a personal basis.”

Monticello Central School District has acknowledged that students learn better in small, intimate, learning environment classrooms - places where students, faculty, and administrators all know each other. MCSD has implemented academic programming based on what it calls “Small Learning Communities” in the High School and has begun to implement something similar in the Middle school. The principals of all four (4) elementary schools have recently publicly stated that the reason their schools’ test scores are high is due to the existing small classroom setting. Yet, closing the Duggan or Chase Schools, elementary schools that are very much admired and well-run small learning communities, and sending the children to other district schools, will ensure large classroom sizes for the most vulnerable and impressionable part of the school population - young children. This presents a philosophical disconnect. Why close down what many agree are the best small learning communities? Especially given that the Rural Schools study also found that “small schools have higher levels of parental involvement, and parental involvement is a critical factor in student success.”

As we understand it, if there is an elementary school closing, a large group of teachers who will be retaining their jobs because of seniority, will be replacing the teachers en masse in the Cooke or Rutherford schools. This means that the teachers, staff, and administrators in the Cooke and Rutherford schools, (that students and their parents have relationships with), will no longer be there. We want Monticello School District Parents to understand the potential for a possible long-term and difficult transition in all the elementary schools based on these re-assignments.