FNESU Community News

Act 127 also included a “soft landing” for districts with lower student counts. This provision however allowed some districts to add money to their budgets without raising their taxes. Because Vermont has a statewide system, districts that did not add this spending (including ours) would have had to pay that bill.

H.850 (recently signed into law) corrected that problem and pushed our rates lower. It also gave boards the ability to pull back and rewarn budget votes. The intention was to allow those districts that added spending they thought they wouldn’t have to pay for the opportunity to pull that back. Our two districts never budgeted to that artificial cap and so are not pulling back the proposed budgets. As other districts rewarn their budgets without that additional spending, our tax rate should drop even further. For a more detailed discussion of Act 127 and H850, see the NMVUUSD Annual Meeting or the ER UUSD Annual Meeting.

While both district level rates are lower, due to the surging real estate market, the Common Level of Appraisal (CLA) has been dropping throughout Vermont, driving up the tax rates you see on your bills. It is important to note that the state determines the CLA number and the local boards have no control over this piece of the budget. The CLA changes values on the Towns’ Grand Lists (which are rarely updated) to match Fair Market Value, or what the properties are actually worth.

Early voting has started and can be done in person at your Town Office, or by mail by contacting your town clerk. Town Meeting Day voting (March 5th) is at the following locations for our communities. All polls close at 7:00pm.

Bakersfield Town Hall, polls open at 10:00am.

Berkshire Town Office, polls open at 10:00am.

Enosburg Emergency Services Building, polls open at 10:00am.

Montgomery Grange Hall, polls open at 10:00am.

Richford Town Hall, polls open at 10:00am.

Sheldon Elementary School, polls open at 7:00am.

This has been an incredibly complex budget season given the challenges associated with the Act 127 transition, the late legislative change with H.850, and the information and misinformation in the media. Please consider doing your part to understand our budget and encourage people to watch our budget videos or review our Annual Report.

We asked students from each of our 10 schools what they were most proud of so far this year and what they like about their school. We hope you enjoy the following video.

Coaching is well-known in industries throughout our society. We think of it in athletics, and, truly, even the most accomplished athletes have coaches who help them cultivate their talents. As instructional coaches, we support our FNESU teachers to achieve our collective goal of helping students learn.

We wear many different hats for the educators of FNESU. Primarily, we support new educators to become authentic and effective, while wrapping them in the camaraderie and structures that make FNESU special.

Common coaching strategies:

• Set goals

• Collect and analyze data

• Model and co-teach

• Make observations and give feedback

• Video review

Common goals for teachers:

• Increase student engagement

• Promote Social Emotional skills

• Leverage high impact strategies

• Foster independent learners

• Create student-led learning environments

Something exciting for this year is that our coaching team offers monthly Professional Learning Seminars that include a variety of topics such as: classroom management, technology, curriculum and social-emotional learning. The seminars are presented by other FNESU staff, as well as our coaching team.

Being an instructional coach is incredibly rewarding. We are grateful for the connections we make and for the opportunity to be part of the FNESU school communities.

Leah Belitsos/Gabrielle Lumbra, Co-Interim Directors of Instruction & Learning

Being an independent decision maker means having the ability to choose between two or more courses of action with confidence.

Independent decision makers in schools demonstrate critical thinking, confidence, and the ability to advocate for their needs. As parents, we can empower students to increase their responsibilities and decision making. All students are capable of increasing their independence, and it's important for us as adults to support and nurture their growth in making informed decisions. Are there things that you do for your children that they could do on their own?

Here are some examples of how to teach independent decision making to students:

1. Present real-life scenarios and ask students to analyze the situation, identify the options available, and make a decision based on the information provided.

2. Role-Playing: Engage students in role-playing exercises where they take on different perspectives and make decisions as if they were in someone else's shoes. This helps them understand the consequences of various choices.

3. Debate and Discussion: Encourage students to participate in debates and discussions on controversial topics, requiring them to form opinions and defend their viewpoints with evidence and reasoning.

4. Problem-Based Learning: Assign open-ended problems or projects that require students to research, brainstorm, and make decisions to solve the problem or complete the project.

5. Reflection and Journaling: Have students reflect on their decisions and the outcomes, encouraging them to journal about their thought process, the factors they considered, and the impact of their choices.

6. Collaborative Decision Making: Provide opportunities for students to work in groups to solve problems or make decisions, fostering communication and negotiation skills.

7. Gradual Autonomy: Gradually increase the autonomy given to students in decision making, starting with small choices and progressing to more significant ones as they demonstrate responsibility and critical thinking.

These methods can help students develop the skills and confidence to make informed and independent decisions.

We have been hosting Family Math Nights at FNESU elementary schools that began in January. There a couple more schools to host a Family Math Night in March. Keep an eye out for flyers with more information from your child’s school.

Sheldon Elementary School March 14

Richford Elementary School March 28

Mary Ellis, Instruction & Learning Support Specialist

Message for students (and families) from Jo Boaler, Professor of Mathematics at Stanford:

Struggling is really important! The most important time for your brain is when you are struggling and finding ideas difficult.1 Your brain is like a muscle – when you challenge your brain it is like working out in the gym. Some students – often the highest achieving – believe that struggle is a sign of weakness. This is very far from the truth. We know that the most successful people in the world are those who react positively in times of struggle. Celebrate mistakes, they are a time when your brain is struggling and growing!

There is no such thing as a math brain! No one is born with or without a “math brain” and success in math is not due to “talent” or “gifts”, it is due to hard work. We all build or strengthen mathematical pathways when we work on math problems. The best way to build pathways is to work through questions, doing math! If there is an area of math you don’t feel good about, work through some questions and you will develop the pathways you need.

Math is not just about rules! Math is not, as many people think, a subject made up of rules and methods. It is a conceptual subject made up of a few big, beautiful ideas and connections between them. If you learn the ideas in your course or grade level, deeply, you will be a mathematician.

Approach math in different ways! We learn math when we visualize, draw, build, write, talk about ideas, and move, as well as when we calculate, as math is a multidimensional subject. If you want your whole brain to develop in the best way, experience math in different ways.

Slow is good! High math achievement does not mean thinking quickly as math is not about speed. Mathematicians are often very slow thinkers as they think slowly and deeply. They know that it is when you dive deeply into mathematical ideas you experience the beauty of math.

For more information from Jo Boaler, visit this site.

Melissa Wood, Director of Early Education

Tracy Viens, the preschool teacher at Bakersfield Elementary since 2012, demonstrates the value of reading and rereading a beloved classic: The Mitten by Jan Brett. The children in her class have learned how stories have a beginning, middle and end. Through repeated reading of stories, children build vocabulary, improve their concepts of print and develop book knowledge along with developing a love of reading. In addition to reading The Mitten, children engaged in enriching learning activities by acting out the story, creating mitten crafts to retell the story and writing in literacy journals.

There are significant benefits to reading with young children starting in infancy. The National Association for the Education of Young Children, in the article Read Together to Support Early Literacy, states,

“When you share books with your very young child you support emerging literacy as you

• Help your child learn that pictures and words are symbols that can be interpreted;

• Expose your child to new words, thereby increasing her vocabulary; and

• Familiarize your child with the conventions of print.”

The article goes on to share that reading with your child “strengthens your relationship with your child through the physical closeness and conversation that is part of sharing books.” (NAEYC, 2023)

Heather Moore, Director of LEAPS

The youth and staff at Montgomery LEAPS closed out our Late Fall session with some amazing projects. In Cool Science Experiments, youth in grades k-3 learned about the scientific method, making predictions, and adjusting their experiments based on results. A favorite experiment was testing different recipes for making the best and biggest bubbles. Elementary students also got to support their school during the Cheer club. Ms. Alexander, Principal at MES, even got her cheer on as a special guest coach to help share a new cheer!

Middle schoolers were busy using recycled materials to build mini skate parks for their Tech Decks. This club will continue on during our Winter session so the group can make their skate park even better. Besides Tech Decks, youth have been busy preparing for their annual Shakespeare play, which will be performed in March.

MES LEAPS Coordinator, Renee Davidson, is always hard at work creating new and exciting programs for Montgomery youth. This fall, MES LEAPS received a $10,000 supply grant from the Agency of Education. After many surveys and conversations with middle schoolers, Mrs. Davidson decided to purchase LEGO Spike Kits, Drones, and BMX Bikes. The new activities were loved by students and we look forward to bringing the bikes back in the spring.

Dawn Reed, Food Services Director

Sheldon Elementary is our largest preK-8 school meals program. We serve an average of 234 lunches and 178 breakfast each day. Renata Hayes has been with this program since Sheldon joined FNESU back in July 2019. Abby Guilmette is in her second year and Debbie Bennett is completing her first year. This is a very fast paced kitchen due to the amount of meals that are served daily. Each of them take special pride in their daily operations to make sure students are fed a healthy and nutritious meal. We would like to sincerely thank each of these dedicated workers for all they bring to our Sheldon School Community.

Dominic DeRosia, Technology Director

In today’s digital age, ensuring the safety of our students online is crucial. As they access the internet from school issued or personal devices, here are some tips to help keep them safe:

Open Communication: Encourage open dialogues between students, parents, and educators. Discuss potential risks, cyberbullying, and responsible online behavior. Let students know they can seek help if they encounter any issues.

Privacy Settings: Show students how to adjust privacy settings on social media platforms and other online accounts. Remind them to limit personal information sharing and be cautious about what they post.

Cyberbullying Awareness: Educate students about cyberbullying and its impact. Encourage kindness and empathy online. If they witness or experience cyberbullying, they should report it promptly.

Safe Password Practices: Teach students the importance of strong, unique passwords. Remind them not to share passwords with anyone and to change them regularly.

Adult Awareness: It’s important for adults to know what children are doing online. Is the content they are accessing age appropriate? Do the apps and sites they visit allow them to communicate with others?

Here’s an article from Common Sense Media with additional tips:

https://www.commonsensemedia.org/articles/what-should-i-teach-my-child-about-safe-online-behavior

Thorn.org has a “Digital Parenting: Device Access Guide” that you can request for free here:

https://info.thorn.org/device-access-guide

Robert Hickey, NMV UUSD Technology Integrationist

Click on the picture for a little insight on what a Technology Integrationist does in our Supervisory Union in our first edition of Tech News.

Michelle Irish, Director for the Advancement of Educational Equity

We have many opportunities this winter/spring to work with a positive youth development organization, Sweethearts & Heroes. This past summer more than 25 staff from across the district, and all of the Enosburg Falls Middle and High School staff participated in some professional learning about the Circles training that the organization uses to promote empathy and compassion in classrooms. Sheldon staff and students were able to experience circles during a two-day event in January, sponsored by Champlain Chevrolet. In January, Superheroes Tom Murphy and Rick Yarosh brough H.O.P.E (Hold on, Possibilities Exist) to the student body at Richford Junior Senior High School, and returned for all students in grades k-8 in the rest of the district on February 19. In May, middle and high school students will have the opportunity to participate in the “BRAVES” Student Leadership training focused on bullying and bystander awareness.

“The BRAVES curriculum uses the art of play, modern brain science, and unique SEL practices to systematically grow an environment rich in compassionate empathy, by creating a self-directed culture that empowers bystanders to change the state of individuals who are psychologically, emotionally, and socially in distress.”

~Sweethearts and Heroes

Recent Press Releases of past events:

Richford Junior Senior High School Press Release

Sheldon Elementary Press Release

FNESU K-8 Press Release

Michelle Irish, Director for the Advancement of Educational Equity

We are looking for Family/Caregiver Feedback (Versión en español aquí) on a number of items related to student experiences in FNESU. This survey is confidential and your answers will remain anonymous. If you have questions about this survey, or would prefer to share your feedback over the phone or zoom, please contact michelle.irish@fnesu.org or by phone at 802-848-7661 ext 7.

• In section one, we are seeking feedback on a number of our district priorities related to students' experiences in school.

• In section two, there is an opportunity to give feedback about your experiences with parent/family engagement.

• The third section of this survey is gauging interest in your participation in a Family Advisory Council to look at the results of the survey and give feedback about the FNESU Title 1 Parent and Family Engagement Policy. If you are interested, you will be directed to a second short survey to sign up.

Please feel free to fill out more than one survey if you have children in more than one school, or your children have had vastly different experiences.

Taylor Soule, Richford Jr-Sr High School Family Engagement Coordinator

January was been a month of connecting with the community for the Richford Junior Senior High School! Students dove deep into projects geared towards supporting our community upon their return from winter break. Projects included anti-racism and substance abuse awareness, fitness education and challenges, a video created to help prevent bullying, supplying resources for others, and even research around keeping our community’s livestock happy and healthy with structures built for chickens to enjoy. A clothing exchange project was created, The Closet Mix-Up, practicing sustainability and promoting thrifting. Some students worked on building structures such as food cabinets and hygiene shelves. These shelves were stocked through advertising and organizing food and hygiene product drives, resulting in our community coming together with donations. Students will be placing the cabinet in town so that community members will have access.

On January 11th, after dedicating many hours of hard work, students invited our community into the building for an Exhibition of Learning. Projects were on display for all to view and learn about the process behind their work. Nearly 40 families were in attendance, as well as other members of our community. Students were able to engage in conversation and present their work and ideas with all who attended. It was a fantastic night of student and community connecting. The students were so proud to share all of the projects that they had developed and brought to life.

Callie Goss, Social Emotional Coordinator

Social-emotional learning (SEL) teaches us how to manage ourselves, our emotions, and our relationships with other people. At school, programs like Second Step and Leader in Me teach these skills in teacher-led lessons– but how can you use these practices to level up your caregiving at home?

Another way to infuse social-emotional learning into authentic home scenarios is to front-load SEL into tricky situations. In other words, pre-process challenges to support kids with the social skills and emotional regulation they’ll need BEFORE they’re expected to put those skills to use. Your “front-loading” gives kids a model of what these skills look like in action (from you), so they have an example immediately before it’s their turn to “handle” a frustrating scenario. What does “pre-processing” or “front-loading” mean? Basically, it’s validating the big feelings that will (likely) arise and suggesting helpful, prosocial behaviors to handle these feelings. Consider these examples:

Many challenging parts of life are out of control– but what’s ALWAYS in our control is how we respond. An authentic social-emotional learning opportunity exists in modeling to our children how to handle these unavoidable hard parts of life. Try it by naming the big emotions that will (likely) arise and suggesting prosocial behaviors to respond.