VVS Reconfiguration Plan
The Vernon Verona Sherrill Central School District is proposing a PK-12 Reconfiguration Plan designed to ensure equity, sustainability, and excellence for all students. After an extensive 18-month study of enrollment, facilities, and long-term financial health, with input from families, staff, and students, the district is proposing a model that creates grade-banded elementary schools and a unified 7–12 campus. This approach will provide more balanced class sizes, consistent programming, expanded childcare options, fiscal responsibility and enhanced academic and extracurricular opportunities. While change can be challenging, this plan is rooted in the belief that every child deserves access to the same high-quality education, and represents a responsible step to secure the future of VVS schools for generations to come.
Community Town Hall Meetings
- The four Town Hall Meetings have been completed. Please call (315) 829-2520 ext. 7101 if you'd like to schedule an individual or group meeting to learn more.
Resources & Documents
Reconfiguration Timeline
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Frequently Asked Questions (Updated weekly - new questions in red)
How can we move forward together as a community?
This is a pivotal moment for our district. Together, we can ensure the best possible education for all students, guided by trust in our teachers, shared commitment, and a belief that positive change leads to long-term success.
Can we do another survey to gather more community input?
Yes, another survey is possible. Future surveys will focus on making the transition, gathering ideas, and identifying parent volunteers for committees. However, we’ll wait until the Board of Education makes its decision before launching one.
How is accountability being tracked?
VVS will share updates on reductions and additions to the budget in our spring presentations. Feedback opportunities will continue through public sessions and surveys..
When will the community have answers to their questions?
We will continue to add to our FAQ weekly, adding questions as they are asked.
Why is the district recommending grade banding?
Grade banding is the best option to balance class sizes, provide equitable programming, preserve student opportunities, and maintain fiscal stability. It allows us to protect the student experience without closing schools or cutting core programs.
What happens if the district doesn’t do anything to address these issues?
If the district does not move ahead with grade banding and does not make any staff or program cuts, we will deplete our savings within two years. At that point, the Board will be forced to consider making significant layoffs, eliminating many academic and extracurricular programs or closing a building. Grade banding gives us the best option to maintain our programs and still be fiscally responsible.
Is the Reconfiguration Plan finalized as presented?
The Reconfiguration Plan was presented to the Board of Education as the recommended model to assist in addressing the district’s equity, enrollment, and financial challenges. Over the next month, we will meet with and listen to our stakeholder groups, and the Board will vote whether or not to proceed with the recommendation at the next Board Meeting.
Why are middle and high schools being “combined” if they are already in the same building?
Currently, the middle and high schools share a building but operate independently. The proposal is largely a formality that will allow us to streamline leadership, scheduling, and academic programming under a “single building.” This alignment supports stronger collaboration among teachers, more course opportunities for students, and efficient use of shared spaces without compromising student safety or age-appropriate boundaries.
Was the community given a vote on this change?
This decision rests with the elected Board of Education, which represents the community. While there is no public vote, family, staff, student and community input is essential. The district is holding Town Hall sessions, publishing information online, and encouraging feedback so that questions and concerns can directly inform the Board’s decision-making.
Will childcare be available for the entire district?
If reconfiguration is approved, expanded childcare options would begin in September 2026.
Can parents be part of a transition committee?
Absolutely. Parent participation is essential for success. We’ll invite parents from all buildings to join and provide input.
What is the impact on students’ social and academic development?
Socially: Grade banding allows students to build friendships with all VVS students in their grade level, not just those in their home community. This helps broaden their peer groups, ease transitions into middle and high school, and foster a stronger sense of belonging.
Academically: Every student will receive access to the same curriculum, classroom activities, extracurricular opportunities, and field trips. Grade banding also allows us to design buildings around students’ instructional and physical needs. Chairs, desks, cafeteria seating, playground equipment, bathroom fixtures, and even drinking fountains can be better tailored for each age group. Whole-building activities such as assemblies, extracurricular clubs, safety drills, and performances can also be designed specifically for the developmental stage of that group.
Overall: For students, the day-to-day experience will look much the same. They will still ride one bus to school, follow a regular schedule, and ride one bus home. Students are already accustomed to new teachers each year; this model simply allows them to do so in a setting built specifically for their age group.
How will this affect young children who face more transitions?
Consistency is important, and we are committed to supporting students through every transition. Grade banding creates balanced class sizes, which means more consistent programming and access to specialized staff. To support children, we will implement orientation programs, increased teacher collaboration, and family resources to help students feel secure.
One of the biggest sources of anxiety for children is not knowing peers in a new setting. Under grade banding, all students in a grade level will already know their classmates, easing those transitions.
What about meals, childcare, and student support services?
Meals: Breakfast and lunch programs will be offered in every building. All children will be able to participate in these programs.
Childcare: Expanded childcare partnerships will allow families to select providers district-wide, not just in their immediate community.
Student Support: Students will continue to receive counseling, speech, AIS, and special education services. Clustering grade levels allows specialists to collaborate more effectively and consistently support students.
Will teachers be able to give their preference on teaching assignments?
Yes, teachers will be invited to share their preferences regarding teaching assignments. However, all final decisions will be made with students’ best interests at the center, ensuring that assignments align with program needs and equity goals.
What is the impact on the instructional, office, and nursing staff?
The district leadership team will be looking to instructional, office, and nursing staff for guidance and recommendations as planning moves forward.
Will special education students still be included with peers?
Yes, inclusion will continue across all grade levels.
Will partnerships like firefighter safety programs continue?
Yes. Local departments will continue coordinating with schools to provide these valuable experiences.
What about advanced learners?
Grade banding provides opportunities for all students, including advanced learners. Equity means ensuring all children have access to programs and learning opportunities that meet their needs.
Will special education be available in every building?
Yes, services will continue across the district.
How is this financially responsible?
Grade banding will help the district:
- Reduce the need to fill positions when retirements occur (there are no planned layoffs at this time).
- Consolidate extracurricular programs and resources.
- Share specialized staff more efficiently across fewer buildings.
We anticipate approximately $1.3 million in reduced costs over the next three years. While short-term adjustments may be needed, this model is designed to secure long-term sustainability and protect programs and opportunities for students while avoiding painful cuts.
What are we doing to address fiscal responsibility in alignment with this solution?
We are restructuring as part of a broader effort to ensure financial stability. Beyond restructuring, the district is reviewing its operations, examining current practices, and leveraging technology to work more efficiently.
Why do taxes keep going up even while we decrease spending?
Inflation and natural cost increases impact all school districts. Student demographics are also shifting, with higher needs and costs for special education and support services. While last year’s spending only rose by 0.21%, COVID-related funds have expired, federal funds are decreasing, enrollment is declining, and the state is reducing aid increases. Despite the decline in funding, the district must operate the buildings, pay all fixed costs, and continue to provide a sound educational experience.
What about transportation costs?
We do not expect significant increases. Several transportation models are being studied, with student safety and ride times as the top priorities. Even if costs increase, nearly 90% of transportation expenses are reimbursed through state aid, protecting the district’s overall budget.
Will dismissal times be staggered?
Final schedules are being developed, but the school day will remain the same. We may expand pickup and drop-off windows to better accommodate families, and no child will ever be left unsupervised.
Will buildings need renovations?
Our facilities already meet the developmental needs of their assigned grade levels. Costs would involve physical moves, not structural changes. Future projects will be considered to improve the learning environment for each grade level.
Will there be monitors (support staff) on buses for young children?
Yes. We already use monitors to ensure our youngest students get on and off buses safely.
How will PTOs and boosters reorganize? Who will get to decide?
Those directly involved will play a key role in deciding how parent and affiliated organizations adapt. The district will work with these teams to find solutions.
What will the transportation model be?
The district is working closely with the Transportation Department to design the most efficient and equitable plan. Our priorities are the amount of time students are on the bus and student safety, and these will continue to guide the planning process.
Will transportation times increase, especially for younger students?
Our commitment is to keep bus rides safe, age-appropriate, and as short as possible. All three elementary schools are located between 3.6 to 5.7 miles of one another, which gives us flexibility in route planning.
How will this affect the state mandate for electric buses?
As with all other state-required mandates, VVS will follow the timeline set by New York State.
Could we move 6th grade to the middle school instead?
This option was reviewed, but it presents several challenges, including the fact that teacher certifications are divided between PK–6 and 7–12. The community surveys also expressed significant concern with moving these younger students into a more mature student environment.
Could we rent out an entire building to BOCES and move all kids to the other schools?
This option was considered but is not feasible. We do not have the capacity to do that without moving 6th graders up to the middle school, which the community overwhelmingly did not support in surveys.