Announcements


2016-17 Quarter 1 Honor Roll

posted Nov 16, 2016, 8:54 AM by Elaine Hulett   [ updated Dec 7, 2016, 10:28 AM ]

PRINCIPAL’S HONORS
GRADE 9

Asa Burrows-Crane
Elizabeth Buttle
Reiss Forrest
Cameron Galipeau
Kyla Garcia McShane
Andrew Giorgi
Ricardo Maikoo
Elizabeth Malinowski
Téa Oakes
Claire Paquin
Kesha Patel
Emma Salem
Hannah Sorel


PRINCIPAL’S HONORS
GRADE 10

Madison Breese
Phillip Bubier
Samuel Chaney
Chloe Gore
Logan Haley
Hannah Haytko-DeSalvo
Byrom Jomaa
Evan Kozierok
Andrew Kramer
Sarah Lapean
Enzo Li
Holden Lofaro
Hayleigh Loomis
Evan Page
Aditi Patel
Iris Patterson
Izaiah Rhodes
Erica Sholes
Isabelle Small
Aja Tatro
Quincy Thomas
Catherine Worthington


PRINCIPAL’S HONORS
GRADE 11

Christopher Burout
Caitlin Dansereau
Paige Greenawalt
Kira Hansen
Kaity O’Brien


PRINCIPAL’S HONORS
GRADE 12

Matthew Anderson
Jeremy Boutot
Sophie Bylina
Liam Center
Whitten Coyne
Abigail Crosier
Brenna Harris
Megan Held
Dustin Jaenecke
Jami Mathers
Erika McCarthy
Shyanne Meyer
Thea Pappas
Clayton Schroeder
Eunice Suberu
Jackson Thibodeau
Alexandra White
Abigale Whitman
HIGH HONORS
GRADE 9

Callie Andrews
Paul Becker
Garret Bredbenner
Devin Burnell
Seth Button-Mosher
Molly Cohen
Tammra Coulter
Rebecca Crosier
Arianna Douglas
Lauren Eggsware
Erin Farrell
Kyana Frost
Lexie Gabrus
Tyler George
Kylee Hall
Morgan Haskell
Savannah Jones
Tanner King
Wenonah Knapp
Hailey Loftus
Grace Mahar
Jordan Mattison
Emilie O’Brien
Ericka Perez Mejia
Leo Sedlock
Tyrissa Snyder
Samantha Sohl
Olivia Surdam
Patrick Watson
Matthew Whitman


HIGH HONORS
GRADE 10

Brandon Anderson
Lacey Anderson
Brendon Bossong
Mackenzie Bourgeois
Katherine Bruneau
Noah Call
Caroline Coffield
George Corey
William Corey
Garrett Cornell
Cole Cross
Hallie Davis
Andrew Evon
Grace Gardner
Emma Gillis
Daniel Gorry
Gabriela Griffin-Leon
Madison Gruber
Natalie Jelley
Simon Johnson
Carli Kipp
James Lane
Zoe Lang
Rachel Langlois
Tyler Lapham
Lily Loftus
Kayleah Maddox
Alicia Maisonet
Austin Mears
Benjamin Medvedev
Nicole Morin
McKenzie Morse
Hayden Myers
Aubrie Osgood
Victoria Pembroke
Thomas Pietrzak
Raven Realmuto
Savannah Rogers
Emiliano Salazar
Hanna Sanderson
Tyson Sauer
Gabriel Schatz
Amelia Schroeder
Emma Shroyer
Emma Snyder
Luke Williams
Rimmele Wood
Ellen Woodard
Caroline Worthington


HIGH HONORS
GRADE 11

Colleen Ahearn
Ashlee Billert
Cynthia Bolte
Jamie Boyle
Wyatt Briggs
Benjamin Bushee
Austin Buttle
Alex Carpenter
Nathan Coyne
Cassidy Danforth
Owen Denue
Taylor Dicranian
Drew Dunlap
Cara Fitzhugh
Bethany Hassett
Calvin Hayford
Lucy Holden
Maddisyn Kinney
Zachary LaForest
John LaFountain
Lindsey Main
Nicole Main
Leah Marchand
Kendra Morrissey
Donovan Mulhern
Kirstin Murray
Madison Owens
Dylan Pahl
Perin Patel
Jadalea Petit
Tyler Rogers
Anna Salem
Olivia Salem
Austin Spencer
Abigail Tole-Calabro
Alyssa Trombley
Annemarie van de Put
Owen Wilcox
Allyson Zupko


HIGH HONORS
GRADE 12

Toree Alexander
Anna Amadon
Thomas Betit
Celine Blair
Corey Borden
Richard Borden
Noa Chaney
Joshua Comalli
Benjamin Doucette
Shenna Farkas
Emmalene Gabriel
Natalie Goodell
Brian Grace
Lauren Grimsley
Josiah Gulley
Noah Haner
Abby Hensley
John Jayasankar
Kalina Korzec
Brianna Legacy
Madison Lofaro
Cassidy Loomis
Gavin MacIntyre
James Marsden
Riley Mintrone
Emily Moxley
Brodie O’Brien
Skylar O’Dell
Carly Plaisance
Sophia Prandini
Austin Prendergast
Makenzie Quackenbush
Dylan Ross
Ezra Royce
Katie Saunders
Willow Starkie Kreuder
Faith Sullivan
Kassie Tifft
Erin Williams
Sarah Wood
Brianna Zipprich
HONORS
GRADE 9

Zoey Amoroso
Colby Babson
Jacob Bendik
Stephen Brillon
Torin Broderick
Elizabeth Bump
Tyler Chapman
Gabriel Clayton
Tanner Conley
Leah Dufresne
Megan Eggsware
Adam Frost
Adam Garvie
Paige Gassaway
Tyler Gates
Keana Gauthier
Jackson Granger
Harley Hannibal
Owen Hansen
Carrie Harmon
Carlee Hayes
Kayla Hickey
Colman Hogan
Breanna Hudson
Garrett Joly
Rachael Jones
Stephanie Kozloski
Isaiah Levin
Kendrah Longtin
Owen Maroney
Colby Martocchio
Anthony Mazzola
Thomas McCarthy
Dominick Metcalf
Amber Metcalfe
Zachary Mirke
Riley Moyer
Jadin Murphy
Gabriel Niles
Michael Nolan
Leticia Perez Mejia
Matthew Poirot
Mia Schneeberger
Alexis Secoy
Nikki Secoy
Sage Teal
Alexander Thompson
Dale Thorn
Garrett VanBuren
Kiersten Wade
Dayna Weber
Deanna Whitman
Damian Wilkinson Torres
Alexis Willard


HONORS
GRADE 10

Taylor Andrews
Molly Austin
Jordan Barilone
Tucker Beaudoin
Kyle Bourgeois
Dominic Bullock
Michael Bushee
Taylor Bushee
Carly Bylina
Austin Capen
Kathryn Cole
Justin Dean
Marissa DeJesus
Jadyn Dunham
Hogan Elming
Avery Galle
Bradley Guetti
Corey Hathaway
Damien Hessler
Taylor Hewins
Bradley Hilchey
Paul LaFountain
Kierstin Martin
Cooper Mason
Gage McLaughlin
Caroline Musinski
Robert Myers
Maxwell Noyes
Joshua Paine
Nicholas Pappas
Noah Payne
Ciarra Raetz
Ryan Rogge
Adam Sampsell
Corbin Saunders
William Secoy
Tristen Shays
Isaac Sibley
Haley Sigsbury
Alison Simmons
Kellie Simmons
Natalie Stone
Alyssa Strattman
Tristan Thomas
Kyonna Tobin
Samantha White


HONORS
GRADE 11

Amel Allen
Donald Amoroso
Maria Angeloni
Jeffery Barth
Juliette Beatty
Brittany Belville
Ellis Broderick
Jack Bushee
Ashley Carey
Boden Choi
Dennis Collette
Tyler Dickinson
Cullen Elliott
Ashley Finkelstein
Audrey Fusco
Sophia Fusco
Haley Gallagher
Jacob Harkins
Tiffany Hassan
Machaila Hoard
Brianna Hurley
Anna Iannotti
Brett LaPointe
Jazmyne Lemaire
Michael Marchetti
Morgan Martocchio
Dyllan Michaels-O’Shea
Autumn Pendlebury
Harry Sanders
Fferyll Simpson
Benjamin St. Clair
Dawson Stanley
Damion Stratton
Shawn Tobin
Ian Watson


HONORS
GRADE 12

John Babson
Veronica Bisson
Allie Boudreau
Jordyn Burke
Dominique Burnell
Alexzandria Cross
Lindsay Finney
Connor Harrington
Summer Lampron
Lias Levin
Lucas Longtin
Ashley Lucas
Isabel Mazzola
Ryan O’Neill
Emalyn Peacock
Brittany Pecor
Christopher Pendlebury
Jordan Peters
Aubreanna-Rose Petit
Munroe Ports
Mia Prouty
Frances Ralbovsky
Lindsey Restino
Sebastian Rocher
Connor Sawyer
Wayne Shoestock
MacKenzie West
Paige Weyers
Danika Williams
Brooke Young
HONORABLE MENTION
GRADE 9

Ian Benner
Emma Bicking
Kayla Blodgett
Dennis Burnell
Ryann Cameron
Gaige Crandall
Austin Darling
Jack Drew
Jack Haynes
Marshall Hughes
McKenzie Kelley
Shania Leroux
Rowan Pringle
Alexus Robie
Chloe Rogers
Emmanuel Suberu
McKenzie Thompson
Ryan Williams


HONORABLE MENTION
GRADE 10

Savannah Carter
Jordan Cullinan
Olivia Elmer
Ty Evans
Bethany Keenan
Lydia Larson-Ruiz
Austin Martinka
Felicia Maxfield
Christopher Mayer
Nicholas Meehan
Brooklyn Merriam
Jeffrey Potter
Damian Randall
Savannah Robson
Eric Skowron Jr.
Nicholas Spurr
Sydney Sweet
Angelique Tyrrell
Caden Watson


HONORABLE MENTION
GRADE 11

Kaitlin Banks
Alexa Bullett
Victoria Eben
Jennifer Harrington
Elizabeth Harris
Samuel Irion
Aaron Jelley
Bridget Keenan
Giorgi Khutsidze
Skyler Knapp
Deza-Rae Leonard
Noah Loomis
Macie Powers
Ryan Spencer
Alura Thiem
Cole Wilcox
Evan Williams


HONORABLE MENTION
GRADE 12

Tamika Amidon
Ross Armstrong
Tiffany Bacon
Stephanie Corey
Devin Francis
Steven Ganier
Brittany Griffis
Demin Haner
Joshua Harvey
Aaron Hulett
Tyler Jones
John LaCroix
Madison Little
Carson Lussier
Shania Martin
Aaron Mazza
Reece Moyer
Hayley Richmond

OLIVER!

posted Oct 20, 2016, 11:37 AM by Elaine Hulett   [ updated Oct 20, 2016, 11:38 AM ]

Welcome to the NEW MAUHS Website

posted May 25, 2016, 7:47 AM by Elaine Hulett   [ updated Jun 10, 2016, 8:46 AM ]

The SVSU family of websites have been migrated from WIX to the free SVSU Google Apps for Education domain. The goal of the new sites is to provide an improved site appearance, a more streamlined navigation experience and faster webpage load times while decreasing the amount of network resources required by each site visitor. The websites for all the schools within the SVSU follow the same template allowing visitors to more easily find information across the sites.

The contents of each navigation tab drop down menu are described below.

After a Suicide: Helping Students Cope

posted Apr 7, 2016, 5:44 AM by Elaine Hulett   [ updated Jul 20, 2016, 11:27 AM ]

The aftermath of a youth suicide is a sad and challenging time for a community. However, during this time, you can be a powerful role model for students.

Tips for how to respond to students:

  • It is important to normalize and validate feelings such as anger, sadness, shock, fear or confusion. It is certainly acceptable to show your own emotions to students.
  • There will likely be a wide range of emotions. Respect that some students may not want to verbalize their feelings, some may want to mourn openly, and still others may not be significantly affected.
  • When talking with students, please state that the student died by suicide (NOT committed suicide or successfully attempted).
  • To avoid contagion (copy cat) situations, give students the facts, but do not attempt to explain details or why the student ended his/her life. Doing so may communicate to vulnerable students that death is a way to obtain incredible amounts of attention.
  • Do not allow students to romanticize or view suicide as an acceptable means to deal with problems. Focus instead on helping students cope with their own grief. Remind students that there are positive coping strategies (talking to a trusted friend or adult, writing thoughts or feelings, exercise, rest) for life’s difficulties and that there are resources for anyone contemplating suicide.
  • One of the most precious gifts you can give a grieving teen is the gift of your presence.
  • Do not feel you must give advice or suggestions. It is acceptable to say, “I don’t know, or I don’t know the answer, or “This is hard on us all”.
  • Do not attempt to impose your explanation on why this has happened.
  • Do not attempt to reassure that everything is okay.
  • Do not tell them you know how he/she feels (because you probably don’t).>
  • Be willing to say nothing.
  • Do not lecture or use well-intentioned clichés that minimize or take away from a student’s need to mourn. For example, do not say things like “time heals all wounds.”

Commonly asked questions and appropriate responses:

Why did he/she die by suicide? We are never going to know the answer to that question as the answer has died with him/her. The focus needs to be on helping you with your thoughts and feelings and everyone working together to prevent future suicides rather than explaining "why".

What method did they use to end their life? If you have factual information, answer specifically as to the method, such as he/she shot herself or died by hanging. However, do not go into explicit details such as what was the type of gun or rope used or the condition of the body etc. (DCSD protocol attempts to honor the wishes of parents when releasing specific information.)

What should I say about him/her now that they have made the choice to die by suicide? It is important that we remember the positive things about them and to respect their privacy and that of their family. Please be sensitive to the needs of their close friends and family members.

Didn't he/she make a poor choice and is it okay to be angry with them? They did make a very poor choice and research has found that many young people who survived a suicide attempt are very glad to be alive and never attempted suicide again. You have permission for any and all your feelings in the aftermath of suicide and it is okay to be angry with them.

Isn't someone or something to blame for this suicide? The suicide victim made a very poor choice and there is no one to blame. The decision to die by suicide involved every interaction and experience throughout the young person's entire life up until the moment they died and yet it did not have to happen. It is the fault of no one.

How can I cope with this suicide? It is important to remember what or who has helped you cope when you have had to deal with sad things in your life before. Please turn to the important adults in your life for help and share your feelings with them. It is important to maintain normal routines, proper sleeping and eating habits and to engage in regular exercise. Please avoid drugs and alcohol. Resiliency, which is the ability to bounce back from adversity, is a learned behavior. Everyone does the best when surrounded by friends and family who care about us and by viewing the future in a positive manner.

What is an appropriate memorial to a suicide victim? The most appropriate memorial is a living one such as a scholarship fund or contributions to support suicide prevention. The American Association of Suicidology cautions that permanent markers or memorials such as plaques or trees planted in memory of the deceased dramatize and glorify their actions. Special pages in yearbooks or school activities dedicated to the suicide victim are also not recommended as anything that glorifies the suicide victim will contribute to other teenagers considering suicide.

What are the warning signs of suicide? The most common signs are the following:
  • making a suicide attempt,
  • verbal and written statements about death and suicide,
  • fascination and preoccupation with death,
  • giving away of prized possessions,
  • >saying goodbye to friends and family,
  • >and dramatic changes in behavior and personality.

What should I do if I believe someone to be suicidal? Do not minimize their feelings or problems. Listen to them, support them, believe them, and let them know that they are not the first person to feel this way. Do not keep a secret about suicidal behavior. There is help available - mental health professionals such as counselors and psychologists have special training to help young people who are suicidal. It is important to stay with the person until they are connected to their support system. If you feel someone is in imminent danger, call 911.

Helpful Resources:

1-800-SUICIDE (1-800-784-2433)
1-800-TALK (1-800-273-8255)
1-877-542-SAFE (Safe2Tell encourages students to voice their concerns and take responsibility for keeping themselves and others safe.)

Revised, NASP, ScottPoland, 2003

Community Service Providers

posted Apr 7, 2016, 5:19 AM by Elaine Hulett

Bennington Psychotherapy Offices - 447-1231

207 West Main Street
Bennington, VT  05201

Catamount Associates - 442-3520

160 Benmont Avenue Suite 20
Bennington, VT  05201

K and L Associates - 442-2722

Kristin Propp & Dr. Louis Propp
160 Benmont Avenue
Bennington, VT  05201

United Counseling Service - 442-5491

1 Ledge Hill Drive
Bennington, VT  05201

Family Emergency Services - 447-8270

442-1700 (hotline) or 1-800-360-6621 (hotline)
FES is a program provided by United Counseling Services for families who are experiencing a child related crisis. FES workers provide services in the home and community.

Sunrise Family Resource Center - 442-6934

Sunrise is Bennington County’s designated Parent Child Center. Sunrise provides parent education, support services, also Intensive Family Based Services through the Family Advocacy Program.

Private Practitioners


Nancy Bemak
Lisa Carton 
Ellen Collins-Reed
Gaia Deering
Beth Halpern
William Martin Hansen
Dr. Robert Hemmer
Dr. Stephen King
Kirke McVay
Dr. Francis Moriarty
Sarah Dianne Nolan
Nora Parsons
Felipe Stetson
Bennington
 504A Main Street, Bennington
901 Main Street, Bennington
504A Main Street Suite 5, Bennington
120 Elm Street, Bennington
120 Elm Street Suite 2, Bennington
207 Main Street, Bennington
Hidden Valley Road, Shaftsbury
1013 Old Depot Road, Arlington
215 Benmont Avenue, Bennington
215 Benmont Avenue, Bennington
120 Elm Street, Bennington
1-413-841-1936
379-5456
440-8005
681-7314
379-3333
379-6504
362-5660
447-2010
447-2129
1-413-822-3661
447-4811
447-4811
733-1827

Revised 2/11/13
ppj

Interpreting Your Child's State SBAC Results

posted Jan 5, 2016, 12:44 PM by Elaine Hulett

Featuring:
  • MAUHS Student Shawn Devlin
  • Assistant Superintendent Donna Leep
  • Superintendent James Culkeen Produced by:
  • SVSU Data Coach Melissa Senecal
  • SVSU Director of Curriculum, Instruction, and Assessment Laura Boudreau

Interpreting Your Student's SBAC Results

Vermont State Board of Education Statement and Resolution on Assessment and Accountability

posted Nov 23, 2015, 8:55 AM by Elaine Hulett

Adopted August 19, 2014

The Vermont State Board of Education is committed to ensuring that all students develop the knowledge, capabilities and dispositions they need to thrive as citizens in their communities, higher education and their careers in the 21st century. The Board of Education’s Education Quality Standards (EQS) rules aim to ensure that all students in Vermont public schools are afforded educational opportunities that are substantially equal in quality, and enable them to achieve or exceed the standards approved by the State Board of Education.

These rules were designed to ensure continuous improvement in student performance, instruction and leadership, so that all students are able to develop high levels of skill and capability across seven essential domains: literacy, mathematics, scientific inquiry and knowledge, global citizenship, physical and health education and wellness, artistic expression, and transferable 21st century skills.

To achieve these goals, educators need to make use of diverse indicators of student learning and strengths, in order to comprehensively assess student progress and adjust their practice to continuously improve learning. They also need to document the opportunities schools provide to further the goals of equity and growth.

Uniform standardized tests, administered across all schools, are a critical tool for schools’ improvement efforts. Without some stable and valid external measure, we cannot evaluate how effective we are in our efforts to improve schools and learning. Standardized tests – along with teacher-developed assessments and student work samples -- can give educators and citizens insight into the skills, knowledge and capabilities our students have developed.

What standardized tests can do that teacher developed tests cannot do is give us reliable, comparative data. We can use test scores to tell whether we are doing better over time. Of particular note, standardized tests help monitor how well we serve students with different life circumstances and challenges. When used appropriately, standardized tests are a sound and objective way to evaluate student progress.

Despite their value, there are many things tests cannot tell us. Standardized tests like the NECAP and soon, the SBAC, can tell us something about how students are doing in a limited set of narrowly defined subjects overall, as measured at a given time. However, they cannot tell us how to help students do even better. Nor can they adequately capture the strengths of all children, nor the growth that can be ascribed to individual teachers. And under high-stakes conditions, when schools feel extraordinary pressure to raise scores, even rising scores may not be a signal that students are actually learning more. At best, a standardized test is an incomplete picture of learning: without additional measures, a single test is inadequate to capture a years’ worth of learning and growth.

Along a related dimension, the American Psychological Association wrote:

“(N)o test is valid for all purposes. Indeed, tests vary in their intended uses and in their ability to provide meaningful assessments of student learning. Therefore, while the goal of using large-scale testing to measure and improve student and school system performance is laudable, it is also critical that such tests are sound, are scored properly, and are used appropriately.” Unfortunately, the way in which standardized tests have been used under federal law as almost the single measure of school quality has resulted in the frequent misuse of these instruments across the nation.

Because of the risk of inappropriate uses of testing, the Vermont State Board of Education herewith adopts a series of guiding principles for the appropriate use of standardized tests to support continuous improvements of learning.
1. The Proper Role of Standardized Testing – The purpose of any large scale assessment must be clearly stated and the assessments must be demonstrated as scientifically and empirically valid for that purpose(s) prior to their use. This includes research and verification as to whether a student’s performance on tests is actually predictive of performance on other indicators we care about, including post-secondary success, graduation rates and future employment.

In addition, standardized test results should be used only in concert with a diverse set of measures that capture evidence of student growth and school impact across all important outcomes outlined in the Education Quality Standards.

2. Public Reporting Requirement - It is a state and local obligation to report on the quality of the schools to the citizenry. Standardized testing is part of this reporting obligation. The state board encourages local public reporting of a diverse and comprehensive set of school quality indicators in local school, faculty and community communications.

3. Judicious and Proportionate Testing - The State Board of Education advocates for reducing the amount of time spent on summative, standardized testing and encourages the federal government to reduce the current requirements for annual testing in multiple subjects in every grade, 3-8, and then again in high school. Excessive testing diverts resources and time away from learning while providing little additional value for accountability purposes.

4. Test Development Criteria - Any broad scale standardized assessment used in the state of Vermont must be developed and used appropriately in accord with the principles adopted by the American Educational Research Association, the National Council on Measurement in Education, and the American Psychological Association.

5. Value-added scores – Although the federal government is encouraging states to use value added scores for teacher, principal and school evaluations, this policy direction is not appropriate. A strong body of recent research has found that there is no valid method of calculating “value-added” scores which compare pass rates from one year to the next, nor do current value-added models adequately account for factors outside the school that influence student performance scores. Thus, other than for research or experimental purposes, this technique will not be employed in Vermont schools for any consequential purpose.

6. Mastery level or Cut-Off scores – While the federal government continues to require the use of subjectively determined, cut-off scores; employing such metrics lacks scientific foundation. The skills needed for success in society are rich and diverse. Consequently, there is no single point on a testing scale that has proven accurate in measuring the success of a school or in measuring the talents of an individual. Claims to the contrary are technically indefensible and their application would be unethical.

The use of cut-off scores reports findings only at one point on a statistical distribution. Scale scores provide significantly more information. They allow a more valid disaggregation of scores by sub-group, provide better measures of progress and provide a more comprehensive view of achievement gaps.

7. Use of cut scores and proficiency categories for reporting purposes - Under NCLB states are required to report school level test results in terms of the Percentage of Proficient Students. The federally mandated reporting method has several well-documented negative effects that compromise our ability to meaningfully examine schools’ improvement efforts:
  • Interpretations based on “percent proficient” hides the full range of scores and how they have changed. Thus, underlying trends in performance are often hidden.
  • The targets established for proficiency are subjectively determined and are not based on research. Interpretations based on “percent proficient” also lack predictive validity.
  • Modest changes to these subjective cut scores can dramatically affect the percent of students who meet the target. Whether a cut score is set high or low arbitrarily changes the size of the achievement gap independent of the students’ learning. Thus, the results can be misleading.
  • So that we can more validly and meaningfully describe school- and state-level progress, the State Board of Education endorses reporting performance in terms of scale scores and standard deviations rather than percent proficient. We will comply with federal requirements, but will emphasize defensible and useful reporting metrics.
8. The Federal, State and Local Obligation for Assuring Adequacy and Equality of Opportunity – Much as the state must insure a high quality education for all children, the school must be provided with adequate and equitable resources from the federal, state and local governments and must use these resources wisely and judiciously. Thus, any report on a school based on the state’s EQS standards must also include a report on the adequacy of resources provided by or to that school in light of the school’s unique needs. Such evaluations shall address the adequacy of resources, the judicious use of resources and identify any deficiencies.

Resolution on Assessment and Accountability Vermont State Board of Education

WHEREAS, our nation and Vermont's future well-being relies on a high-quality public education system that prepares all students for college, careers, citizenship and lifelong learning, and strengthens the nation’s and the state’s social and economic well-being; and

WHEREAS, our nation's school systems have been spending growing amounts of time, money and energy on high-stakes standardized testing, in which student performance on standardized tests is used to make major decisions affecting individual students, educators and schools; and

WHEREAS, the overreliance on high-stakes standardized testing in state and federal accountability systems is undermining educational quality and equity in the nation’s public schools by hampering educators' efforts to focus on the broad range of learning experiences that promote the innovation, creativity, problem solving, collaboration, communication, critical thinking and deep subject-matter knowledge that will allow students to thrive in a democracy and an increasingly global society and economy; and

WHEREAS, it is widely recognized that standardized testing is an inadequate and often unreliable measure of both student learning and educator effectiveness; and

WHEREAS, a compelling body of national research shows the over-emphasis on standardized testing has caused considerable collateral damage in areas such as narrowing the curriculum, teaching to the test, reducing love of learning, pushing students out of school, and undermining school climate; and

WHEREAS, high-stakes standardized testing has negative effects for students from all backgrounds, and especially for low-income students, English language learners, children of color, and those with disabilities; and

WHEREAS, the culture and structure of the systems in which students learn must change in order to foster engaging school experiences that promote joy in learning, depth of thought and breadth of knowledge for students; therefore be it

RESOLVED that the Vermont State Board of Education requests that the Secretary of Education reexamine public school accountability systems in this state, and develop a system based on multiple forms of assessment which has at its center qualitative assessments, does not require extensive standardized testing, more accurately reflects the broad range of student learning, decreases the role of compliance monitoring, and is used to support students and improve schools; and

RESOLVED, that the Vermont State Board of Education calls on the United States Congress and Administration to accordingly amend the Elementary and Secondary Education Act (currently known as the “No Child Left Behind Act") to reduce the testing mandates, promote multiple forms of evidence of student learning and school quality, eschew the use of student test scores in evaluating educators, and allow flexibility that reflects the unique circumstances of all states; and

RESOLVED that the Vermont State Board of Education calls on other state and national organizations to act in concert with these goals to improve and broaden educational goals, provide adequate resources, and ensure a high quality education for all children of the state and the nation.

Free meals for ALL students starting this fall

posted Nov 23, 2015, 8:38 AM by Elaine Hulett

Every child attending Mt. Anthony Union Middle & High Schools; Prekindergarten at Molly & Division St.; and Shaftsbury, Woodford, Pownal, Monument, Bennington, and Molly Stark Elementary Schools can now eat complete, nutritious and reimbursable breakfast and lunch approved by the program for free.

The federal government’s Community Eligibility Provision (CEP) is structured to provide funding for free meals for economically disadvantaged school districts. The SVSU has determined that all public schools within the SVSU qualify and will participate in the 2015-2016 school year program. Participating in the CEP program, allows the SVSU to receive federal reimbursement for up to 100 percent of meals served.

“Finally, the math makes sense. The entire SVSU community benefits from our participation in CEP. All families qualify for free meals. A family of four who paid for breakfast and lunch last year can experience a savings of $1,200 this year. That is real money families can use to relieve pressure off their personal finances or increase their purchasing power in our local economy. It truly is a win-win for everyone.” says SVSU Chief Financial Officer, Richard C. Pembroke, Jr., SFO.

Every family is welcome and encouraged to take advantage of this new program. Participation is not required as children can still come to school with a meal from home. Snacks, snack milks, ala carte or second meals will continue to be charged at the current rates.

“With improved food quality, efficient food distribution methods and increased staff, we are ready to respond to the expected increase in meal participation. Schools within the program have experienced a 10% to 40% increase in breakfast participation,” says Maureen O’Neil, Southern Vermont Food Service Director from the Abbey Group who is working closely with the SVSU to implement the new program.

Across all SVSU public schools, 2900 students will now have the opportunity to eat two complete, nutritious and reimbursable meals approved by the program every school day without the stigma of being different from other students. This alone is expected to increase meal participation.

“The potential of the CEP program is truly exciting,” says SVSU Superintendent, James R. Culkeen. “Schools already participating have reported an increase in student attentiveness, fewer reports of student hunger, fewer disciplinary referrals and fewer visits to the school nurse. All of these elements make a great recipe for student success and enables them to perform at their best.”

Every Breakfast. Every Lunch.

posted Nov 23, 2015, 8:35 AM by Elaine Hulett   [ updated Jul 19, 2016, 10:59 AM ]

Community Eligibility Provision logo
August 21, 2015
Dear Parent or Guardian,

We are committed to providing every student in our school community with all the tools they need to succeed, including nutritious breakfast and lunch that everyone can enjoy together. That is why we are excited to announce that this year; all public schools within the SVSU are enrolled in a new program offering complete, nutritious and reimbursable meals approved by the program every school day to all students at no charge.

All children enrolled in public schools within the SVSU can eat for free.

I am writing to share with you this exciting news and to ask that you help us ensure our meal program is a success by having your child participate in school breakfast and lunch every single school day. It is important that everyone participate in our universal meal program because…

Part of what makes a great school culture is everyone sharing a meal together.

When all of our students are eating together, our cafeteria will become a place to learn more about new foods together, make healthy choices, and fuel up for learning and play.

Participating in school breakfast and lunch helps your school and your community.

The more students who participate in school lunch and breakfast, the more our schools receive in federal reimbursement for meals served. This additional money enables us to improve our program by introducing higher quality ingredients and healthy food choices.

Participating in school breakfast and lunch helps your family.

Participating in school breakfast and lunch helps provide nutritious food for your children at school so they can concentrate better and learn more, and saves you valuable time and money at home.

I hope you will join me and the school community in supporting this exciting new program by participating in school breakfast and lunch this year. Please feel free to contact your school with any questions and to discuss any special dietary needs.


Sincerely,

James R. Culkeen
Superintendent

SVSU to Participate in Community Eligibility Provision

posted Nov 22, 2015, 3:49 PM by Elaine Hulett


FOR IMMEDIATE RELEASE


Southwest Vermont Supervisory Union to Participate in Community Eligibility Provision 


August 20, 2015 – Bennington, Vermont – Southwest Vermont Supervisory Union is slated to implement the Community Eligibility Provision (CEP) for Free Meal Reimbursement in School Year 2015-2016. Through CEP,a school district, a group of schools or a single school may offer meals at no charge to all students.

“We have been looking at the program for a couple of years and are now grateful that all the public schools within the SVSU qualify to participate in the CEP program. Now every student can get a complete, nutritious and reimbursable breakfast and lunch approved by the program for free, regardless of income. No child should have to go hungry and now they won’t have to,” says Maureen O’Neil, Southern Vermont Food Service Director from the Abbey Group.

The Healthy, Hunger Free Kids Act of 2010 includes the implementation of CEP to insure districts can participate in the National School Lunch Program (NSLP) and School Breakfast Program (SBP). To qualify, a district or school must have 40 percent or more of its students eligible for free meals based on direct certification. The SVSU, across all its public schools, qualifies at a rate of 50.15%.

“Finally, the math makes sense. The entire SVSU community benefits from our participation in CEP. All families qualify for free meals. A family of four who paid for breakfast and lunch last year can experience a savings of $1,200 this year. That is money families can use to relieve pressure off their personal finances or increase their purchasing power in our local economy. It truly is a win-win for everyone.” says SVSU Chief Financial Officer, Richard C. Pembroke, Jr., SFO.

CEP has been available to the entire country since the 2014-2015 School Year.

“The potential of the CEP program is truly exciting,” says SVSU Superintendent, James R. Culkeen. “Schools already participating have reported an increase in student attentiveness, fewer reports of student hunger, fewer disciplinary referrals and fewer visits to the school nurse. All of these elements make a great recipe for student success and enables them to perform at their best.”

About SVSU

Southwest Vermont Supervisory Union (SVSU) is one of the largest supervisory unions in the state of Vermont servicing over 2900 PreK-12th grade students from five towns in southern Bennington County. The SVSU provides and supports equal educational opportunities for all students and is an equal opportunity provider of USDA Child Nutrition Programs. USDA is an equal opportunity provider and employer.

© 2015 Southwest Vermont Supervisory Union (www.svsu.org) (https://www.facebook.com/pages/Southwest-Vermont-Supervisory-Union/134132276636970)

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Southwest Vermont Supervisory Union
James R. Culkeen, Superintendent
“Striving for Excellence, Imagine the Possibilities”


CONTACT:
Richard C. Pembroke, Jr., CFO
802.753.5840

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