GUILDERLAND — Citing cost concerns, school board members were lukewarm about a proposal from a committee of high-school English and social-studies faculty to create a writing center and to phase in a modified course load.

Projected costs over the next three years would total about $650,000. The school board will make a decision on the proposal after a citizens’ committee has reviewed a proposed $70 million budget for next year.

The English and social-studies committee was formed after budget discussions last year. English teachers had traditionally taught four courses, instead of the five most high school faculty teach, in order to emphasize student writing. Administrators had recommended requiring they teach five courses and also combining the supervisor posts for the two departments.

English teachers strenuously objected to the added course load while social-studies teachers pointed out that they, too, need to teach writing skills. Faculty from both departments objected to having a combined supervisor.

The budget ultimately kept the course loads and the supervisor’s posts as they were, and the committee was formed, charged with "building greater collegial support between the two departments" and with developing a plan to enhance learning while maintaining "a strong commitment to the student writing program."

The committee proposed phasing in, over the next three years, a modified 4.5 class assignment model for English and social-studies faculty while training social-studies teachers to teach writing.

By 2009-10, the plan calls for faculty in both departments to be teaching four classes, which meet every other day, and to handle one writing-center assignment every four days.

The committee also recommended maintaining separate English and social-studies supervisors "to provide necessary support in this time of change."

Social studies teacher Matt Nelligan, in presenting the proposal to the board last Tuesday, said the committee was unanimous on this point, which he said may be the most important point.

The writing center would provide one-on-one assistance as well as specific group instruction.

"It would look similar to a computer lab", said English teacher Amy Salamone, with students cycling in and out. It would not be a service "just for struggling writers," she said, but would create better writers even among the most skilled students.

The cover of the committee’s lengthy report features this quotation from Benjamin DeMott, the late Amherst College professor who was both a literary critic and social commentator: "We do not write and read primarily in order to ensure that this nation’s employers can count on a competent, competitive work force. We write and read in order to know the human world, and to strengthen the habit of truth-telling in our midst."

The writing center would be staffed by both English and social-studies teachers.

The costs for next year are estimated at about $119,726 which includes 1.8 new social-studies teachers (at $60,000 annually for a full-time teacher), $4,326 for summer curriculum work, $6,000 for Bard College to train social-studies faculty to teach writing, $800 for furniture, and $600 for materials.

The following year, 2008-09, the new costs would total $159,852, which includes 2.48 new social-studies teachers, $4,452 for summer curriculum work, $6,000 for Bard College training, and $600 for materials.

New costs for the third year would be $8,678, which includes $4,578 for summer curriculum work, $3,500 for training by Bard College, and $600 for materials.

Board response

Board member Thomas Nachod asked what would happen if a student got different advice on revisions from different teachers at the writing center.

"A key piece is professional development...Everybody has strengths to offer," said Patricia Hansbury-Zuendt, the English Department Supervisor. She added that two different viewpoints "might be a good thing rather than a confusing thing."

Board member Hy Dubowsky suggested that the school "bring in a pro," a writing professor.

"That is something we certainly could do. But...the most powerful instruction is by students’ own teachers...They understand the students’ developmentally, which is really key," said Nancy Andress. Andress is the district’s assistant superintendent for instruction who chaired the committee along with Hansbury-Zuendt and the social-studies supervisor, Julia Fitzgerald.

Dubowsky went on to say the high school doesn’t have a computer lab, to which the committee members chorused, "We do!" He concluded that stand-alone labs were becoming passé and said, "The rolling cart is the way to go...Don’t put the cart before the horse."

"If you don’t have the money, it doesn’t matter how wonderful the idea is," said board member Colleen O’Connell.

She also pointed out that Fitzgerald will be retiring in June and said a large part of the proposal could be funded by sharing a supervisor.

"As you’re moving two departments together...isn’t there a certain amount of logic in having an English-certified teacher be your department head"" asked O’Connell.

Andress replied that support for separate supervisors was "overwhelming" in both departments.

The writing center, said Nelligan, will bring greater collegiality, not a merging of departments. Separate support in each discipline is needed, he said. Of a shared supervisor, Nelligan said, "I think it’s a bad model."

He concluded, "For us, it’s not a merger; it’s more of a connection."

Board member Peter Golden credited the teachers for meeting together as they were asked to do. "One of their jobs is they’re dreamers," he said, continuing, "I like the concept but, as Colleen said, it’s very expensive."

Golden asked if there would be more writing in social-studies under this plan, to which Andress replied there would be, as faculty will teach the writing of research papers.

"If we don’t feel we have the money to do everything, can there be a scaled-down version"" asked Golden.

"We don’t have a plan for that," replied Andress.

Board member Cathy Barber asked about "the equity issue."

With social studies and English faculty teaching fewer than five classes, she asked about the science and math faculty. "Do we expand the equity issue"" asked Barber.

"There’s nothing that precludes other departments looking at collaboration," replied Andress, noting that teachers at Farnsworth Middle School teach four classes.

There is "a big movement now" in restructuring high schools, Andress said, concluding, "For this year, this is the only one."

Board member Barbara Fraterrigo said she was "struggling with the idea of the center."

She opposed having the departments share a supervisor, stating, "Each discipline really needs a leader."

An alternative, she said, is for all faculty to teach five classes.

Fraterrigo also said she is "passionate" about the need to see public speaking taught and did not see it addressed in the plan.

Board member Denise Eisele asked if the writing center would be different than the elementary school model.

"It’s not a drop-in center like college," said Andress, explaining that teachers would "collaboratively plan" who would use it.

"This is really a teaching center," she said, which will reach students of all different levels, ranging from special-education students to students writing essays on college applications.

Board Vice President John Dornbush applauded the committee for "a lot of great work."

Noting that the board is already committed to beginning a foreign-language program at the elementary-school level, Dornbush said of the committee’s proposal, "In theory, I support the concept...The problem...is the cost."

Board President Richard Weisz said the learning-center proposal will be part of the citizens’ budget review.

Superintendent Gregory Aidala said administrators will present the budget draft to the citizens’ committee on March 1. He said of the proposal, "It may be recommended; it may not."