Vt. looks to strengthen career and technical education

A winter scene by the Ottauquechee River Trail in Woodstock, Vt. (Gareth Henderson Photo)

As Career and Technical Education Month continues nationwide, the state of Vermont is focusing on ways to enhance career and technical education opportunities and grow the state’s workforce, in the face of recent workforce declines.

Vermont Gov. Phil Scott signed a proclamation establishing that same month-long recognition for February in the Green Mountains. Scott’s recent state budget address emphasized career education, and the Legislature is also exploring ways to support these programs. The governor said the state “desperately needs to grow its workforce,” especially in the trades, and he looks forward to working with lawmakers on that goal.

“Whether it’s plumbers, electricians, line workers, fiber splicers, or mechanics, Vermont has thousands of these jobs that need to be filled,” Scott said at a Tuesday press conference. 

In his Tuesday remarks, the governor noted his budget plan has $10 million for reducing education costs for those working toward careers in the trades, which includes $3 million to the Vermont Student Assistance Corporation for those enrolling in training or certification programs. Scott also said the state is launching a $1.4 million recruitment campaign for career and technical education enrollment, which includes engaging with students and parents at the middle and high school levels. 

He also said Vermont has to work to reduce the stigma around career and technical education.

“It’s time we recognize that going into the trades is just as impressive, and in fact can be just as lucrative, as a four-year degree,” Scott said. 

Additionally, with a $90 million surplus projected for the education fund, Scott is proposing putting $45 million of that money toward upgrades for career and technical education centers in Vermont. There are 17 such educational centers across the state. 

“As we spend billions in ARPA (American Rescue Plan Act) funding, in addition to all the money from the bipartisan infrastructure bill, we’re going to need more people who have the skills to weatherize homes, build bridges, install and connect fiber optic cables, and so much more,” Scott said. “We can’t let this moment pass, because the time to invest is now.”

— Gareth Henderson

Vt. archaeological work gets major funding boost

(Gareth Henderson)

A local university will create a new museum and a host of learning opportunities at an archaeological site in southern Vermont, thanks to new funds for an ongoing project.

Castleton University will provide up to 40 paid internships to continue archaeological exploration at the historic Granger House after receiving a nearly $500,000 grant from the National Endowment for the Humanities. The money aims to support education in archaeology, geography, history, and related fields.

The grant will fund the creation of a museum and learning laboratory at the Granger House on the campus in Castleton. Along with the internships, there will be a summer field school and numerous public outreach efforts. In embarking on the Granger House Project, Castleton University will develop an innovative approach to education in the humanities by emphasizing community engagement and fostering the development of job-ready skills, according to the official announcement on Thursday. 

The Granger House Project centers on renovating and repurposing the home. The new museum will celebrate an inclusive history of Castleton through interactive exhibits, photography, and 3D-printed copies of material culture that visitors can manipulate and study.  The museum will serve as a venue for a wide range of public programming with an emphasis on K-12 education.

“The preservation of sites like Granger House have traditionally served to commemorate the history of white European settlement, but such an approach does more to obscure than to elucidate the true history of the early United States,” said Andre Fleche, project director and professor of history, in a statement. “Granger House sits just miles away from significant Native American archeological sites, and, according to the Library of Congress’s Historic American Building Survey, the home may have had ties to the Underground Railroad. This project will investigate those histories in an effort to forge a ‘more perfect union’ between the fields of Native American, African American, and early American history.”

At the center of the project are learning communities that will provide enrichment for paid student interns. During the summer up to 40 students, under the guidance of trained professionals, will supervise volunteers and K-12 school groups as they conduct archaeological investigations and other research at Granger House. Advanced coursework during the spring and fall 2022 semesters will focus on local history and help prepare exhibits and train students for active roles in the museum.

In Thursday’s announcement, Matthew Moriarty, director of archaeology and co-director of the project, noted the many opportunities for students.

“They’ll have a chance to participate in this project from start to finish, gaining valuable hands-on experience in everything from archaeology to archival research to 3D scanning to museum exhibit development,” Moriarty said. “We also think this museum will be a great benefit to local educators, providing a place where they can bring their students and explore the richness and diversity of local history.”

Castleton’s Granger House Project will underscore the continued relevance and importance of the humanities in higher education’s fast-changing landscape. By emphasizing hands-on projects and skill development, Castleton University will reinvent the role of student-faculty research at teaching institutions, according to the grant announcement. The Granger House Project will demonstrate that interactive, place-based immersion in the humanities can successfully prepare students for the workplace and for a lifetime of active citizenship.

Castleton University was awarded the grant as part of the National Endowment for the Humanities Sustaining the Humanities through the American Rescue Plan (SHARP) program. SHARP grants were funded by the American Rescue Plan Act of 2021 and are designed to preserve humanities jobs and support the reopening and rebuilding of humanities programs.

Granger House is one of the oldest in the town of Castleton and is listed on the National Register of Historic Places. It was designed and built by Noahdiah Granger around 1800 and was entered into the National Register of Historic Places in 1979. The home is an important local example of Federal-style architecture and features one of the outstanding extant spiral staircases by the noted Vermont architect and craftsman Thomas R. Dake.

— Gareth Henderson

Hike and learn: State offers virtual program for young students

The eastern wild turkey is one of the animals to be studied in a virtual education program being offered by Vermont Fish and Wildlife. (VTF&W Photo by John Hall)

Throughout the country, the education sector has been a place of innovation over the past 18 months. Within that, the pandemic has driven lots of interest in outdoor programs. Along with being a healthy option, those programs also offer meaningful opportunities to learn about the environment in a local setting. 

Now, Vermont educators have one more such opportunity. On Thursday, the state Fish and Wildlife Department announced “Scats and Tracks”, a virtual program for elementary school classes grades 1-6 designed to get kids outside with their teacher, while also learning about the wildlife in their community. The 4-week program gives educators plans and support to lead nature hikes on school or nearby grounds.  

Each week’s hike teaches students to identify scat and tracks for a different native species, and it is supported with access to a virtual class visit on nature facts from Fish and Wildlife experts. Indeed, the Green Mountains offer a variety of wildlife to study, meaning such opportunities are never far away. This year’s program focuses on the gray fox, beaver, gray squirrel, and eastern wild turkey.

There are two ways for classes to participate, designed to meet the needs of different schedules and student groups: 1) pre-recorded lessons; or 2) live virtual presentations with a department staff member once a week. Fish and Wildlife officials understand that many educators have questions about leading a nature hike of their own, a news release stated. Staff are available to answer any questions about that portion in advance and to provide tips.

The live virtual sessions will take place weekly during January 2022, and educators that choose the pre-recorded option will receive the video links and additional information in late 2021.

— Gareth Henderson

Notice: To register for the program, educators should contact Education Specialist Corey Hart by emailing him at corey.hart@vermont.gov, or calling him at 802-505-5562. Please indicate which option you prefer, school, grade level, and how many students will be participating. The homeschool community is also encouraged to reach out.

Vt. announces new public health advisory for schools

The U.S. and Vermont flags fly in the breeze outside the town office in Bridgewater, Vt. (Gareth Henderson Photo)

With families in full preparation mode for the new school year, public health officials in multiple states have issued new recommendations for local districts in this latest phase of the pandemic. This comes after the CDC issued updated recommendations in response to the impact of the delta variant of COVID-19, especially on case growth in parts of the south and west.

Vermont officials have said the state has still been able to limit case increases and keep hospitalizations low, owing to its nation-leading vaccination rate — which is at 84.1% for its vaccine-eligible population. Speaking at a Tuesday press conference, Education Secretary Dan French said that was a major factor in Vermont’s new recommendations. 

“I’m pleased to say today, we will be able to start the school year as predicted, with full in-person instruction and nominal mitigation recommendations,” French said. He added, “As we did last year, we will need to leverage local and state partnerships to keep our communities and our schools safe from COVID-19.”

The state’s new advisory for schools includes the following: 

• For the first few weeks of school, it is recommended that districts require all students and staff to wear masks regardless of their vaccination status. 

• After the first few weeks of school, it is recommended that schools require masks only until 80% of students have received at least their first dose of the COVID-19 vaccine. (The state will advise schools on how to determine their vaccination rates). 

• Once at least 80% of students in a school have received their first dose, it is recommended the school require masks only for unvaccinated students and staff.

• Masks may be removed for instructional or operational considerations, but masks are required for all passengers on school buses, per CDC regulations.

• Stay home when you’re sick.

Other mitigation strategies include voluntary COVID-19 testing and a contact tracing program, French said. The complete advisory for schools will be published online this week, with most schools opening later this month. 

To assist with the vaccination targets in the new guidance, the state will offer school-based vaccine clinics throughout Vermont. Though the focus will be on 12-18-year-olds, those clinics will be open to the public, officials said Tuesday. More details are expected next week.

— Gareth Henderson

Free Vt. courses offered to fortify careers, grow economy

Route 12 near the Woodstock-Barnard line. (Gareth Henderson Photo)

A new scholarship program is offering free career training to Vermont workers as the state looks to strengthen its pandemic recovery efforts.

Announced Tuesday, the Upskill Vermont Scholarship Program is a partnership between the University of Vermont and Community College of Vermont. UVM and CCV are giving Vermont residents the opportunity to take up to two courses for free over the next year, with the particular hope of helping those needing new skills or career paths in the aftermath of COVID-19. 

The program will be available while funds last, and it is backed by about $4 million in federal relief funds allocated this year by the state Legislature. The goal is to enroll at least 500 Vermont residents through the Fall 2021 and Spring 2022 semesters, according to state officials. The program also includes career counseling workshops that connect Vermonters with potential employers in the state.

On Tuesday, Gov. Phil Scott said Upskill Vermont is a key part of Vermont’s focus on workforce development.

“As we recover from the pandemic, it’s so important that we take advantage of all the funding opportunities that we’ve been handed, to make transformative investments that will help us rebuild stronger than before,” Scott said at a press conference. 

The focus of the program’s courses are in three areas: the digital economy, healthcare, and leadership and management. Dr. Patricia Prelock, provost and senior vice president of UVM, is also a pediatric health care provider and researcher.

“I know first-hand just how critical it is to get more Vermonters working in these three important, high-demand areas and growing fields that the governor shared,” she said at Tuesday’s briefing.

Joyce Judy, president of CCV, said this is the perfect opportunity for any Vermonter needing to upgrade their job skills or re-direct their career. 

“This is a time that makes higher education truly affordable in Vermont,” she said. 

Judy added that Upskill Vermont was built in collaboration with local businesses, to make sure the educational training matches what’s most needed in today's marketplace. The classes include cybersecurity, bookkeeping, graphic design, and integrative health, among other major topics.

This effort also builds on the more than two-dozen collaborations between UVM and CCV over the years, Prelock noted.

“Together, our course offerings can meet the needs of more people than either institution could achieve on its own,” she said. 

While students can use the credits they earn towards a degree, this scholarship is intended to give them practical skills that can be implemented immediately within their chosen field. A number of certificate classes that can be achieved in one or two courses are offered as part of this scholarship. 

Space is limited, so interested Vermonters are encouraged to sign up soon. For more information and to begin the registration process, visit UpSkillVermont.org.

— Gareth Henderson

A community celebrates graduation in 2021

WUHS graduates toss their caps into the air at the end of Friday evening’s ceremony. Below the story, see our editorial and more photos. (Gareth Henderson Photos)

From re-starting annual events, to the easing of mask mandates, we are progressing to more familiar ground. That light is shining brightly. 

But that sense of momentum and progress takes on a special meaning when people experience it together, and that’s what graduation at Woodstock Union High School felt like on Friday evening. The graduates persevered through the challenges and limitations of 2020, and that night, their hard work met with great reward: that next step forward. 

But for the class of 2021, the path to get wasn’t all about them, but stayed true to a commitment to service. From a winter coat drive, to setting up the first-ever health screening for a community in Panama, this class distinguished itself by helping others, as senior class advisors Jody and Sarina Henderson noted in their remarks. These graduates were also open to questioning the norms, and trying new things. 

“They’ve been a class who’s grown as a result of the question, ‘What if?’” Jody said. The class gift, Sarina announced, was to establish a class legacy fund to help future students have some of the same opportunities they’ve had, starting with $2,000 the graduates raised themselves. 

As salutatorian Lea Sperber said, a key part of the graduates’ growth — especially over the past year — has been the ability to trust others during the darkest times. She said you don’t need a perfect past to move forward, “if you can trust in the present moment and have faith in the people around you.”

“I hope each of the graduates take that faith with them, and find it again wherever they go,” Sperber said. 

The pride of accomplishment — for the class and the community — was profound and tangible throughout the evening, after the year that was. But expressions of joy and gladness also blended with stark reality: Graduating speakers shone the spotlight on issues of racial and economic inequity, which were further exposed in the pandemic and still need to be addressed. Amid all the talk about getting back to normal, the WUHS Speakchorus performance offered the words of Ed Yong, from The Atlantic, who wrote we “must grapple with all the ways normal failed us”. 

Co-valedictorian Noah Anderson quoted the great T.S. Eliot, who wrote, “This is how the world ends. Not with a bang but a whimper.” 

“We’re whimpering right now … but we have the time to see what’s wrong and change it,” Anderson said. 

Isabelle Hiller, co-valedictorian and senior class president, recited a poem and highlighted some lessons from the vastness of nature. She read, in part, “the sun is not concerned if someone has to squint their eyes. It will shine, and it will not apologize for its light. And like the trees teach us, it’s OK to lose our leaves as seasons change, and then come back to life.”

Life is what the class of 2021 has ahead of them, in abundance. Like many of us, they’re looking forward to a different kind of year, as graduate Wilbur Abrams III said minutes after the class threw their caps into the air. Abrams is working in Boston this summer, as an intern for the Spartan Races, and then it’s off to the University of Vermont, where he plans to major in English. 

“I’m looking forward to going places and being where people are, without having all sorts of things in between, kind of a return to normal,” he said. 

WUHS graduate Molly Maxham is going to St. Lawrence University in New York, where she is majoring in anthropology. But she gets to start her college journey abroad, spending the fall semester in London. For Maxham, it’s about moving forward. 

“It’s been a great last few years, with a lot of great people,” she said. “But I think it’s going to be a great next few years, too.”

Paul Bremel, a math teacher who also coaches track for WUHS, was impressed at how the graduating class worked as a group to get through this past year, and do so with great success.

“The resilience of this group, the way they hung together, was just tremendous,” he said.

WUHS Principal Garon Smail remembered that some people had questioned the move to go to four days a week of in-person learning after spring break for the whole school — would it be worth it, so close to the end of the school year? A resounding “yes” was the answer, he said, capped by a special graduation evening.

“Any time together, it’s all so precious,” Smail said.

Editorial

Progress, shared

In a year like this, one can’t overstate the value of the shared experience that took place in Woodstock on Friday night, and how special it was. The graduates reached that uniquely special milestone in their lives, but the community, in a way, is doing the same. Everyone is emerging from that long year, in a their own way. The graduates’ triumph, was the community’s triumph.

As was the case since early 2020 — and perhaps, always — it was the little things that stood out. "Congrats, grad" balloons adorned several cars, families grinned and laughed at the more humorous parts of speeches, and older siblings of graduates proudly saw their brothers and sisters step onto the same stage they did, not too long ago. Teachers, families and peers joined the graduating class in this unforgettable moment, in the school’s natural amphitheater out back, where many classes have graduated before them. It was a joy to see.  

One of the major statements of the night stuck with me, that we “must grapple with all the ways normal failed us”. We’re eager to move on, but it’s important to remember, there’s much grappling left to do, and we’ve only just begun that work as a nation. We can’t leave what we’ve learned to history, we have to use it to make a better future.

But after witnessing Friday evening, we can be glad that the WUHS graduates of 2021 are going into the world with a keen awareness of the issues we face, and a willingness to take action. These graduates have volunteered, protested, and given back to the community, and brought an overall focus on service that inspired the teachers who led them. Celebrating this tremendous step forward is not only progress for these graduates, but it’s a clear benefit to the world that awaits them. We can’t wait to see the great things they do.

— Gareth Henderson

Isabelle Hiller, co-valedictorian and senior class president.

Noah Anderson, co-valedictorian.

Lea Sperber, salutatorian.

Wilbur Abrams III, wowing the crowd with a stirring recitation of “Alma Mater”.

Jody and Sarina Henderson, senior class advisors.

The graduating class marches forward to “Pomp and Circumstance”, as family members capture the moment with their iPhones.

State: In-person learning on the rise in Vt. schools

The American flag flies at Woodstock Union High School & Middle School last summer. (Gareth Henderson File Photo)

Citing another positive impact from declining COVID-19 case totals in Vermont, state officials are seeing more and more schools getting back to in-person instruction.

Last month, Woodstock Union High School increased its in-person instruction to four days a week, and this trend has continued statewide, according to Education Secretary Dan French. He hears “almost daily” from schools moving in that direction, the secretary said at a Friday press briefing. 

“I’m very pleased with the results we’ve seen so far, and now with the case counts coming down, I expect even more districts will be expanding their in-person opportunities,” French said. “I’m confident that we’ll end the year with more in-person than when we started.” 

Also this week, the Agency of Education clarified its spring sports guidance regarding masks being worn outside. For sports with low- to no-contact, such as tennis, track and field, baseball and softball, masks do not have to be worn outside if six-foot distancing can be maintained. For moderate- to close-contact sports, like lacrosse and ultimate frisbee, players must continue to wear masks at all times during practice and games.

As for the state’s vaccination efforts, nearly two-thirds of Vermonters over age 16 have now received at least one dose of the COVID vaccine. Next week, the state hopes the CDC will grant emergency use approval for Pfizer doses to be given to children ages 12-15. Once approved, Vermonters in this age group will be able to go to any Pfizer vaccination site, and school-based sites will be set up for students. All those sites will also be open to the wider public.

On Friday, Gov. Phil Scott urged anyone who hasn’t signed up for vaccination, to do so — most notably those ages 18-30. If the state continues to hit its vaccination targets in the coming weeks, the goal of lifting all statewide restrictions by July 4 remains within reach, according to officials.

“Vaccines are our ticket out of this pandemic, but it’s going to take everyone’s buy-in, especially younger Vermonters,” Scott said. 

Vermont’s COVID caseload is still trending well under 100 cases per day, and its 7-day case rate remains lower than the national average. The statewide positivity rate is 1.2%.

— Gareth Henderson

To view the status of public school reopenings statewide, check out this map.

State to host Teen Conservation Weekends this summer

The Green Mountains as seen from Woodstock, Vermont, in summer. (Gareth Henderson Photo)

Young outdoor enthusiasts will get a chance to experience Vermont’s natural environment and learn together this summer during the state’s Teen Conservation Weekends. 

Announced this week, the Vermont Fish and Wildlife Department is offering two new Teen Conservation Weekends to be held at the Edward F. Kehoe Conservation Camp in Castleton this August.

“We are pleased to announce a fun and exciting opportunity for teens ages 15 to 17,” said Hannah Phelps, camp coordinator. “The new Teen Conservation Weekends will allow us to provide teens with an exciting weekend of quality environmental education. Campers will arrive Saturday morning and immediately begin participating in Hunter Education programing, before backpacking out to a remote pond for an evening of camping and fishing.”

It’s also a welcome opportunity to connect with peers and enjoy the last days of summer, Phelps added.

“Teen Conservation Weekends are the perfect way for teens to unplug and engage with peers outdoors before heading back to the classroom,” she said.

Each weekend is limited to 25 participants.  Girls can attend on Aug. 14 and 15, and boys will be there Aug. 21 and 22. All participants are required to complete their Hunter and Bowhunter certificates ahead of time to allow for more hands-on fun throughout the weekend, state officials said. Teens will also be expected to only bring gear they can carry themselves while backpacking.

For registration, cost and other details, go to Vermont Fish and Wildlife’s Teen Conservation Weekend web page, where an application can be downloaded. Sponsorships are available on a limited basis. Any questions can go to Phelps at Hannah.phelps@vermont.gov or 802-249-3199. 

— Gareth Henderson

WUHS alumni weigh in on facility naming, board responds

The main entrance at Woodstock Union High School & Middle School last summer. (Gareth Henderson File Photo)

A facility naming policy is one idea on the table connected to raising funds for the proposed new Woodstock Union High School & Middle School building. But some have raised concerns about the idea, since a petition to maintain legacy names on facilities quickly gained well over 750 signatures after starting last week. 

Though the idea has been discussed at the committee level, the policy has not been finalized, district board leaders have said. It will come before the board’s Policy Committee on April 19, followed by a first reading before the full board next month. Another important element is the Fundraising Working Group, which the board is currently forming. 

A group of WUHS alumni circulated a petition on Facebook late last week, after a presenter at a March 29 district board Zoom meeting about the project mentioned the football field. The main concern for petitioners was keeping longstanding, legacy names of buildings and fields intact.

“We have started a petition in an effort to show the board that legacy naming, including that of the Yoh Theater and James T. McLaughlin field, to just name two, should not, now or ever, be part of the naming options,” the petition read. “Our beloved teachers and coaches and librarians have dedicated decades to growing and educating the children of this community and they deserve their names to be known for future generations to learn about the foundation on which this school has stood.” 

On Saturday, Windsor Central Unified Union School District board leadership responded to clarify the situation, in a message on the Woodstock listserv from Chair Bryce Sammel and Vice Chair Keri Bristow. They wrote that the presenter at the March 29 meeting was merely giving an example, and the board has made no decisions about re-naming any of the facilities mentioned in the petition. Furthermore, Sammel and Bristow noted “‘naming’ is a common mechanism to raise private funds which are critical for the new school to come to fruition.” 

“We are confident that we can use such a program to help secure our school's future while still honoring the past,” they wrote. “Please be reassured that the goal will be to preserve past dedications to beloved coaches, teachers, and community members.”

The board is aiming to have a mix of fundraising sources, including federal, state, local and private funds, for the proposed $73.3 million project. It’s been widely acknowledged that a new school is needed. The current school building was built in 1957, with a 1960s addition, and with a “functional lifespan of perhaps 30-40 years,” as the school website states. There is also emphasis on having a building which serves the educational needs of today’s students. The $73.3 million number includes about $2 million in contingency costs and is adjusted up for inflation over the next two years, Sammel noted.

At an district board meeting Monday on Zoom, Sammel, a fourth-generation Vermonter, encouraged everyone to avoid an “us vs. them” approach. 

“I don’t want this board to be ‘them’, because we’re all in this together, we’re all part of the same community,” he said. 

Sammel also said the strength of the 18-member district board “comes from its diversity”, and everyone brings something different to the table. 

“I would ask everyone to consider this and to try to assume best intentions of our board members, but please, please ask tough questions and hold us accountable,” he said. “I would ask our board members to not take these questions or comments personally, but to recognize that they’re usually coming from a place of trying to preserve a certain set of values. Values we probably all share and hold dear.”

On Monday night, several alumni spoke. Maura McLaughlin Tynes is a 1994 graduate of WUHS and a district-level school administrator in Newton, Massachusetts, who has been involved with five school building projects. The WUHS athletic field bears the name of her father, longtime football coach James McLaughlin, and her sisters, Meg McLaughlin Roylance and Abby McLaughlin Kachura, graduated from WUHS. Tynes was particularly concerned that the concept of renaming was mentioned in March 15 Policy Committee minutes and the March 29 board meeting on Zoom.

“I must say that I find it particularly offensive that the board would come close to entertaining this — especially when two of these individuals live right down the street, both of which had successful coaching careers. And if you are not familiar with them you can go into Dailey Gym to see a fair share of field hockey and football banners,” Tynes said, referring to her father and Yvonne Frates, longtime WUHS field hockey coach. “They and their families are still right here in the community.”

Tynes and WUHS alum Dean Corkum both acknowledged the significant need for a school upgrade, but urged the board to preserve prior dedications. Corkum, who spearheaded the petition, noted these names as ones which should remain intact on school fields and facilities: coaches McLaughlin, Frates, and Robert Dailey; theater director Robert Yoh; librarian Rhoda Teagle; and horticulture teacher Arnie Howe.

“We’d like to have the new proposal be written so these names will not be changed,” Corkum said.

On Monday night, the board was originally going to hold the first reading of the facility naming policy, but the matter was sent back to the Policy Committee to allow this group time to gather feedback from the community. The next discussion about the policy will be at the committee’s next meeting on April 19. The full board meets May 3.

In a Tuesday interview, Sammel said he was confident any differences about the issue could be resolved. 

“I have no concerns that we're going to be able to come up with a solution that satisfies both sides,” he said. 

He also noted that a policy can always be changed by the board in the future, adding he would be concerned about a policy saying a particular change can “never” occur. 

“I'd rather have something that embraces both sides and has a proper mechanism in place to make change, or not make change, so that it holds up” over the long term, Sammel said. 

Perrin Worrell, a WUHS alumni and former district board member, said she, too, supports the board’s efforts on the project and the fundraising, and said a new school is greatly needed. 

“I don't think people object to using naming rights as a fundraising effort," Worrell said. “We know that fundraising is necessary for any of this to work." 

At the same time, she said, “You have to have the buy-in of the alumni, and you're going to ostracize the alumni if you don't protect the legacy naming.”

Multiple people at Monday’s meeting said they were encouraged by the level of participation in the petition, and that it bodes well for the overall project. Anyone wishing to share feedback is encouraged to email Policy Committee Chair Lou Piconi, Sammel, or Bristow, or attend the April 19 Policy Committee meeting.

— Gareth Henderson

Go to these links for further information about the WUHS/MS new school project design and background.

The Windsor Central Unified Union School District includes the towns of Barnard, Bridgewater, Killington, Plymouth, Pomfret, Reading and Woodstock.

Vt. eyes ‘more normal’ summer, focuses on helping youth

Summer skies from 2020 as seen from Pomfret, Vermont. (Gareth Henderson File Photo)

Vermont Gov. Phil Scott said a plan to more greatly ease statewide pandemic restrictions in the coming weeks is on its way. At a Friday press conference, Scott said he expected July 4th will mark a new phase, "a time when things will look and feel more normal."

"In the next 10 days, we'll detail the path ahead and show you a blueprint of how we expect to ease restrictions based on the level of vaccinated Vermonters," he said. The approach will remain strategic and closely tied to the advice of health experts, the governor added.

As that plan is finalized, another statewide initiative focuses on the needs of youth. Efforts are underway to organize a statewide program to provide wider access to 2021 summer programs for Vermont students, to help them recover from the impact of the pandemic. The announcement comes at a time when COVID-19 vaccinations are steadily increasing and restrictions are gradually being eased, opening up possibilities for in-person activities this summer.

With the start of spring, there has been a greater emphasis nationwide on the return to in-person learning and the importance of summer programming for K-12 students. Students are eager to reconnect on an in-person level with their friends and school communities, after what has been a year of remote and hybrid learning for many. In the latest U.S. COVID relief package, increased federal funding for youth summer programs is coming to states.

Speaking to the media Friday, State Education Secretary Dan French said planning for the statewide effort is well underway, and it's a high priority for the Vermont Agency of Education.

"In conjunction with the governor's office, we're working with a variety of stakeholders, programs and service providers to design a statewide summer initiative that expands capacity for these programs and extends their availability for all families to participate," French said. "Our hope is to provide a fun, engaging experience open to all students, regardless of ability or economic circumstance."

Currently, the state is working out the details on funding, resources and how to integrate the initiative with what schools are planning. The public can expect more details from French in the coming weeks as plans and partnerships develop.

— Gareth Henderson

Welch: Stimulus bill key for fully reopening schools

A sunny afternoon view of Wyman Lane in Woodstock, Vermont. (Gareth Henderson Photo)

Vermont's governor wants schools fully open by the middle of April, and the federal COVID-19 relief bill is designed to help schools as they transition back to in-person learning, according to U.S. Rep. Peter Welch, of Vermont.

The $1.9 trillion bill being taken up in the U.S. Senate has $170 billion going to schools. On VPR's Vermont Edition on Monday, Welch recalled when he visited the Winooski school district earlier during the pandemic, and observed all the changes they had to make to run their schools during the pandemic, which cost them about $2 million.

"This (stimulus) money is a recognition by the federal government that opening schools is easier said than done, and it requires resources and the spending of money in order to do it safely for our kids and for our teachers," Welch told VPR.

He said this federal relief could help schools hire extra personnel as they go back to in-person learning, which may include more nurses to take temperatures, for example. The funding could also help reconfigure classrooms for social distancing. Overall, Welch said any use of the federal aid must have a "COVID-related nexus", but it is less restrictive than prior aid packages. That means these new funds could be used on expenditures which could also have long-term benefits, such as improving school ventilation. The greater flexibility was something requested by the governor previously, Welch said during the VPR interview.

Currently, about 30% of Vermont schools have full-time, in-person instruction, 50% are hybrid, and 20% are fully remote. On Friday, the Scott administration announced its statewide effort to get schools back to full-time, in-person learning by year's end, and hopefully by mid-April. Education Secretary Dan French expects to give more details about that plan this week.

The topic has been one of intense debate nationally. On Monday, California Gov. Gavin Newsom announced a school reopening deal with lawmakers, and on Friday, North Carolina Gov. Roy Cooper vetoed a school reopening bill that he said was a threat to public health.

There seems to be broad agreement that getting students back to full-time, in-person learning is crucial, although some are concerned about the idea of reopening when not all teachers are fully vaccinated. Vermont is taking that into account as the next steps on its vaccination plan are considered. On Monday, the state opened up vaccination appointments to Vermonters age 65 and over.

Last Friday, Gov. Scott said the main reason to push for a full school reopening is "to reverse the negative impact of the pandemic on our kids."

"We have to start assessing the educational, social and emotional impact the pandemic and remote learning has had on our kids," Scott said. "Then we have to work together to reverse those impacts, as quickly as we possibly can. And that means, in this case, in-person instruction.”

A Senate vote on the federal aid package is anticipated in the next two weeks, since extended federal unemployment benefits expire on March 14.

— Gareth Henderson 

Vermont officials talk education recovery

Kedron Brook in Woodstock Village. (Gareth Henderson Photo)

The Vermont education system is aiming to implement a statewide effort to get kids back to full-time, in-person learning by the end of the school year, perhaps in April. 

On Friday, the state Agency of Education released guidance for the first phase of its recovery plan, which is the assessment of current school conditions. That will be followed by planning, and finally implementation. School districts will partner with state support teams on recovery efforts, according to Vermont Education Secretary Dan French. At a press briefing, French and other officials spoke of the need to return to in-person instruction, emphasizing that the pandemic and months of online education are taking their toll on students. 

“It is our hope that by working together through a focused recovery process, we will demonstrate that the Vermont education system has managed both the safety and educational needs of our students better than any education system in the world,” French said. 

He said it’s important to move ahead on this work now, because of the impact of increased isolation over the past year. 

“The pandemic has been the cause of heightened anxiety and depression among many students,” he said.  

State Mental Health Commissioner Sarah Squirrell and Holly Morehouse, executive director of Vermont Afterschool, also addressed the media at the briefing. Squirrell noted that pediatricians across the state reported increased mental health needs in their patients in 2020. There were also more incidents of young people going to the emergency room for mental health reasons.

Morehouse pointed out that going through a full year like this past one, means something very different to a teenager than to an adult. For a young student, she noted, the past year would have normally been full of milestones achieved, as well as social interactions with friends. 

“At this critical moment in time, young people need to feel safe and supported to re-engage in learning and recover from this period of loss and isolation,” Morehouse said. “They need not only academic support, but social and emotional support.” 

Currently, about 30% of Vermont schools have full-time, in-person instruction, 50% are hybrid, and 20% are fully remote.

French said the timing of the education recovery work coincides with school districts’ normal timing for grant planning. This also takes into account that recovery efforts will continue into the next school year. 

“As we build momentum towards full in-person (instruction) this spring, our goal will be to have districts have their priorities identified and plans established prior to June 1,” French said.

He added, “We want districts to be able to focus their grants and spending strategies on the recovery work, and to think about how they might leverage summer activities in particular, to meet the needs of students … I suspect that many districts will utilize summer programming to address non-academic priorities, such as student engagement and social/emotional supports.”

French acknowledged that school employees are “extremely fatigued” and dealing with great stress amid the pandemic. 

“Nevertheless, we must find the energy and inspiration to get our kids back full-time, and begin the end of the pandemic,” he said. 

Also at Friday’s briefing, Gov. Phil Scott reiterated the goal laid out in his inaugural address last month: returning kids to full-time, in-person instruction by the end of the year, and hopefully by April. 

“We have to start assessing the educational, social and emotional impact the pandemic and remote learning has had on our kids,” Scott said. “Then we have to work together to reverse those impacts, as quickly as we possibly can. And that means, in this case, in-person instruction.” 

This news comes as Vermont’s vaccination efforts continue to make progress. States have come under some pressure to make the COVID-19 vaccine available to school teachers and staff as a group. In Vermont, officials are keeping options open, in large part because vaccine supply has steadily increased this month, and the Johnson & Johnson vaccine may get its emergency use authorization this weekend. 

So far, Vermont has managed vaccination eligibility by age. Starting Monday, Vermonters age 65 and older can register for their COVID-19 vaccine shot. 

State officials recently put out a survey to educators and school staff to gauge the group’s demand for vaccination. The survey is open until Monday. 

“It’s going to provide critical information for us to inform the next steps in our vaccination planning,” French said.

— Gareth Henderson

New program looks to help workers — for free

Fall colors take hold in early October along High Pastures Road in Pomfret. (Gareth Henderson Photo)

The Vermont State Colleges System is offering free courses this fall to workers impacted by the pandemic. 

Speaking at a Friday press briefing, Gov. Phil Scott said this program will help displaced workers train for new careers, and will help fill jobs that were available well before the health crisis. 

"This will be a win-win for our workers and employers, and it's one of the ways we can make our economy more resilient in the future," Scott said.     

The state Legislature allocated $2.3 million in federal COVID-19 relief funds to support this effort. All four state colleges are part of the new program, including Community College of Vermont (CCV), Castleton University, Northern Vermont University and Vermont Technical College. 

CCV President Joyce Judy said participants can choose from over 100 courses, most of which are available online.

"If you or someone in your household has been laid off, furloughed, had your hours cut, or you've been employed in an industry that has been impacted by the pandemic, you are eligible for these free classes and trainings," Judy said at the Friday press conference.   

But she encouraged anyone interested to act quickly, by going to www.vsc.edu/vtworkers. 

"Funding is only available for classes and training this fall, and you need to sign up in the next couple weeks for these courses." 

Judy noted that these courses are aligned with high-demand careers, such as early childhood education, health care, business and manufacturing. The program also provides funding for support services, such as computers, child care and transportation. 

"To those of you who have been struggling to find your bearings during this pandemic, the good news is this is a free opportunity that can help you gain new skills, change your career, boost your resume and prepare yourself for the next job," Judy said. 

Also on Friday, the governor and Judy recognized lawmakers for their work in funding and building this initiative. They thanked the House Committee on Commerce and Economic Development, under the leadership of Rep. Mike Marcotte, chair, and Rep. Jean O'Sullivan, vice chair; and also the Senate Committee on Economic Development, Housing and General Affairs, led by Sen. Michael Sirotkin, chair, and Sen. Alison Clarkson, vice chair. They also thanked the Vermont Department of Labor for its support.    

During another tough news cycle, it was encouraging to hear about this opportunity for Vermont's workers. Further education and training is a key part of supporting the workforce, especially in these times, and it's an important and necessary use of federal relief dollars for economic recovery. Hopefully, this program will guide workers to successful career paths, and have a lasting, positive impact on their households and the economy. Although these benefits will take time, this kind of creative programming will lead to the solutions that Vermont and other states greatly need.

— Gareth Henderson

Citing data, Vt. eases several school restrictions

The American flag is shown at Woodstock High School & Middle School in Woodstock, Vermont. (Gareth Henderson Photo)

Starting Saturday, public K-12 schools in Vermont will be able to hold sports competitions, use certain communal spaces, and have greater flexibility in how they group students in their buildings.

These new allowances result from an updated "step level" under statewide guidance amid the pandemic, according to Education Secretary Dan French, who made the announcement Tuesday at a press conference. That guidance includes two levels of virus mitigation strategy. As of Saturday, all public schools in Vermont can move from "Step 2" — where they started the year Sept. 8 — to the less restrictive "Step 3." 

French said the decision comes after a review of the COVID-19 health conditions throughout Vermont and the schools' ability to implement statewide guidance. He said the few COVID-19 cases in schools so far resulted from the virus being brought into school, not transmitted in the building — also a key factor leading to Tuesday’s announcement.

"To date, we have not seen transmission of the virus in schools," French said.

He emphasized that health precautions meant to limit the spread of COVID-19 are still the same.

"All the basic mitigation strategies, such as staying home when you're sick, completing the daily health check, wearing a facial covering, social distancing and washing your hands remain in place and must be followed," he said.    

The new step level means that, as of Saturday, interscholastic sports competitions can start. The timing of the change was meant to give sports teams a full weekend to resume games, French noted.

Additionally, spaces like cafeterias and gymnasiums can resume their traditional uses, though of course with restrictions. 

"(Those spaces) can return to their regular uses, but under smaller group sizes, staggering the use of the space, and doing the required cleaning between uses," French said. 

The change also gives schools more flexibility in grouping students, he said. Though the student "pods" required in Step 2 can still play an important role, they are not required under Step 3. 

"This will provide a greater flexibility for grouping students by subject, which is particularly important for high schools," French said. 

He noted this does not alter any guidance regarding in-person instruction; the decision on whether to offer in-person learning or not still resides with local school districts. But Step 3 will give schools more flexibility in how they offer those learning opportunities. 

"We know ... that in-person instruction is very important for the healthy development and academic success of our students, particularly for our younger students," French said. "So, we believe it is critical to continue to work towards more in-person instruction while the conditions are optimal to do so."

French also thanked Vermonters for their adherence to public health measures, which has limited the spread of COVID-19. State officials have said the low prevalence of the virus in Vermont was an important factor that allowed schools to reopen, though with restrictions, this fall. Vermont has the lowest COVID-19 test positivity rate of any state in the nation.

"If we want to keep schools open and do what is best for our kids, we have to continue to work together," French said. 

— Gareth Henderson

Learning outside

A scene by the Kedron Brook in Woodstock Village. (Gareth Henderson Photo)

Throughout the country, there’s a growing interest in using the outdoors for education, and here in Vermont we’re blessed with many opportunities to do just that. Amid the pandemic, experts say outdoors is also one of the safest places to be, while using distancing and other precautions of course. 

Naturally, taking the classroom outside requires some new approaches to learning, since so much of education traditionally happens indoors. In a recent interview, Paul Gambill, executive director of the Montpelier-based Community Engagement Lab (CEL), spoke about some solutions from a think tank with educators and teaching artists in June. A big theme was exploring safe ways to get kids outdoors for learning opportunities, especially amid the pandemic. 

“Across the state, there’s exciting energy around engaging in new ways of learning, around learning how to make the move towards personalized learning that Vermont’s been trying to put in place,” Gambill said. “We have to find those entry points that really activate the student’s intrinsic motivation to learn.”  

One idea led to the Watershed Project, part of CEL’s annual Project Design Lab for fall. The Project Design Lab helps school teams create an arts-integrated project working with master teaching artists and national leaders in project-based learning. 

In the watershed initiative, school teams have the opportunity to work with the artists and project partners to teach students about the importance of watersheds, while using art as a central part of the process. The specific goal of this project is “to deepen our understanding and sense of ownership in the health of the watershed, and how the health of the watershed is interwoven with the health of our communities.”  

Gambill said such outdoor education opportunities in Vermont can harness the expertise that exists in areas such as farming, forestry and conservation, which offer rich educational experiences. 

“Those are such a part of the Vermont culture already,” he said.

Artist Alissa Faber and photographer Renee Greenlee are the teaching artists on the Watershed Project, and its partners include the Vermont Energy Education Program, Friends of the Winooski River and Friends of the Mad River. A grant from the Lake Champlain Basin Program is funding the project’s implementation. The Watershed Project is limited to six schools; find more information at this link. 

Gambill said CEL will work with school teams in the Project Design Lab (via Zoom) in late September or early October, and then start implementing the various projects after that.

In the planning process, each school team identifies community partners for their project, as well. Gambill thought community organizations might be able to expand their role in educational initiatives in the months ahead. 

“I think there’s a real opportunity for communities to look at their role as a learning partner,” he said.  

It will be exciting to see the educational innovation taking place in the coming months and years, as outdoor learning will likely become a larger part of the overall picture. Naturally, this will look different at different schools, but it’s certainly an opportunity to re-imagine educational design and delivery, and perhaps pave the way for new, local programs that provide students with valuable experiences. The time for innovation is here. 

— Gareth Henderson

VINS works to meet educational needs

Shown here is part of the Forest Canopy Walk at the Vermont Institute of Natural Science in Quechee, Vermont. (Photo Provided)

The education sector is looking to the outdoors for solutions, and the Vermont Institute of Natural Science in Quechee, Vermont, is working on ways to help.

Teaching kids about the natural world is central to the VINS mission, and as the start of school nears on Sept. 8, the organization is in full planning mode. The adaptable nature of VINS’ educational programming has it well-suited for a time when flexibility is key, according to Hannah Gelroth, VINS’ director of school programs and teacher professional development. 

“It’s built on the idea of meeting the teachers where they are and what their needs are,” Gelroth said. 

While many schools are planning to use hybrid models of in-person and virtual education, VINS is considering how to combine outside and virtual modes within its lessons offered online. The organization added a host of at-home education resources on its website after schools shuttered in March. VINS is also thinking about how best to offer resources for schools and other experiences.

“We’re also looking at expanding our homeschooling offerings,” Gelroth said. “That’s another way we can be a resource. Some of our lessons will be virtual, and we can expand that as well.”

VINS offers programs for students of all grade levels, highlighting creative design, observation and writing about the environment they’re observing. Experiences for preschool groups are also available. 

One of the online offerings for grades K-5, is titled, “Building a Beaver Dam — Can you build a beaver dam that can stop the flow of water?,” gives a material list, prompt questions and a link to the VINS education department for assistance. It encourages children to go outside and have a hands-on experience, while also using the features of an online platform.

A new partnership will be a major factor as these plans coalesce. After March when schools closed, FourScienceVT was formed — that’s a partnership between VINS, the Fairbanks Museum in St. Johnsbury, the Montshire Museum in Norwich and ECHO, Leahy Center for Lake Champlain in Burlington. Together, these four organizations plan to help develop innovative STEM (science, technology, engineering and mathematics) experiences for Vermonters in a variety of formats. At VINS, Gelroth and her team of educators are part of a committee working on that effort.

“They’re involved in a discussion really to reimagine what additional things VINS will be able to offer, both to schools and also to homeschooling,” said Charlie Rattigan, VINS’ executive director. 

VINS’ annual Science Symposium offers another big opportunity for this important time in education, though planning for the next event is not yet complete. Rattigan sees a chance to “broaden the audience” and include homeschoolers, since the symposium can possibly blend virtual and at-home experiences.

For the week-long symposium, VINS educators “work with community schools to identify a local environmental problem, then use science and research to solve it,” as the online description says. 

“Each day has a keynote speaker, a scientist doing real world work,” Rattigan noted. 

In 2019, over 12 schools and 450 kids from elementary and middle schools took part in the symposium, where they presented solutions to real-life environmental issues. This year’s event was cancelled due to COVID-19, but the symposium presents an opportunity which is part of ongoing discussions. 

As for schools, VINS plans to make its campus available, including its outdoor classroom and meeting spaces where a class or pod can hold a lesson. 

“Teachers can run it, but also a VINS educator,” said Rattigan, adding the team is considering how to best promote those resources now.

VINS is also weighing how to use its Forest Canopy Walk amid its offerings in the coming weeks, and virtual field trips may also be part of the future. One school is looking for grant funding to have the VINS educators work with their teachers on best practices for outdoor education. 

“That may be a model for us to offer other schools and teachers as well for a professional development component,” Gelroth said. 

As planning efforts continue, the organization is supported by donors who have given generously during this time of need. Rattigan said a number of foundations have stepped up to give more than their usual grant request. 

“We’re encouraged that people recognize VINS is delivering valuable stuff, and they want to support it and make sure it weathers this storm,” he said. 

Some of those supporters have been with VINS for many years, and they’ve helped the organization close in on another milestone. VINS turns 50 in 2022, as Assistant Executive Director Mary Davidson Graham pointed out.

“It says a lot about our programs and how valuable we are to the community,” she said. 

— Gareth Henderson

The VINS Nature Center in Quechee is now open daily from 10 a.m. to 5 p.m. Face coverings and social distancing are required. Visit the website for more details on programming.

Vermont unveils changes to school guidelines

The American flag moves in the breeze on the Woodstock Union High School & Middle School campus in Woodstock, Vermont. (Gareth Henderson Photo)

Just under a month away from the restart of school, the state of Vermont on Tuesday announced some changes to its guidelines for reopening. 

The adjustments were based on feedback received from local districts and the latest recommendations from health experts, according to Education Secretary Dan French, who spoke at a Tuesday press conference. He also noted the state’s guidance is still based on Vermont's COVID-19 data remaining favorable to reopening. Currently, Vermont has the lowest caseload of any state in the U.S., as it has for some weeks now.

In one change, the statewide guidance now includes a strong recommendation for in-person instruction for younger students, especially grades K-5. French noted there were strong educational reasons for making this change, as "schools play a critical role in (these students') healthy development." Many Vermont school districts are adopting hybrid learning models that blend in-person and remote learning.

Also announced on Tuesday, the required health-check process has seen some adjustments. Previously, health checks — including a health questionnaire and a temperature check — had to be done daily at the first point of contact, and administered by school personnel. Now the rule is more flexible, to allow parents and students to complete the health questionnaire at the first point of contact, or prior to entering the school building. Also, temperature checks are still required to be administered by school personnel, but they too are now allowed to be done at the first point of contact, or prior to entering the building.  

French said the health-check change was spurred by updated CDC guidance, and also by feedback from districts. 

"We heard from many districts that it was going to be difficult to implement health checks by school personnel at the first point of contact, especially when we consider the first point of contact is often a school bus," French said. "We think the revisions we're announcing today provide a more doable approach, while also preserving the utility of these screening measures from a safety perspective."   

Additionally, the state changed the social distancing requirement for younger students who are less than 10 years old, making the rule 3 to 6 feet, instead of the usual 6 feet. French said this added flexibility is due to scientific evidence continuing to show that children at those younger ages are the least likely to transmit the coronavirus, even in close quarters. The social distancing guideline for older students remains at six feet.

Going forward, French said, the state will review its school reopening guidance at least on a monthly basis, to ensure it is following the latest health recommendations. Education officials will also continue to consider changes based on feedback from school districts. 

Gov. Phil Scott said his team will update Vermonters each week about this ongoing work to reopen schools safely. Though concerns continue about reopening amid the pandemic, officials were confident in Vermont's strong contact-tracing program, which has proven itself capable of containing outbreaks.

"We've been building our contact-tracing capacity since March, and we have a robust team that's ready. We can open schools safely," said State Epidemiologist Patsy Kelso. "I've been reassured time and time again with each new case that's been reported, that our containment strategies are working. It's mission-critical to open schools, and we have to try. There may be no safer place to do it than in Vermont." 

— Gareth Henderson

Vermonters craft school reopening plans

The entryway to Woodstock Union High School & Middle School in Woodstock, Vermont. (Gareth Henderson Photo)

The wheels continue to turn on the various school reopening plans in districts throughout New England and beyond, as administrators, teachers and students eye an upcoming year like no other. 

At the same time, it's being viewed by some as a chance to innovate and welcome broad, community ideas into the wider educational umbrella, during this all-hands-on-deck moment in history.

In Vermont, districts released plans last week for reopening, in accordance with state guidelines aiming to move education forward this fall during the pandemic. This week, Gov. Phil Scott signed an executive order making Sept. 8 the official start date for all schools in Vermont, thereby giving districts more time to prepare. Masks will be required in accordance with a statewide mandate. Also, everyone entering school buildings will need a temperature check, as will all students getting on buses. Schools have also gauged how to accommodate the required social distancing.

As for the reopening plans, most Vermont districts are offering hybrid models of on-campus and distance learning, while providing options for those parents preferring to keep their children off-campus during the ongoing health crisis. A major reason education officials are moving forward is because of Vermont's very low caseload for COVID-19, though there still are concerns about controlling the coronavirus amid an increase in visitor traffic this fall.

The Windsor Central Supervisory Union recently presented its tentative plan for the school year in its district serving Woodstock, Barnard, Pomfret, Reading, Bridgwater and Killington. The WCSU is now hashing out the details of that framework, according to Superintendent Sherry Sousa. That proposed framework is based on the work of a local collaboration team, including representatives from Mount Ascutney Hospital, parents, students and Windsor Central Unified Union School District board members. The framework aims to be "as nimble as possible" given the pandemic, and the plan will evolve over time, Sousa explained.  

"We'll continue to build it; we have 11 different work groups" figuring out the details, she said. The details range from adapting the academic programming to implementing required state health measures. As for student numbers, Sousa estimated the district has a total of 75 new students enrolled this year. 

“Many are the result of people moving to Vermont for a healthier environment for their children,” she said. 

Sousa said the district’s hybrid plan aims to provide the best educational opportunities possible (on-campus and off-campus), while providing some flexibility for parents and also complying with state regulations. 

“We’re going to focus on literacy and math when students are in school,” Sousa said. “Off campus, we’ll be reinforcing those ideas using projects and other ideas.”

The plan has full remote-learning options for students whose parents who expressed in a district-wide survey they didn’t want them going back to in-person learning. As of Wednesday, with surveys collected from 75 percent of the district’s parents, Sousa said 8 to 9 percent chose full remote learning.

In the words of the proposed plan, it recommends: 

• An alternating day model where most students will have two days of in-person instruction in our schools and three days of remote learning. The in-school days will attend to that learning that is best provided with a teacher and student present, prepare for individual/remote work, and support the child/student emotionally. The three days of remote learning will encourage independent work, review of in-class materials, provide opportunities that are age appropriate, and reinforce in class concepts and ideas.  

• Teachers will have students four days a week, as each class will be divided in half. This will allow half of the group to receive in-class instruction on one day, and the other half will attend the following day allowing for social distancing and best health/safety practices.  

• Students in the primary grades, K - 2, require intensive literacy and mathematics instruction to provide the critical foundations for later learning. For those reasons, all elementary schools will provide in-school instruction for four days per week for grades kindergarten through second. At Barnard Academy and Reading Elementary, grades 2 and 3 are combined and will therefore offer in-school instruction for grades kindergarten through third grade.  

• Elementary students who participate in music, art and Spanish will be able to participate in these classes during remote learning days. Physical education will occur through activity-based scheduled recess breaks.

Amid the district’s ongoing communications efforts, Sousa said there will be more opportunities for parents and community members to offer feedback. Outdoor learning opportunities are being considered, as well as ways to use different spaces. To cite one idea: The high school gymnasium — which will not be in use — may become a space for one-on-one learning. 

Sousa noted district leaders have also been gathering a number of ideas from the community to help the schools, and the board plans to formalize a group to field and consider those ideas. Sousa said that group will be one of the items discussed at the board’s next meeting at 6:30 p.m. on Monday via Zoom.

— Gareth Henderson

Broadband access gets a boost

The lack of high-speed broadband connections in many rural communities came sharply into focus when the pandemic ramped up in March. 

But now, the issue is coming back around with school reopenings on the horizon, and with many still accessing remote health care and teleworking. 

On Wednesday, Vermont Gov. Phil Scott announced $2 million in grants to help consumers extend telecommunications lines to their homes. The Line Extension Customer Assistance Program (LECAP) provides up to $3,000 to each qualifying applicant to cover the customer cost portion of a line extension. Lawmakers approved the program in June in response to the pandemic.

Hundreds of Vermonters live just out of reach of existing high-speed networks and can't afford to extend a line, the governor's announcement noted. The LECAP program seeks to bridge some of those gaps.

“For the teacher or student living at the end of the dirt road with no internet access, the LECAP could be a lifeline,” said June Tierney, Vermont's commissioner of Public Service. “This is a great opportunity for qualifying Vermonters who need broadband service but have not been able to afford the full cost of a line extension.”  

With Congress debating relief packages in the trillions of dollars, $2 million doesn't sound like a lot. But now more than ever, every dollar counts. That's especially true with high-speed broadband access, which is one of today's biggest education access issues.

At the end of March, more than 12 million of the 55 million U.S. students who were sent home for remote learning did not have home broadband access, according to the Brookings Institution. In the same article, the public policy group makes the case for more funding in the next federal relief bill. 

"Congress should appropriate funding to local communities to fill in the 'blind spots' of broadband connectivity for schools," writes Nicol Turner Lee of the Brookings Institution.

Whether or not that happens, virtual learning is a need that will only increase in the future, and at the present moment, it's an urgent need. We can't afford to lose sight of it, with at least partial remote learning being the new reality for many students. The LECAP funding is a step in the right direction, and now is the time for the nation to build on it. 

For details about how to qualify for the LECAP, Vermonters should call the department at 800-622-4496 or visit the LECAP webpage. All line extensions funded through this program must be completed on or before Dec. 30, 2020. Find additional information through the Department of Public Service. 

— Gareth Henderson

New horizons

As many young Vermonters prepare to graduate from high school this week, the very schools they are leaving behind also face new horizons amid the COVID-19 pandemic.

That change starts with fall 2020, when in-person instruction will continue under state guidelines that will be released next week for the K-12 system. When Vermont schools open up, staff will be required to wear facial coverings, state officials announced Wednesday. All students and staff will undergo daily health checks upon arrival, which will include a series of questions and temperature checks. Students will be encouraged to wear facial coverings. 

The guidance will also outline procedures the state can take in case of an outbreak, including possible school closures. Officials are exploring ways to improve remote learning capabilities in case that is needed, state Secretary of Education Dan French said at the Wednesday briefing. 

“We see this guidance as foundational to the other planning we need to undertake to reopen schools,” French said. The next step will include engaging with students, parents and community members to gather feedback, he added. 

As the state continues down the road of reopening schools, there will be constant reminders that everything has been impacted by COVID-19. Every decision carries some extra weight for that reason. However, it’s interesting to ponder whether the last couple months yielded some new ideas about the internet and education delivery. Perhaps interactive online collaboration with outside experts will be a bigger part of the classroom, for example. Students working with their peers from other campuses via Zoom could have potential as well.

However, it’s clear the number-one task now is safely getting the doors open again, within a plan that provides the educational opportunities children need. To accomplish that all-important goal, constant collaboration between the state and education stakeholders will be crucial to resolving issues along the way. 

As Gov. Phil Scott said, “We need to get through these issues together, because we know how vital it is for our kids and their development to move forward and reopen.”

— Gareth Henderson