>> STUDENTS OF CABOT SCHOOL ARE PUTTING ON A FESTIVAL TO CELEBRATE THE RETURN OF SPRING TO THIS SMALL RURAL TOWN IN VERMONT, BUT RENEWAL OF ANOTHER KIND HAS BEEN PART OF LIFE FOR THIS SCHOOL FOR THE PAST FIVE YEARS.

EDUCATION HERE IS UNDERGOING A COMPLETE OVERHAUL.

IT'S ONE OF THE FEW PREKINDERGARTEN THROUGH TWELFTH GRADE SCHOOLS IN THE STATE, SO IT GIVES US A UNIQUE WINDOW OF CHANGES UNDERWAY IN MANY VERMONT SCHOOLS.

AT CABOT, THE PRESSURE TO CHANGE CAME FIRST FROM PARENTS WHO FELT THAT KIDS NEEDED BETTER PREPARATION TO SUCCEED IN THE WORLD OF WORK.

>> I BEGAN TO EXPERIENCE THE NEED FOR IT AS AN EMPLOYER.

WE COULD NOT HIRE PEOPLE SOMETIMES WHO COULD WRITE A SENTENCE, A PARAGRAPH, SPELL.

>> YOU KNOW HOW EASY IT IS TO TALK ABOUT CHANGE, BUT WHEN YOU START TO IMPLEMENT IT AND YOU START TO THINK ABOUT WHAT ARE GOING TO BE THE REPERCUSSIONS, IS IT GOING TO WORK, HOW ARE THE PEOPLE GOING TO ACCEPT IT, IT'S EASIER TO SAY, "WELL, LET'S WAIT AND DO IT NEXT YEAR."

>> AS A SCHOOL BOARD MEMBER WITH A DAUGHTER AT THE SCHOOL, MORRIS LAMORE WAS CONCERNED ABOUT THE NEED FOR CHANGE BUT HAD SOME RESERVATIONS AT FIRST, AS DID OTHER PARENTS TEACHERS, TOO, HAD MIXED REACTIONS.

>> I REALLY DIDN'T RESIST IT.

I REALIZED THAT ACADEMICALLY WE WEREN'T DOING THE JOB OF PREPARING OUR HIGH SCHOOL STUDENTS IN PARTICULAR TO MEET THE COLLEGE WORLD AND THE CHANGING DEMANDS.

>> ONE OF THE THINGS THAT SCARED US INITIALLY WAS DO WE HAVE TO MAKE ALL THESE CHANGES OVERNIGHT?

ARE ALL THESE THINGS GOING TO HAPPEN AT ONCE?

I CAN'T COME IN TOMORROW A COMPLETELY DIFFERENT TEACHER.

>> TEACHERS COME AT CHANGE FROM AS MANY DIFFERENT PLACES AS YOU CAN POSSIBLY IMAGINE.

THERE ARE SOME PEOPLE THAT NO MATTER WHAT HAPPENS IN THEIR LIFE, THEY'RE READY FOR IT, AND THEN THERE ARE SOME PEOPLE WHO ARE THINKERS, AND PLOTTERS, AND MORE RETICENT AND THEY TAKE THEIR TIME.

AND I THINK WE'RE LUCKY HERE IN CABOT BECAUSE EVERYBODY'S ON BOARD BUT IN DIFFERENT WAYS.

>> HASSE HALLEY HAS BEEN PRINCIPAL OF THE SCHOOL FOR A YEAR NOW.

SHE'S PICKED UP WHERE HER PREDECESSOR LEFT OFF, STRIVING TOWARD A MAIN GOAL OF THE REFORMS, TO DEFINE THE KIND OF GRADUATE CABOT WANTS TO TURN OUT.

>> Principal: ARE YOU GOING TO BEN & JERRY'S?

>> Bus Driver: OH, YEAH.

I'M GOING TO GET MINE BEFORE THE KIDS DO.

THERE WON'T BE ANY LEFT.

>> THAT'S WHERE THE BRAINSTORMING REALLY HAS TO BEGIN IS WHAT DO YOU WANT FOR YOUR KIDS, WHAT DO YOU WANT KIDS TO KNOW, WHY DO YOU WANT THEM TO KNOW IT, HOW ARE YOU GOING TO GET THEM TO KNOW IT AND HOW ARE YOU GOING TO KNOW THAT THEY KNOW IT.

THOSE ARE THE FOUR QUESTIONS THAT REALLY HAVE TO DRIVE ANY KIND OF RESTRUCTURING PROCESS THAT FOCUSES ON THE LEARNING SYSTEM.

>> WORKING OUT STANDARDS AND ASSESSMENT TOOLS IS LARGELY A JOB FOR THE TEACHING STAFF, BUT FROM THE BEGINNING PEOPLE IN THE COMMUNITY HAVE BEEN ENCOURAGED TO JOIN DISCUSSIONS.

>> WE BEGAN THE RESTRUCTURING PROCESS BY INVITING THE PRESIDENT OF THE LOCAL CREAMERY AND THE PRESIDENT OF NATIONAL LIFE, THE BIGGEST EMPLOYER IN CENTRAL VERMONT, AND THE HEAD OF PERSONNEL IN STATE GOVERNMENT TO COME TALK TO PARENTS AND STUDENTS ABOUT SKILLS NEEDED IN THE WORLD OF WORK.

>> WE BROUGHT PARENTS' GROUPS IN.

WE HAVE A GOALS ADVISORY COMMITTEE THAT MONITORS OUR PROCESS ALL THE TIME, AND IT'S ALL THOSE COMMITTEES.

IT'S NOT JUST A SCHOOL BOARD MEMBER OR SOME OFFICIAL, IF YOU WILL, IF YOU WANT TO CALL IT THAT IN A SMALL TOWN, BUT IT IS THE COMMUNITY PEOPLE THEMSELVES.

AND THE MOST IMPORTANT THING IS THAT THE ADMINISTRATION, THE FACULTY AND THE SCHOOL BOARD LISTENED.

>> Moderator: THE ANNUAL MEETING OF THE CABOT TOWN SCHOOL DISTRICT WILL PLEASE COME TO ORDER.

>> CONSTANT DIALOGUE BETWEEN TOWNSPEOPLE AND THE SCHOOL IS CRITICAL TOCHOOL REFORM.

PEOPLE IN CABOT DON'T HAVE TO WAIT TILL TOWN MEETING DAY TO FIND OUT WHAT'S GOING ON AT THE SCHOOL.

THEY'RE WELCOME ANY TIME.

>> IT'S OUR SCHOOL AND WE'RE ALL IN THIS TOGETHER, AND I THINK THAT'S ABSOLUTELY ESSENTIAL.

YOU HAVE TO STOP SAYING WE DON'T WANT THOSE PARENTS HERE BECAUSE IF THEY SEE WHAT WE'RE DOING, OH, BOY, THEN WE'RE GOING TO BE IN TROUBLE.

WE, IN FACT, WANT THEM TO SEE WHAT WE'RE DOING.

>> IN VERMONT, AS MUCH AS 7 CENTS OF THE LOCAL TAX DOLLAR GOES TO PAY FOR EDUCATION.

TO GET THE SAME OPPORTUNITIES SOME TOWNS HAVE TO PAY A LOT MORE THAN OTHERS.

>> THERE ARE THREE FACTORS THAT GO INTO MAKING A BUDGET: WHAT YOU ALREADY HAVE; WHAT YOU WILL BE GETTING, THE REVENUE; AND WHAT YOU EXPECT TO SPEND.

>> SCHOOL BUDGETS ARE RARELY DEFEATED AT CABOT, BUT IT'S NOT A WEALTHY TOWN.

>> CABOT IS ONE OF THOSE TOWNS WHICH REALLY FAVORS SOME KIND OF PROPERTY TAX REFORM BECAUSE PEOPLE PAY AE THE AVERAGE RATE TO KEEP THAT SCHOOL GOING.

IF WE WANTED RESTRUCTURING TO SUCCEED, WE UNDERSTOOD WE WOULD HAVE TO FIND THE MONEY SOMEWHERE ELSE.

>> AND FIND IT THEY DID, FROM PRIVATE AND GOVERNMENT FUNDS.

CABOT SCHOOL WAS ONE OF ONLY THREE IN VERMONT TO WIN A $40,000 GRANT FROM THE NATIONAL ALLIANCE FOR RESTRUCTURING EDUCATION.

IT BECAME ONE E SOALLED BRK-THE-MO SCHOOLS.

>> ONE OF THE POINTS THAT WE MADE CLEAR WAS WITH THIS PARTICULAR PROJECT, WHAT IT REQUIRED WAS TAKING A LOOK AT THE WAY YOU DO BUSINESS WITH ALL OF YOUR DOLLARS AND THAT IT WASN'T JUST USING THE ADDITIONAL MONEY THAT YOU MIGHT HAVE RECEIVED TO DO SOMETHING DIFFERENT AROUND THE EDGES.

WHAT WE FOUND IS THAT IF YOU DON'T DO IT THAT WAY, THE MINUTE THE MONEY IS GONE, THE INNOVATIONS ARE GONE.

THE SOLUTIONS LOOK VERY DIFFERENT FROM SCHOOL TO SCHOOL, AND IT'S BECAUSE TO ADDRESS THEM YOU NEED TO TAKE A GOOD, HARD LOOK AT HOW ARE THE STUDENTS DOING RIGHT NOW, WHAT ARE OUR RESOURCES IN THE COMMUNITY AND HOW CAN WE CAPITALIZE ON THAT TO GET AS FAR AS WE CAN POSSIBLY GET.

>> PARTNERSHIP WITH THE ALLIANCE PROVIDED VALUABLE FINANCIAL ASSISTANCE, BUT IT'S ALSO AN ACADEMIC RESOURCE FOR TEACHERS WHO ARE ATTEMPTING THE DIFFICULT TASK OF SETTING STANDARDS FOR STUDENTS.

TO WHAT DEGREE CAN THEY EXPECT TO INCREASE STUDENT PERFORMANCE?

>> WHAT MAKES A DIFFERENCE IN STUDENT PERFORMANCE IS THEY HAVE A HIGH LEVEL OF EXPECTATION, A HIGH STANDARD, RAISE THE HURDLE, MAKE THOSE KIDS WORK TO THAT HURDLE.

YOU WORK WITH THEM AS THE TEACHER, YOU WORK WITH THEM AS THE ADMINISTRATOR, AND THEY'LL GET TO IT AND THAT KIDS LOVE IT.

>> DEVELOPING ASSESSMENT TOOLS IS ANOTHER IMPORTANT PIECE OF THE PUZZLE.

STUDENTS DON'T JUST GET A GRADE, A, OR C, THEY HAVE TO SHOW THEY'VE MASTERED THE WK.

>> Teacher: SO HOW WAS IT THAT WHEN YOU GOT OVER HERE AND YOU STARTED TO GET ANSWERS DOING IT THIS WAY THAT YOU SUDDENLY REALIZED THAT YOU WERE WRONG?

>> STUDENTS COLLECT EXAMPLES OF THEIR BEST WORK TO MAKE UP A PORTFOLIO.

IT'S ONE ASSESSMENT TOOL THAT'S BEING USED BY MANY SCHOOLS IN VERMONT.

CABOT IS HELPING TO DEVELOP PORTFOLIO GUIDELINES FOR THE STATE.

IN MATH AND WRITING THEY'VE ALREADY COVERED ALL GRADES, EVEN PRESCHOOL.

>> Principal: THESE ARE THE PRESCHOOL WRITING BENCHMARKS.

WE'RE PROBABLY THE ONLY SCHOOL IN THE COUNTRY THAT'S GOT WRITING BENCHMARKS FOR PRESCHOOL.

>> THEY HOPE TO HAVE ALL STANDARDS AND ASSESSMENT TOOLS IN PLACE BY THE TIME THE CLASS OF 1998 GRADUATES, BUT THERE ARE NO SHORTCUTS TO THIS KIND OF WORK.

>> IT'S NOT SOMETHING THAT CAN HAPPEN EVEN WITHIN JUST A MONTH'S WORTH OF MEETINGS WITH OTHER TEACHERS.

IT'S SOMETHING THAT HAPPENS OVER TIME.

SO THERE'S A GREAT DEAL OF PATIENCE THAT WE HAVE TO MAINTAIN.

>> SORT OF LYING LIKE IN AN AIRPLANE AND DECIDING MID FLIGHT THAT YOU'RE GOING TO REFURBISH IT.

YOU'VE GOT TO KEEP ON FLYING IT BUT AT THE SAME TIME YOU HAVE TO REFURBISH IT, TOO, AND IT'S VERY DIFFICULT.

YOU CAN'T JUST STOP THINGS IN MIDSTREAM AND REPAIR THEM, YOU'VE GOT TO KEEP ON GOING.

SO IT TAKES TIME, IT TAKES ENERGY AND A LOT OF EFFORT, BUT IT'S VERY EXCITING.

>> TEACHERS NOW SPEND MUCH MORE TIME TOGETHER PLANNING.

IT'S BECOME A DAILY ROUTINE.

>> WE'RE GOING TO BE STUDYING ABOUT OUR COUNTRY.

WE'RE GOING TO BE LOOKING INTOHE DIFFERENT STATES AND INVESTIGATE, DO SOME RESEARCHING.

>> OH, PERFECT.

THERE'S TONS OF MATERIAL ABOUT AMERICA, SO WE CAN PULL OUT ALL THE OLD PATRIOTIC SONGS.

>> IN DEVELOPING THE CURRICULUM THEY TRY TO LINK BITS AND PIECES OF LEARNING TOGETHER TO BUILD THEMES SO THAT LEARNINGS LESS FRAGMENTED.

(CHILDREN SINGING) >> Principal: YOU GUYS COULDN'T EVEN PLAY THIS A COUPLE DAYS AGO.

>> Teacher: I KNOW.

THEY'VE REALLY COME A LONG WAY.

>> ONE DILEMMA IS TO WHAT EXTENT YOU COULD INTEGRATE SKILLS COMPARED TO TEACHING THEM SEPARATELY.

IT'S IN THE ELEMENTARY AND MIDDLE GRADES THAT THERE'S MORE FLEXIBILITY.

IN THIS SIXTH GRADE CLASS 11 YEAR OLDS ARE LEARNING SKILLS THAT MAY HELP PREPARE THEM FOR THE WORKPLACE.

EVERY YEAR STUDENTS RAISE FUNDS FOR A SCHOOL TRIP TO BOSTON.

THIS YEAR THEIR IDEA IS TO DESIGN, MAKE AND SELL A TRIANGULAR PUZZLE THEY CALL "BRANIAC."

>> THE GAME ITSELF IS A FAIRLY EASY ONE TO PLAY.

IT'S SORT OF LIKE CHECKERS.

YOU BASICALLY START BY PLACING ALL OF THE PEGS ON THE GAME BOARD.

YOU REMOVE ANY ONE OF THEM AND THEN YOU START JUMPING OVER PEGS, AND AS YOU JUMP A PEG, YOU REMOVE IT.

AND THE BASIC IDEA OF THE GAME IS TO LEAVE AS FEW PEGS AS POSSIBLE.

THIS IS A PRODUCT THAT IS DIRECTLY RELATED TO SOME OF THE SKILLS THAT I WANTED THE STUDENTS TO LEARN THIS YEAR.

IT'S REALLY BECOME A FOCAL POINT FOR MANY, MANY LEARNING EXPERIENCES.

JUST DESIGNING THE GAME ITSELF REQUIRES A FAIR AMOUNT OF GEOMETRY.

TRYING TO IDENTIFY WHERE THE 15 HOLES SHOULD GO WITHIN THAT TRIANGLE SO THAT THEY'RE EVENLY SPACED, THAT IS NOT AN EASY TASK, AND SO THEY WORKED ON THAT PARTICULAR PROBLEM AND COLLECTIVELY THEY CAME UP WITH A FAR BETTER SOLUTION THAN I COULD HAVE COME UP WITH ON MY OWN.

>> STUDENTS DESIGNED AND MANUFACTURED THEIR PRODUCT FROM START TO FINISH.

THEY HAD TO MAKE DECISIONS JUST LIKE ANY BUSINESS DOES, WHAT COLORS TO USE, HOW MUCH RAW MATERIAL TO BUY, WHAT PRICE TO CHARGE AND LAST BUT NOT LEAST, WHO TO SELL TO.

IN DAIRY FARMING COUNTRY THERE'S AN OBVIOUS PLACE TO START.

JUST DOWN THE ROAD FROM THE SCHOOL IS THE CABOT CREAME.

WITH SCOTT GRIGGS, THEIR SCHOOL-TO-WORK COORDINATOR, STUDENTS DEVISED A MARKETING STRATEGY TO SELL BRANIAC NOT ONLY TO THE CREAMERY BUT OTHER BUSINESSES, STORES AND RESTAURANTS IN THE AREA.

TO REACH THEIR TARGET OF $950 TH REALIZED THAT SEING TO PARENTS AND FRIENDS WOULDN'T BE ENOUGH.

>> SO IT WASN'T JUST A QUESON OF, OH, WE'RE GOING TO MAKE THESE LITTLE THINGS AND TAKE THEM HOME FOR OUR FATHER'S DAY PRESENT OR OUR MOTHER'S DAY PRESENT.

THEY WERE MADE AS A MATH TOOL, A SCHOOL-TO-WORK TOOL, A TECHNOLOGY TOOL, AN INDUSTRIAL ARTS TOOL AND ALSO PUBLIC ENGAGEMENT BECAUSE THEY HAD TO GO OUT TO THE PUBLIC AND EXPLAIN THEIR PROJECT AND SELL IT.

>> Storekeeper: WHAT DID YOU THINK?

DID YOU HAVE ANY IDEA WHERE YOU WOULD LIKE US TO PUT IT?

>> Student: YOU COULD PUT THEM NEAR THE FOOD OR WHERE EVERYONE LOOKS.

>> Storekeeper: A REAL SALESMAN, HUH?

>> WILL THEY BE ABLE TO USE THAT TO GET A JOB LATER ON?

PROBABLY NOT, BUT COLLECTIVELY AS THEY HAVE EXPIENCES LIKE THAT, EACH YEAR THEY ARE GOING TO BE ABLE TO BETTER IDENTIFY WHAT KIND OF THINGS EY ARE INTERESTED IN.

>> PROVIDING THE RIGHT EXPERIENCES FOR EVERY STUDENT IS A CHALLENGE IN ANY SCHOOL.

IN A SMALL SCHOOL LIKE CABOT, WITH A STAFF OF ONLY 29 TEACHERS IT CANE DIFFICULT TO OFFER THE BREADTH OF COURSES AVAILABLE IN A LARGE SCHOOL, BUT WITH THE HELP OF SATELLITE TECHNOLOGY, THAT'S AN OBSTACLE THE SCHOOL HAS FOUND ONE WAY TO OVERCOME.

>> Teacher: GOOD MORNING, STUDENTS.

WELCOME TO A.P.

ENGLISH.

ANOTHER EXCITING DAY IN THE LIFE OF ENGLISH STUDENTS HERE AT WISE COUNTY THROUGH THE WISE COUNTY ELECTRONIC CLASSROOM.

>> A SATELLITE LINK TO A SCHOOL SYSTEM IN VIRGINIA ALLOWS HIGH SCHOOL SENIOR JENNIFER WENTWORTH TO TAKE AN ADVANCED ENGLISH COURSE WITH STUDENTS FROM AROUND THE COUNTRY.

>> SHE'S IN A CLASSROOM, MAY BE ELECTRONIC, BUT SHE'S IN A CLASSROOM WITH STUDENTS FROM VIRGINIA, NORTH CAROLINA, TEXAS, FROM VERMONT.

>> Teacher: I THINK SHE'S ON THE PHONE.

LET'S SEE IF THIS IS JEN.

>> IT'S CHANGED HER WHOLE WORLD.

IT'S CHANGED HER VIEW OF THE WORLD.

SHE'S DOING A HIGH-LEVEL COURSE, SHE'S COMPETING WITH KIDS FROM ACROSS THE COUNTRY, SHE'S GETTING ALL A's AND B's, SHE'S RIGHT UP THERE AT THE TOP OF HER CLASS RIGHT HERE IN CABOT.

SHE HASN'T HAD TO GO ANYWHERE.

>> IT REALLY CHALLENGES YOU AND IT REALLY MAKES YOU KNOW WHAT THE REAL LIFE IS GOING TO BE LIKE ONCE YOU GO TO COLLEGE.

>> Teacher: NOW THIS IS THE EPIGRAPH, JENNY, FROM INTONATIONS.

>> IT'S NOT DIFFICULT INTERACTING WITH MY TWO ENGLISH TEACHERS.

I CAN TALK TO THEM ON AIR.

NO MATTER WHAT TIME OF DAY, I CAN ALWAYS CALL THEM AND THEY'LL ALWAYS ANSWER MY QUESTIONS.

>> SATELLITE ACCESS WORKS OUT TO BE A COST EFFECTIVE WAY OF STRETCHING LIMITED TEACHING RESOURCES.

INDEED, IN ONE WAY OR ANOTHER TECHNOLOGY IS DRIVING CHANGES IN DELIVERY OF INSTRUCTION AND IN THE WAY KIDS LEARN.

AGAIN, GOOD FORTUNE HAS HELPED PROPEL CABOT INTO THE COMPUR AGE.

>> ONE OF THE MOST SIGNIFICANT EVENT THAT HAPPENED AT THIS SCHOOL WAS WHEN A LARGE TRUCK PULLED UP IN FRONT OF THE SCHOOL AND STUDENTS UNPACKED OVER 70 PERSONAL COMPUTERS.

THEY WERE POWERBOOKS FROM THE APPLE CORPORATION.

AND THAT ONE THING HAS HAD A TREMENDOUS IMPACT.

>> IT WAS A BIG EVENT.

THERE WAS A COMMUNITY PARTY WHEN THE TRUCK BACKED UP THAT DAY, I REMEMBER, BUT THEY DIDN'T KNOW ABOUT THE PROBLEM THAT YOU HAVE THAT COMPUTERS BREAK DOWN AND SERVICE CONTRACTS RUN OUT AND SERVICE CONTRACTS CAN BE VERY EXPENSIVE.

THE WAY THAT THEY'VE DEALT WITH THAT IS TO HAVE THE CHILDREN LEARN, WITH THE HELP OF THEIR TECHNOLOGIST, HOW TO DO THE COMPUTER REPAIR.

>> HIRING A TECHNOLOGIST WAS GOOD PLANNING IN AN AREA OFTEN OVERLOOKED BY SCHOOLS.

JOHN McSWEENEY PLAYS A CRUCIAL ROLE IN CLASSROOMS THAT ARE BECOMING MORE DEPENDENT ON COMPUTERS.

>> IN ORDER FOR THE TOOL TO BE EFFECTIVE, THE TOOL HAS TO BE RELIABLE.

COMPUTERS ARE DELICATE, THEY'RE FRAGILE, MANY WOULD SAY THEY'RE TEMPERAMENTAL.

>> SO WE SPEND A FAIR AMOUNT OF TIME KEEPING THE COMPUTERS WELL MAINTAINED, AND IT'S AN ONGOING CHALLENGE.

>> NOW WHAT THESE ARE ARE SOLDER CONNECTIONS THAT OVER TIME WEAR AND TEAR.

DO YOU THINK THEY'RE OKAY?

>> WE'D LIKE TO THINK THAT COMPUTERS AND TECHNOLOGY ARE A GREAT TIME SAVER, AND THEY AREN'T NECESSARILY AT THE BEGINNING.

THERE'S A LEARNING CURVE AND THERE'S AN INVESTMENT IN TIME AND EFFORT.

>> AND ON THIS ONE, THIS WAS RIGHT ABOUT THE POINT AT WHICH IT STOPPED COPYING AND SAID, "DISK ERROR."

>> BESIDES BEING CABOT'S "MR.

FIX IT," JOHN IS THE PERSON STUDENTS AND TEACHERS TURN TO FOR ADVICE ON COMPUTER SKILLS.

ANOTHER SUPPORT ROLE THAT'S CHANGING WITH THE INFLUX OF TECHNOLOGY IS THAT OF LIBRARIAN.

HOLLY CRUISE'S TIME IS IN EVER INCREASING DEMAND FROM STUDENTS DOING RESEARCH ON LINE.

>> Librarian: AND I'M GOING TO REMIND YOU ALSO TO BE CHECKING THE LOCAL NEWSWEEKS AND THE STANDARD NEWS MAGAZINES.

THIS IS FOR YOUR BIO CLASS.

>> HOLLY HAS BECOME A MEDIA AND INFORMATION SPECIALIST.

AS WELL AS HELPING INDIVIDUAL STUDENTS, SHE SPENDS MORE OF HER TIME IN THE CLASSROOM WORKING WITH OTHER TEAERS ON VIDEO DISK PROJECTS.

>> Librarian: OKAY, GUYS.

WE'RE GOING START OUR NEXT MISSION.

WE'RE GOING TO GO INTO FISHING MISSION.

>> Television: OH, OH, MY USE YOUTHFUL CARGO IS GETTING RESTLESS BECAUSE THEY WANT TO BE RELEASED.

PLEASE HELP US.

>> Television: WE THINK THE INCUBATOR IS TRAPPED IN ONE OF THESE FOUR LOCATIONS.

WE HAVE TO FIND IT SOON OR THE HATCHLINGS MAY BE LOST.

WHAT SHOULD WE DO?

>> Teacher: THEY USED A WORD CALLED A "GHOST NET."

DOES ANYBODY KNOW WHAT A GHOST NET IS?

>> TEACHERS ARE AT VARIOUS COMFORT LEVELS WITH TECHNOLOGY, BUT THEIR OVERWHELMING VERDICT ON ITS USEFULNESS IS A POSITIVE ONE.

>> OVER THE COURSE OF THE FIRST COUPLE OF YEARS WE'RE ABLE TO SEE ALL THE REALLY EXCITING THINGS THAT WE CAN USE TECHNOLOGY FOR.

A LOT OF THE TEACHERS ARE NOW INVOLVED IN TELECOMMUNICATIONS.

THEIR CLASSES ARE INVOLVED IN PROJECTS WITH KIDS AROUND THE WORLD OR AROUND THE COUNTRY.

>> CABOT'S REALLY FINDING WAYS TO USE TECHNOLOGY AS AN INTEGRAL PART OF INSTRUCTION.

WE CALL IT THE PENCIL OF THE FUTURE.

SO THAT IT ISN'T A GLITZY, FANCY TYPE OF A THING, IT'S JUST EVERYDAY BUSINESS IN CABOT, BUT THAT TECHNOLOGY HAS HELPED CHILDREN WHO TRADITIONALLY HAVEN'T BEEN ABLE TO SUCCEED TO REACH MUCH HIGHER LEVELS.

>> IT GIVES STUDENTS A REALIZATION THAT THEY ARE NOT OUT IN THE BOONDOCKS, THAT THEY ARE NOT POOR COUNTRY KIDS THAT DO NOT HAVE OPPORTUNITIES LIKE THEIR BIG CITY COUSINS HAVE.

I THINK IT PUT THEM IN TOUCH WITH A NEW HORIZON OF LEARNING THAT WE WOULD HAVE BEEN YEARS FROM ACTUALLY HAVING AT THIS SCHOOL.

>> ALTHOUGH TECHNOLOGY IS A MAJOR FOCUS OFHANG HERE ANOTHER IS TO OFFER COURSES THAT MAKE CONNECTIONS TO THE LOC COMMUNITY.

THESE STUDENTS ARE DOING RESTATION WORK IN THE TOWN'S FIRST GRAVEYARDS.

>> WE DECIDED TO OFFER A COURSE ON COMMUNITY, TO LOOK AT THE RAMIFICATIONS OF COMMUNITY, THE SOCIOLOGICAL ASPECTS, THE HISTORY, THE ECONOMICS, THE POLITICS, THE WHOLE BALL OF WAX.

ONE OF THE PIECES IS TO IDENTIFY THE HISTORICAL AREAS THAT NEED TO BE ESERVED OR RESTORED.

WE'RE IN THE PROCESS NOW OF RESETTING THE STONES.

IT MAKES YOU FEEL VERY CLOSE TO THE HERITAGE AND THE HISTORY OF THE AREA WHEN YOU'RE THERE BECAUSE SOME OF THOSE TOMBSTONES TELL A LOT OF FASCINATING STORIES, AND THEY'RE BEAUTIFUL, A LOT OF OLD PURITAN ARTWORK ON THEM.

>> Student: THE TOP SYMBOL COULD BE A MOON OR A SUN.

THE SWORD WAS PROBABLY JUST SOMETHING RELATED TO HIS CAREER AS A LIEUTENANT IN THE REVOLUTIONARY WAR.

>> THEY GET ONE THING FROM IT THAT I'VE NEVER SEEN REPLICATED IN ANY OTHER CURRULUM WORK THAT I'VE DONE.

THEY GET A RESPECT FOR THEIR LOCAL HERITAGE.

>> Teacher: GOOD MORNING, HARRY.

>> Harry: GOOD MORNING.

>> WE ARE REALLY BECOMING HISTORIANS BECAUSE WE'RE HAVING TO USE PRIMARY SOURCES.

WE USE COURT DOCUMENTS, OLD DEEDS.

A NUMBER OF PEOPLE IN THE AREA HERE HAVE COLLECTED OLD DOCUMENTS.

>> Teacher: OH, MY GOODNESS.

WHAT A TREASURE.

>> IT'S BECOME A GROWING AND WONDERFUL RELATIONSHIP WITH A GROUP OF PEOPLE IN OUR COMMUNITY WHO SOMETIMES FE A BIT SENFRANCHISED FROM THE SCHOOL SYSTEM.

THO LONGER HAVE KIDS HERE, NO LONGER COME TO A LOT OF THE PERFORMANCES AND A LOT OF THE THINGS THAT PARENTS NORMALLY COME TO.

SO NOW HERE THE HIGH SCHOOL STUDENTS, OF ALL PEOPLE, ARE ACTUALLY SHOWING INTEREST IN THEM.

>> Student: YOU SAID THERE WAS A LOT MORE FARMS IN CABOT WHEN YOU MOVED HERE THAN THERE ARE NOW.

CAN YOU TELL US ABOUT THAT?

>> Townsperson: YES.

I CAME HERE IN 13, AND THERE WEREROBABLY ABOUT 80 FAR IN CAT AT THAT TIME, WHICH WAS A REION FROM 1880 WHEN THERE WERE 233 FAR IN CABOT.

>> Student: WOW.

>> STUDENTS USE THE INFORMATION THEY COLLECT IN A NUMBER OF WAYS.

THEY WRITE STORIES FOR KIDS IN THE ELEMENTARY GRADES, AND TO GIVE BACK TO THE COMMUNITY THEY'RE PUBLISHING THEIR FINDINGS.

>> Teacher: IN A WAY IT'S KIND OF A SEQUEL TO THE STORY THAT WAS IN, "OUR TOWN CABOT," LAST YEAR BECAUSE THAT ONE KIND OF GAVE AN OVERVIEW OF EDUCATION IN CABOT.

THIS ONE'S GOING TO FOCUS SPECIFICALLY ON THE HIGH SCHOOL.

>> A LOOK BACK AT EDUCATION'S ROOTS IN CABOT SHOWS HOW SOME IDEAS FROM THE PAST ARE WORTH PRESERVING.

HERE, AS IN OTHER RURAL COMMUNITIES, ONE-ROOM SCHOOLS SPRUNG UP WHEREVER THEY WERE NEEDED.

TRANSPORTATION WAS THE MAIN REAS.

CHILDREN IN THOSE DAYS HAD TO WALK TO SCHOOL.

>> THERE WERE EIGHT ONE-ROOM SCHOOLHOUSES IN CABOT AND THEY ALL HAD DIFFERENT NAMES.

THERE WAS THE MERIT SCHOOL, THE WEST HILL SCHOOL, THE LOWER CABOT SCHOOL.

>> THE LAMORE FAMILY HAS BEEN SCHOOLED HERE FOR GENERATIONS.

MORRIS' 82 YEAR OLD MOTHER, BLANCHE, IS HELPING TO RESTORE THIS ONE-ROOM SCHOOL THAT CLOSED IN 1919.

SHE WENT TO A ONE-ROOM SCHOOL HERSELF.

>> THERE WAS A STOVE AND A JANITOR BUILT A FIRE IN THE MORNING.

THE TEACHER HAD SIX GRADES.

THE FIRST THREE GRADES WENT HOME FOR LUNCH.

FROM 10:30 UNTIL NOON THE TEACHER WAS HAVING THE OTHER THREE CLASSES.

THE OLDER ONES, IF THEY GOT THEIR WORK DONE, THEY COULD HELP THE LITTLE ONES SOMETIMES TO READ.

>> THE TEACHER IN A ONE-ROOM SCHOOL COPED WITH CHILDREN OF ALL AGES.

TODAY, ONCE AGAIN, A MULTI-AGE ENVIRONMENT IS SEEN AS A MORE NATURAL ONE FOR LEARNING.

IT'S ALSO FASHIONABLE NOW TO TRY TO CREATE SMALL LEARNING ENVIRONMENTS WITHIN LARGE SCHOOLS.

IRONICALLY, IN THE 60s CABOT RVED PRESSURE TO CLOSE ITS HIGH SCHOOL AND JOIN A LARGER UNION SCHOOL.

>> THOSE UNION HIGH SCHOOLS NOW ARE WORKING QUITE HARD TO BUILD SCHOOLS WITHIN SCHOOLS SO THAT THEY HAVE THEIR RESOURCES THAT A CONSOLIDATED SCHOOL CAN BRING, MORE COURSES, ACCESS TO TECHNOLOGY THAT THEY MIGHT NOT HAVE, BUT AT THE SAME TIME WHAT THEY'RE TRYING TO DO IS TO CREATE THOSE SMALL LEARNING ENVIRONMENTS, VERY PERSONALIZED LEARNING ENVIRONMENTS BECAUSE THEY'RE RECOGNIZING THAT THE CHILDREN NEED THAT AS WELL.

>> SO, SOME CHANGES, IT SEEMS, ARE COMING FULL CIRCLE.

THE VIRTUES OF SMALL SCHOOLS KE CAB ARE NOW BEING RECOGNIZED.

IN SMA SOO TEACHERS KNOW EVE SDE BY NAME.

IT'S MORE DIFFICULT FOR SOMEONE TO FALL TWEEN THE CRACKS.

THIS SENSE OF FAMILY IS SOMETHING THE SCHOOL WANTS TO EXTEND TO THE WHOLE COMMUNITY.

THEY'VE ESTABLISHED A HEALTH CLINIC AS ONE WAY OF MEETING THIS GOAL; IT'S NOT JUST FOR STUDENTS BUT FOR EVERYONE IN TOWN.

>> IF YOU LOOK AT SMALL TOWNS IN VERMONT, IN MANY CASES THOSE SERVICES ARE NOT AVAILABLE, PEOPLE HAVE TO DRIVE MILES TO GET THEM.

SO, IF SOMEHOW THE SCHOOL CAN BRING THOSE SERVICES TO THE PEOPLE, IT HELPS TREMENDOUSLY.

>> Doctor: LET ME TAKE A PEEK IN HIS EARS.

CAN I LOOK IN YOUR ES, WYATT?

CAN I CHK YOUR EARS, HONEY?

SEE MYIGHT?

>> MOMS ARE WORKING NOW, SO IN A LOT OF WAYS IT'S BEEN WONDERFUL FOR LOT OF PEOPLE THAT HAVE CHILDREN GOING TO SCHOOL.

ANYTHING THAT'S ON SCHOOL PROPERTY HAS ALWAYS BEEN PERCEIVED AS A TABOO TO THE REST OF THE RESIDENTS IN TOWN, AND WE'RE TRYING TO GET AWAY FROM THAT, AND I THINK WE'RE BREAKING THAT MOLD AND WE'RE SAYING THE DOORS ARE OPEN.

>> THE SCHOOL OPENS ITS DOORS IN THE AREA OF TECHNOLOGY, TOO.

THE TOWN IS FREE TO USE ITS COMPUTERS.

JOHN McSWEENEY ORGANIZES COMPUTER CLASSES FOR ADULTS, AND HE'S ARRANGING IT SO THAT RESIDENTS WITH A MODEM WILL BE ABLE TOOMMUCATE WITH T SCHOOL AND CONNECT LOCALLY TO THE INTERNET.

TOWNSPPLE ARE ENCOURAGED NOT ONLY TO USE SCHOOL FACILITIES BUT TO SHARE THEIR SKILLS AND KNOWLEDGE WITH STUDENTS.

LOCAL ARTISTS ARE HERE AT THE INVITE OF HIGH SCHOOL SENIORS.

SARA KATZ IS ORGANIZING AN ARTS APPRECIATION DAY AS PART OF A FINAL YEAR COURSE CALLED "I.O.T.A."

I.O.T.A.

STANDS FOR INDIVIDUAL OPPORTUNITY TO ACHIEVE.

AND IN MANY YS THIS COURSE IS THE EPITOME OF THE REFORMS TING PLACE HERE.

>> I.O.T.A.

ALLOWS STUDENTS TO GET OUT INTO THE REAL WORLD, DO AN INTERNSHIP IN AN AREA THAT THEY'RE VERY INTERESTED IN, FASCINATED WITH IN SOME CASES, THAT ALLOWS THEM TO MAKE SOME CONNECTIONS THAT THEY DON'T NORMALLY MAKE, IT ALLOWS THEM TO PLAN THEIR OWN KIND OF STUDY.

EACH STUDENT PUTS TOGETHER AN INDIVIDUAL EDUCATION PLAN.

IT INCLUDES THE INTERNSHIP, SHADOWING AND MAJOR THESIS PAPER, COMMUNITY SERVICE, A PROJECT.

>> CHOOSING A DIRECTION OF STUDY CAN BE DIFFICULT FOR STUDENTS AT FIRST.

SARA'S INTERESTS LED HER TO THE VERMONT COUNCIL ON THE ARTS.

>> I WONDERED IF ANY OF THE FUNDS THAT YOU GOT WERE SET ASIDE TO SAY THIS IS WHAT WE'RE GOING TO USE FOR EDUCATION, JUST EDUCATION.

>> ACTUALLY, THEY ARE.

WE COMPETE WITH ALL THE REST OF THE 50 STATES AND 6 TERRITORIES FOR A POT OF MONEY.

>> WHEN I STARTED MY INTERNSHIP, THAT'S WHEN I REALLY REALIZED THAT WHAT I WANTED TO DO WAS FOCUS ON THE ARTS AND EDUCATION AND BECOME AN ADVOCATE.

>> I.O.T.A.

STUDENTS MUST PRESENT THEIR THESIS TO A PANEL OF PEERS, TEACHERS AND THE PUBLIC IN ORDER TO GRADUATE.

IT'S A RIGOROUS REQUIREMENT.

>> THE BIGGEST THING I'VE GOTTEN OUT OF THIS I.O.T.A.

EXPERIENCE HAS BEEN FINDING A DIRECTION TO FOLLOW, MAYBE EVEN IN MY LIFE.

>> FOR THIS YEAR'S GRADUATES O.T.A.

WAS OPTIONAL, BUT FOR THE CLS 1998 I WILL BE COMPULSORY, SUCH AS THE SCHOOL'S FAITH AND WHAT THE EXPERIENCE DOES FOR STUDENTS, BUT DO THEY KNOW YET IF REFORMS LIKE THESE HELP STUDENTS REACH HIGHER STANDARDS?

>> WE'RE ALREADY SEEING SOME VERY POSITIVE CHANGES IN PERFORMANCE, AND THESE FOLKS HAVE EXPERIENCED WHAT WE'VE DONE THUS FAR.

>> WE ARE OBVIOUSLY DOING SOMETHING INCREDIBLY DIFFERENT BECAUSE 5, 6 YEARS AGO VERY FEW STUDENTS WENT ON TO COLLEGE, AND NOW ALL 17 ARE GOING SOMEWHERE.

SO THAT'S THE DIFFERENCE IN 5 YEARS.

>> LIKE MANY SCHOOLS IN TRANSITION, CABOT HAS LESSONS TO PASS ON, BUT HAVE THEY FOUND THE RIGHT ANSWERS?

>> OFTEN WHEN YOU FIND THE RIGHT ANSWER FOR TODAY, IT MIGHT BE A DIFFERENT ANSWER TOMORROW, AND SO THAT'S WHY IT'S SO IMPORTANT TO BE VERY CLEAR ON WHAT THE PRIZE IS, AND THE PRIZE IS WHAT DO YOU WANT THE STUDENTS TO KNOW AND BE ABLE TO DO AND MAKE SURE THAT THE ACTIONS THAT YOU TAKE ARE ALWAYS REFERENCED TO THAT AND NOT LOSE SIGHT OF IT.