August 29, 2012 - Burlington School District

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alongside Winooski School District, is to remodel our system to focus more intensely on student-centered
learning in technology- rich environments that lead students to meet proficiency standards in lieu
Volume 5 No. 1 August 29, 2012
smile!
Greetings! By the time you read this,
school will be in full swing, students
have met teachers and are making new
friends, learning routines and
opportunities are up and running. Check
out first day of school pics on our
Facebook page—sure to make you
We started the year as a faculty and staff with training on being a
multicultural educator, including overview of a recently coined
term: Equity Literacy. There are many things we can do in all of
our roles in the District to stop "isms" in the schools, starting
with becoming aware of behaviors that perhaps are not overt and
may be written off as part of being a child. We need to stop,
intervene and teach in each of these instances.
The Equity Plan I released on June 1 st has been very active in
preparation for the school year. With the appointment of Henri
Sparks as Equity Director, Dr. Linda Walsleben as ELL Director,
Dr. Dan Balón as Director of Diversity Education and
Engagement, and Nikki Fuller as Deputy Director of Human
Resources and Recruitment & Retention Specialist, a more robust
team is in place to address issues of harassment and
discrimination in the District. In these appointments, I was able
to eliminate existing positions to fund them within the District
budget. All Administrators have been trained in the complaint
and investigation procedures of the Harassment Policy and all
schools have designated employees who will be trained in
September. We are making the Policy and complaint process
more accessible to all parents and students.
Administrators have also participated in intensive professional
development on racism. This specific training will continue
throughout the year, including at faculty meetings as we learn to
discuss racism and other isms and the impact on our school
cultures, students and faculty.
In October, we will release the pilot of our Equity Inclusion
Report Card, which will make transparent all data related to
student achievement and behaviors. We will use this data to
guide changes in our District as we hold a mirror up to our
practices. I am very excited about this progress as we strive to
make Burlington Schools Excellent and Equitable and a
welcoming, safe learning environment for all students.
At the same time, the Partnership for Change work is at full
steam. All Burlington and Winooski residents are invited to a
BBQ at North Beach on September 8 th (noon-3pm) to learn more
about this work and how to get involved. Our goal, working
alongside Winooski School District, is to remodel our system to
focus more intensely on student-centered learning in rich
environments that lead students to meet proficiency standards in
lieu of credits. This will allow us to tailor learning to individual
student needs and interests, much the way the internet already
does, with keeping the basics firmly in place. We start this year
with the 1:1 Initiative, 9 th Grade Academies, and the Year End
Studies Program in May and June. Come to the BBQ to learn
more or keep an eye on the website:
www.partnershipforchange.org.
As always, I appreciate hearing your comments and suggestions
about keeping our schools excellent. Have a great school year!
Jeanné Collins | jcollins@bsdvt.org | 802.864.8474| www.bsdvt.org |
collinsj@wordpress.com | http://www.facebook.com/pages/Burlington-School-
District/143649550232 | @BTVSchools
——————————————————————
INSIDE PAGE
2012-2013 School Profiles…………................................................17-27
Afterschool...............................................................................................4
Accomplishments.....................................................................................2
Business Office.......................................................................................15
Confidentiality........................................................................................16
Curriculum Office.....................................................................................5
Diversity & Equity Office.....................................................................7-8
Family-School Partnerships....................................................................16
Flu and Health Information.................................................................9-10
Food Service...........................................................................................11
Harassment Policy....................................................................................6
Human Resources...................................................................................15
Information Technology.........................................................................12
Mandatory Reporting..............................................................................15
New Staff..................................................................................................3
Partnership for Change...........................................................................13
Property Services ...............................................................................4, 14
Subpoenas...............................................................................................16
Universal Precautions.............................................................................11

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BSD Faculty and Staff Accomplishments
Frank Whitcomb (BHS, Music) named 2011 Music Educator of the Year by the Vermont Music Educators
Association.
Rich Tulikangas (Linking Learning to Life, Executive Director) named 2011 Administrator of the Year, selected by
the Vermont Association of Educational Office Professionals.
Dan Balón (Director of Diversity Education and Engagement) attended the Corporation for National and Community
Service-American Express Leadership Academy for rising executive leaders in education and the non-profit sector in
Washington, D.C.
Dr. Shelley Mathias’ (EES, Principal) paper, The Relationship Between Cumulative Investment and Student Outcomes, was
selected by The Association for Education Finance and Policy (AEFP) for presentation at the 2012 AEFP Annual Conference
March 15 th —17 th , 2012, in Boston.
Misa Lindberg (ELL, EES/IAA) translated a story (“The Dragon and the Poet" by Miyazawa Kenji) that was included in the March
2012 publication of Tomo: Friendship Through Fiction--An Anthology of Japan Teen Stories. All proceeds will go to benefit teens
affected by the 3/11 earthquake and tsunami in Japan.
Mary Dunsmore (Flynn) and Louise Mongeon (IAA) were among only 18 nurses in Vermont to be recognized nationally as
Certified Nurses on March 19 th , 2012 . Certified Nurses Day honors nurses worldwide who contribute to better patient outcomes
through national board certification in their specialty.
Kathy Mathis (Family-School Partnership Coordinator) selected as Champlain College‘s recipient of the Vermont Campus
Compact 2012 Engaged Community Partner Award.
Irene Longe honored at a lunch on March 26 th , 2012 for her 50 years of service to the BSD Business Office.
Gissele Drpich (BHS) Kathy Hevey (HMS) recognized by Project IGNITE for their work as innovative and transformative
educators. Gissele and Kathy joined 30 other teachers from across the State in a recognition ceremony in Montpelier on March 28 th ,
2012.
Nancy Nadel (ELL, HMS) Beth Evans (ELL, IAA) presented at the 2012 TESOL Conference, the annual international convention
for Teachers of English to Speakers of Other Languages, held this year in Philadelphia.
Bonnie Johnson-Aten, (EMS, Principal) named by Governor Shumlin to the 10 member State Board of Education on March 20 th ,
2012.
2012 Outstanding Educators of the Year
Each spring, teachers are nominated by their colleagues and administrators for Outstanding Teacher of the Year. The faculty
that is chosen for this recognition is announced in the fall and recognized at UVM’s Outstanding Teacher Day in October.
Patrick Barrett (BHS) believes in the power of every student finding personal meaning through learning. He invites
students to be curious about the world, ask questions, and not settle on easy answers. He pushes students to analyze
text and write in order to discover and contemplate new ways of thinking and understanding.
Matt Chandler (EMS) is a teacher extraordinaire. With his leadership in student-centered learning and a 21 st century
classroom, Matt is effective at ensuring every child achieves at their highest potential.
Jason Gingold (BTC) very quickly established himself as a steady, polished, highly competent, and transformative
teacher. His advocacy for the culinary program has resulted in comprehensive curriculum and equipment upgrades.
He has been very active in his professional development and also in developing connections with the area hospitality
industry.

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Please Welcome...
Rich Amato, Interim Principal, HMS
Nikki Fuller,
Deputy Director of Human
Resources and Recruitment &
Retention Specialist
Henri Sparks, Equity Director
Linda Walsleben, ELL Director Lashawn Whitmore-Sells,
Interim Assistant Principal, HMS
New Teachers
Lisa Carpenter—Physics/BHS
Heidi Carey—SLP/EEE
Jamie Charlson—Nurse/EES
Brittany Chistolini—Special Education/Hunt
Kevin Cross—ELL/EMS
Shannon Davis—ECSE/EEE
Kerrin Flanagan—Kindergarten/Smith
Laura Greve—3rd Grade/IAA
Sandra Hawkes—Art/Horizons
Stacey Isenor—Special Education/Champlain
Graham Lambert—Music/EMS
George Leal—2nd Grade/IAA
Mercedes Luna—Flynn
Christina Norland—Music/EES
Jill Nye-McKeown—Family/Consumer Sci./EMS
Catherine Paradiso—Nurse/Flynn
Kimberly Sanders—English/BHS
Nicole Schoen—Math/BHS
Christine Sharp—Art/SA
Tasheika Soloman—Flynn
Colleen Springer—Lib./Media Specialist/Smith
Katie Wyndorf—6th Grade/EMS
Please excuse us if your name
was not included on this list.

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Property Services Annual Appreciation Day
On July 27 th , Property Services held its annual
staff appreciation day and barbeque at Oakledge
Park.
The event was held from 11 a.m.—3 p.m., with
food provided and prepared by Food Service.
The day was especially noteworthy as we were
finally able to include all summer help and most
notably the Navigators, who have been such a big
part of our success over the past three years.
During the event our staff enjoyed families, the
beach and games (with Bernie Kline and Kenny
Limoge sweeping the competition).
The District presented staff with a Vermont-made
gift, in appreciation of all they do for other
employees and students, and for the Navigators
to take with them as a little reminder of their time
at BSD as they journey on to college careers
across the country.
Students across the District continue to benefit from a wide range of
engaging afterschool opportunities. During the 2011-2012 school year we
included more than 2,200 students in our programs and increased average
daily participation by nearly 20% from 481 students per day to 575. BSD’s
k-12 students participated in more than 282,000 hours of programming. This
year we provided targeted academic supports to more than half of BSD’s
English Language Learners.
Thanks to strong partnerships with the Sara Holbrook Community Center,
the Boys’ and Girls Club of Greater Burlington and the Parks and Recreation
Department, students are able to enjoy a mix of programs designed to support student academic success
in addition to many enrichment activities.
Flynn Afterschool Fun!

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Updates from the Curriculum Office
WELCOME TO THE 2012-2013 SCHOOL YEAR!
Staff Contact Information
Stephanie Phillips, Director of Curriculum sphillip@bsdvt.org 864-8492
Mary Hewitt, Administrative Assistant mhewitt@bsdvt.org 864-8492
Linda Walsleben, ELL Director lwalsleb@bsdvt.org 288-6047
District Early Release and Inservice time for 2012-2013 will focus on Common Core Standards.
District grade level and content teams will work collaboratively to prepare for implementation of
the new national standards through the revision of curriculum maps and units of study.
District Time Dedicated to Common Core Standards
IAA Staff Retreat, May 2012
K-12 Assessment Windows for Math and Literacy:
November 6 th – Early Release Day
March 5 th (8:00-11:30) – Inservice Day
June 13 th – Inservice Day
District Content Leaders
Jane Miller and Barbara Hubbard - K-5 Literacy Coaches
Penny Stearns and Karyn Vogel - K-5 Math Coaches
Colleen Cowell and Betsy Patrick - K-5 Science Coaches
Anne Tewksbury-Frye - Sustainability Academy Coach
Judy Klima – Integrated Arts Academy Coach
Kim Hunt - Hunt Math Coach
Cera Putney-Crane – Hunt Literacy Coach
Amanda Gustafson – ELL Content Specialist
Beth Evans – ELL Content Specialist
Progress Monitoring
Fall: September 4 – September 25 Data Due in VCAT: September 29
Winter: January 14 – February 5 Data Due in VCAT: February 8
Spring: May 1 – May 24 Data Due in VCAT: May 29
In addition to professional development offered at the District and school levels, regional offerings are provided by
CVEDC (Champlain Valley Educator Development Center).
Check out the website to view the latest offerings. http://www.cvedcvt.org/

Burlington School District Harassment Policy (JBAA)
To obtain a full copy of the Policy and Procedures visit: http://bsdweb.bsdvt.org/Board/BoardPolicy.php
The Burlington School District is
committed to providing a safe and
supportive school environment where
school community members are treated
with respect. To achieve this environment
and to comply with the law, the District
prohibits harassment of students.
Prohibited harassment is:
An incident or incidents of verbal, written,
visual or physical conduct based on or
motivated by a student’s or a student’s
family member’s actual or perceived race,
religion, creed, color, national origin,
marital status, sex, sexual orientation,
gender, gender identity, gender expression
or disability that has the purpose or effect
of: (1) objectively and substantially
undermining and detracting from or
interfering with a student’s educational
performance or access to school resources;
or (2) creating an objectively intimidating,
hostile or offensive environment.
Reporting harassment:
All students, parents or others member of
the school community are encouraged to
report incidents of misconduct or student
harassment to a school employee or a
Designated Complaint Officer. Any
employee who witnesses or hears about
student harassment must take appropriate
prompt action to terminate it and/or
immediately report the incident to a
Designated Complaint Officer.
Intentionally false complaints shall be
cause of discipline.
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Designated Complaint Officers:
Each school has two Designated
Complaint Officers. Please contact
your school principal or main office
for more information.
Equity Director:
Henri Sparks
52 Institute Road (BHS)
864-8585; hsparks@bsdvt.org
The District shall promptly and effectively
address all complaints of harassment of
which it has notice and make reasonable
attempts to promptly end harassing
conduct according to its Policy and
Procedures. During this process, the
District encourages the use of alternative
resolution procedures, such as mediation,
to resolve complaints.
Investigation:
A Designated Complaint Officer who is
not the subject of the complaint or another
designated individual shall promptly begin
an investigation upon notice of the
complaint and it shall be completed in
accordance with the Policy and
Procedures. Some incidents of harassment
may also be circumstances that mandated
reporters are required to report as child
abuse. See Policies ACAG and JH for
further detail.
Consequences:
If an individual is found to have engaged
in misconduct or harassment, he/she will
receive education; training; discipline, up
to and including suspension, expulsion or
termination; banning from school property
or other consequences that are appropriate
to the offense and that are designed to
prevent future harassment. Appeal rights
may be available.
Independent Review:
If in accordance with the Policy, a student
is either dissatisfied with the school
officials’ determination as to whether
harassment occurred, or believes that the
school’s response was inadequate, upon
written request to the Superintendent, an
independent review of the matter shall be
conducted by a neutral person.
Retaliation:
Retaliation against anyone who files a
harassment complaint or cooperates in
making or the investigation of a complaint
is strictly prohibited and illegal pursuant to
9 V.S.A. 4503(a). Retaliation includes, but
is not limited to, adverse action such as
intimidation, reprisal, diminishment of
grades, suspension, expulsion, change in
educational conditions, loss of privileges
or benefits or other unwarranted
disciplinary action. If retaliation occurs, it
will be treated as a violation of this Policy
and punished accordingly.
Privacy:
Complaints will be confidential as
permitted by investigative needs, duty to
act on certain results and consistent with
the Family Education Rights Privacy Act.
Alternative Complaint Process:
Complaints of harassment can also be filed
with:
Regional Director, Office for Civil Rights
U.S. Department of Education
8th Floor, 5 Post Office Square
Boston, MA 02109-3921
OCR.Boston@ed.gov
(617) 289-0111 (voice);
(877) 521-2172 (TDD)
or with:
Vermont Human Rights Commission
14-16 Baldwin Street
Montpelier, VT 05633-6301
human.rights@state.vt.us
(800) 416-2010 (voice);
(877) 294-9200 (TTY)
Addressing Bullying Reminders
Interventions should be:
Timely.
Consistent.
Firm.
Respectful.
What you do:
Assess the situation.
Give a brief “stop message.”
Separate the bully/bullies from the
target.
Provide quick support for the target,
if needed.
What you say:
In a calm firm voice give a STOP
message.
We don’t talk to each other that way
in this school. You need to stop.
We don’t behave that way in this
school. You need to stop.

Diversity & Equity Office
Dr. Dan Balón, Director of Diversity Education and Engagement
150 Colchester Ave | 802-864-8494 | dbalon@bsdvt.org
Welcome to the start of a new year! As part of our approach to best support the wonderful, diverse students were have here in the
Burlington School District, we are ready to roll out a new year of professional development for teachers, staff, and administrators.
This year, we have been developing plans to meet several goals to have sustained conversations about equity, race, and diversity that
put students first and help support faculty and staff have discussions that move us collectively forward. In the last year, we learned
that while we may be helping many students succeed and achieving many great things, we also know that we are continually
working towards our vision of “excellence and equity”. Through Diversity Education and Engagement, we can lead these
conversations for teachers, staff, students, families and community members, and administrators.
Specifically, our professional development focus under the newly reorganized Diversity and Equity Office will have three important
levels: (1) District-level; (2) School/building/program-level; and (3) Teacher/staff/classroom-level.
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The DISTRICT LEVEL focuses on consistent, common language for equity and multicultural education throughout our District.
An example would be the use of a District-wide Cultural Competency Assessment Tool with a validated rubric used across
all schools and programs.
The BUILDING/PROGRAM LEVEL focuses on support for building level discussions with protocols to engage
race-conscious, bias-aware conversations on diversity and equity. An example would be the Equity Council with school
representatives who lead honest, open professional development conversations on race and equity on a regular basis within
each building.
Finally, the TEACHER/CLASSROOM/PRACTITIONER LEVEL focuses on support for teachers with classroom-based tools
and strategies for embedding cultural competency and multicultural education in curriculum. Customized training and
consultation for teachers and staff would be an example at this level of focus. Dr. Paul Gorski’s recent visit at our welcome
event with the entire District and later with administrative staff is another example of skills-based workshops that can be
used “on the ground”.
This year, to meet the goals stated above, we will continue to access resources/programs and have new ones such as:
Working with national experts like Dr. Gorski and Washington Consulting Group to help staff and teachers become more
confident, be more skilled, and have the curricular supports they need as we all continue to support our increasingly diverse
student body and community;
Leading our District-wide Equity Council—comprised of faculty member representatives from each school—to help guide and
organize building-based discussions on equity and using our data to guide us to ensure that all of our students have an
excellent, world-class educational experience;
Ongoing discussion groups among teachers, families, and community members using books and resources like Singleton and
Linton’s Courageous Conversations about Race;
Working with our District-wide Social Inclusion Committee so that our school-based leaders and all of our practitioners have
the mindset, tools, and support they need to ensure that all of our children—regardless of their abilities, circumstances, and
backgrounds—feel included and empowered during the school day;
Partnership on workshops and training opportunities in the community through a deep relationship with higher education and
community institutions in the region;
Active participation among 15 selected employer sites in the City of Burlington’s We All Belong program to further strategic
efforts on cultural competency, equity, and inclusion through intentional training and support of AmeriCorps staff members
(an AmeriCorps member to be hired soon will help with cultural competency resources and our pilot Equity and Inclusion
Report Card as well as with family-school partnerships);
Continual training with local resources such as our partnership with the upcoming ECHO exhibit on Race: Are We So Different?
On display from October 2012 to January 2013;
Customized training and support for teachers and staff through school meetings, planned sessions, and online resources such as
the D&E Equity Resource Center, Facebook page, and regular resource sharing;
Making available accredited graduate courses and lifelong learning opportunities with local universities and institutions;
Through Family-School Partnership Teams at each school, supporting parent-family education and support, so they can sustain
these important community conversations.
I look forward to supporting the work you do to create an excellent and equitable education for every student
with whom you interact and I hope you will contact me if I can help you in any way. Have a great year.

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Diversity & Equity Office (cont.)
Linda Walsleben,
English Language Learner Director
802-288-6047 | lwalsleb@bsdvt.org
The Burlington School District is fortunate to have
a diverse student body. Many of our students are multilingual
and multicultural, coming from homes where a language other
than English is spoken. Many of our multilingual students were
born in the U.S. while others have recently arrived in Vermont
from other parts of the world. Not all multilingual students need
to learn English, but for those who do, the District is obligated to
provide supports.
The English Language Learning Program serves students who
have a home language other than English and who have
demonstrated the need to become more proficient in English.
Students are assessed annually on their ability to read, write,
speak, and understand English at their grade level. When students
demonstrate their proficiency in English, they are exited from the
program and are no longer considered ELL students.
The ELL program is focused on continually improving services
and supports to students and their families.
Recent changes will help us deliver better services this year:
Home School Liaisons are now Multilingual Liaisons. The
new district Multilingual Liaison office is located at BHS in
room A413.
Nijaza Semic is the full time Multilingual Liaison
Coordinator.
Systems 44, a foundational reading program, is available to
ELLs at BHS.
The District hired three ELL teachers: Kevin Cross
(Champlain), Misa Lindberg (EES) and Mary Neudecker
(IAA). Kristen Bingel will be teaching at IAA and Beth
Evans will be at BHS.
The District hired Beth Evans as ELL Content Specialist,
replacing Kathy McLean who retired in June.
Linda Walsleben will serve as interim ELL Director.
Other initiatives include:
ELL Strategic Plan Recommendations
Elementary ELL Report Card Pilot
iPadventure
STEP program
TRAVELLs
ELL curriculum
EST for ELLs
Data Teams
ELL Program website
Henri Sparks,
Equity Director
52 Institute Road
802-864-8585 | hsparks@bsdvt.org
As our school district embarks upon another school
year we are optimistic that our commitment to
better understand and address Diversity and Equity will
increasingly be felt throughout. Walking through the school
hallways we see faces from all over the world and are reminded
just how many opportunities are afforded us to learn from one
another.
Our mission is to create an environment that is equitable;
insuring it is fair and free from bias and injustice based on skin
color, race, religion, socio-economic status, gender identity,
academic ability, sexual orientation, sex, marital status, national
origin and disability. All students must have equal access and
opportunities which promote positive outcomes. It is imperative
that all members of the BSD community feel valued and
regarded equally—we will all benefit from such an atmosphere.
As the District Equity Director, I will devote my energy to
forwarding the momentum of the BSD D&E initiative,
continually making it a priority to utilize equity as the first lens
when addressing issues related to students, families and one
another.
Progress around equity can occur when a process is created that
engages every person in reflection and action.
The foundation for this school year began to take shape over the
summer as administrators attended several trainings with Bill
Howe, Washington Consulting Group and Paul Gorski.
Throughout this school year we will continue our work with
Equity Assurance by taking the following steps:
Ongoing trainings for all BSD staff.
Coordination of trainings for Designated Employees,
monthly meetings to review collected data from the various
schools and make necessary recommendations for change.
All Designated Employees will participate in a three-day
training with Tracey Tsugawa of the Vermont Human
Rights Commission. This training is extensive and covers
every aspect of investigative procedures and the Vermont
State Laws pertaining to bullying and harassment.
Develop ideas for targeted interventions plans.
Building a more structured relationship with our
Multilingual Liaisons to establish a comprehensive strategy
of inclusion for these staff members in our work plan.
On-going parent meetings with all student groups to directly
hear and address the concerns/issues of parents.
Develop more opportunities to hear and respond to the many
voices of students.

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Be Healthy to Learn!
This school year, the “doctor is in!” at Burlington School
District’s three School Based Health Centers. The SBHCs at
Integrated Arts Academy and Sustainability Academy have been
going strong for about eight years and this will be the third year
for the SBHC at BHS.
Staffed by practitioners from University Pediatrics and
Community Health Center, these clinics make it easier for
Burlington students to get healthy and stay healthy, while
keeping them in school as much as possible. The SBHCs do not
take the place of the students’ own health care providers at their
own medical homes – regular checkups should still be done
there, however they do make it easier for students to get checked
for common acute illnesses and help parents decide when a
student needs to stay home or when they can safely remain at
school. This is a great help for some students who struggle with
issues around truancy.
The SBHCs can also easily follow up with chronic problems
(such as asthma, headaches, and recurring stomach pain) and
minimize the time the student misses from class. The health
practitioners at the three SBHCs can also help coordinate more
complicated health and behavioral health problems between the
student and family, the school teachers, guidance counselors,
special educators, and the student’s medical home. Many
conditions that affect school performance (ADHD, depression,
anxiety) can be better managed with this kind of coordination.
The SBHCs are open two to three hours twice a week at the
elementary schools, and three times a week at BHS (check with
the school nurses for exact times and practitioner schedules).
Students need to have written permission from their parents/
guardians in order to be seen. Visits are billed to the student’s
insurance and all information is shared with each student’s
medical home. If you know a student who may benefit from this
service, please encourage the parent/guardian to fill out the
paperwork to sign up.
District Health Services Fairs
An opportunity for parents and students to have help understanding
and completing the various District health forms while also
gaining information regarding programs such as the Dental
Clinic, School-based Health Centers, community services and
programs and the school health offices and nurses. School nurses,
school-based health center practitioners, community partners
and home school liaisons will be available to offer help and information.
Please contact your school nurse for
school-specific dates and times.
Influenza
The 2012-2013 influenza vaccine will be ready soon!
Vaccination remains the cornerstone of preventing influenza. The
vaccine formulation protects against the three virus strains that
surveillance indicates will be most common during the upcoming
season.
The flu vaccine can prevent serious illness or even death,
especially for people at risk for complications from the flu. Not
only does not getting vaccinated mean you put yourself at risk, if
you become ill, you may also risk the health of the children and
adults with whom you have contact.
All vaccines are held to extremely high standard of safety and are
continually monitored. The benefits of immunization outweigh
the risks. Each year, millions of Americans safely receive
seasonal flu vaccines. The vaccine has been tested and safely
used in children, pregnant woman, and other adults. If you have
special health concerns, ask your health care provider whether
they recommend anything else for your particular health
situation. It is important to get vaccinated every year, even if the
strains in the vaccine do not change, because the protection
received the previous year will diminish over time and may be
too low to provide protection into the next year. The flu vaccine
will most likely NOT be offered to students in school this year,
so parents will need to get their children vaccinated at their
health care providers’ office. The vaccine is recommended for
EVERYONE older than six months, and staff should check with
their own health care providers to see if they are in a high risk
category.
Our goal is to keep students safe and keep them learning, and
also to keep our staff safe and healthy! For more detailed
information, check the Vermont Department of Health website
at:
www.healthvermont.gov
Continue to stress the actions everyone can take
to keep illness from spreading:
Cover your nose and mouth every time you cough or sneeze.
Use a tissue and discard after use, or cough into the crook of your
elbow. Keep hands away from your mouth, eyes and nose to
prevent spread of germs that may be on your hands.
Wash hands often and well, using soap and water, for as long
as it takes to sing the “ABC” song. If soap is not available, use an
alcohol-based hand sanitizer.
Make it clear that you expect anyone who is sick to stay
home – or be sent home. For now, anyone who is sick with
flu-like illness should stay home and away from others for at
least 24 hours after the fever is gone, without using
fever-reducing medicines like acetaminophen or ibuprofen. This
includes administrators, teachers, staff, students, parents and
visitors.
Reinforce this information with announcements, lessons,
postings throughout the school, and send reminders home with
students. Posters and resources can be found at:
www.healthvermont.gov

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Is It a Cold or Flu?
http://healthvermont.gov/prevent/flu/documents/
cold_flu05.pdf
Flu symptoms can often be confused with the common cold,
but the flu usually comes on more suddenly and is more severe.
Symptoms of flu may include fever (usually high),
headache, tiredness and weakness (can be extreme), dry
cough, sore throat, runny or stuffy nose, body or muscle
aches, nausea, vomiting, and diarrhea (much more common
among children than adults). During flu season, anyone
with a fever AND a sore throat or cough should stay
home!
Measles
Measles is a highly contagious disease that is preventable
with vaccination. Fever and cold-like symptoms are followed
by a rash that begins on the face and spreads to the rest of the
body. Serious complications can occur, and for every 1,000
cases of measles, one to two people will die. Before the
measles vaccine became available in 1963, there were
approximately 450,000 measles cases and an average of 450
measles-associated deaths reported each year in the United
States. Widespread use of measles vaccine has led to a
greater than 99 percent reduction in measles cases in the U.S.
compared with the pre-vaccine era. Measles was declared
eliminated in the United States in 2000 due to our high twodose
measles vaccine coverage, but large outbreaks occur in
countries in Europe (including France, the United
Kingdom, Spain, and Switzerland), Africa, and Asia
(including India).
Farewell to Dr. Barb (Frankowski)
All students attending school in Vermont are required to
have two doses of a measles-containing vaccine before
enrolling in school. Anyone born before 1957 is likely to
have had measles and therefore is immune. Anyone born
after 1957 who is known to have measles, or was vaccinated
against measles, is immune as well. This is a good opportunity
to remind people that measles still occur and that a vaccine
is available to prevent this disease. More information
about measles can be found on the Health Department
website at:
http://healthvermont.gov/prevent/measles/Measles.aspx
Plenty of fresh air available at
SA’s NEW outdoor classroom!
After 20 years of working with our students and consulting with our school nurses, Dr. Frankowski is stepping down from her
role as Health Consultant for the Burlington Schools. She will continue to work at University
Pediatrics (Upeds). Since we all know the important work that Dr. Barb has done with our students, we know it
will take someone special to fill her shoes. So, two Upeds doctors will be taking over for Dr. Barb.
Dr. Andreas Green, recently awarded the American Academy of Pediatrics “Local Hero” Award, and
Dr. Lori Racha will take over Dr. Barb’s work as our District health consultant.
Dr. Barb can be reached at:
Barbara.FRankowski@vt.mednet.org
if you would like to send her a note.

Blood borne pathogens are viruses that
live in blood or bodily fluids.
Examples are:
HIV (Human Immunodeficiency
Virus that causes AIDS—Acquired
Immune Deficiency Syndrome), a
disease that attacks and weakens the
immune system.
HBV (Hepatitis B Virus) and
Hepatitis C Virus causes liver
disease. These viruses are not spread
through casual contact.
The most common ways for blood borne
viruses to be spread are:
Contaminated needles (drug users,
tattoo and piercing equipment).
Sexual contact with an infected
individual.
Babies born to infected mothers.
Best course of protection:
Prevention.
Avoid risky behaviors.
Safely handle blood and body fluids.
Ask your health provider if you
should get the HBV vaccine.
11
Blood Borne Pathogens and Universal Precautions
Areas of potential concern:
Student with biting behavior.
Student or staff with open, draining
or bloody lesion.
Finger stick or injection equipment
(dispose of all needles in the special
container located in the school
nurse’s office).
Large blood spills.
Playground or sports injury.
Food service/kitchen accident.
Technical Center accident.
If you are dealing with a person
who is bleeding or cleaning up a
spill involving another person’s
body fluid, please follow the Universal
Precautions guidelines listed here.
Remember, a person infected with HIV,
HBV or Hepatitis C can look and feel
healthy. They may not even know they
have been infected. Students and staff
members are not required to tell the
school they have an HIV or HBV
infection.
NEWS FROM THE BURLINGTON SCHOOL FOOD PROJECT
We are proud to announce that the Burlington School District is the first in Vermont to achieve the
status of Healthy US School Challenge School. The overarching goal of the HUSSC is to improve the
health of the nation’s children by promoting healthier school environments. To help meet the goal, the
Food and Nutrition Service (FNS) identifies schools that have made changes to the school nutrition
environment to 1) improve the quality of the foods served, 2) provide students with nutrition education
and 3) provide students with physical education and opportunities for physical activity.
We are also very excited to be expanding our winter CSA (Community Supported Agriculture) for
staff and parents. After a trial run last year, we are ready to open this up to even more staff and community members.
Use precautions at all times with
all people to be safe.
Universal Precautions
1. If possible, have the person touch
their own blood (i.e., hold a tissue to
their bloody nose or wash their own
cut).
2. If the person needs help, wear gloves.
3. If you don’t have gloves and you need
to apply pressure to a wound to stop
bleeding, create a barrier between you and
the bodily fluid with a sweater or jacket.
4. After helping someone, wash your
hands with warm water and soap.
5. If someone’s bodily fluid does touch
you, wash it off with warm water and
soap.
6. Always wear gloves when cleaning
up a spill. Protect your eyes from the
bodily fluid.
7. Do not ask another child to accompany
a bleeding child to the health office. They
unintentionally may be exposed to the
child’s blood en route.
8. Saliva is not thought to transmit
HIV or Hepatitis, but general hygiene
would dictate that students and others
not share food or anything else from
mouth-to-mouth in school.
Need something catered? Please check out our brand new catering page on our website! www.burlingtonschoolfoodproject.org
******************************************************************************************************************
Adult Meal Pricing and Procedure
The Price Equity section of the Healthy Hunger Free Kids Act took full effect on July 1, 2012, requiring two major changes:
1) Lunch prices for schools that charge for lunch to students saw their prices increase.
2) We may NO LONGER offer meals free of charge to ANY non-food-service ADULTS.
The second change impacts everyone in all buildings, including Property Services staff, cafeteria monitors or aides paid by any department
other than Food Service, District and/or building administrators, volunteers, and guests. Every adult will be able to create a meal account to
purchase meals or may pay daily with cash. We cannot allow adults to charge meals or to purchase or use products to enhance or garnish
meals brought from home (e.g., salad dressing, greens, silverware, cups). Breakfast is $1.75 and Lunch is $3.75 for adults.
Doug Davis will work with administrators to create an account that will work for volunteers and guests. Thanks for your understanding.

Access for Students:
One-to-One Transformations
We have been piloting one-to-one devices
in middle school classrooms for three
years. This year, thanks to a significant
grant from the Nellie Mae Educational
Foundation, and significant support from
the School Board through the budget
process, we will be expanding these
programs across both middle schools and
the high school. Ninth grade students and
teachers at BHS will get iPads this year,
and approximately one-third of students
and teachers at Edmunds and Hunt will get
netbooks. This is a multi-year plan, with
the intent for all students and teachers to
have devices in three or four years.
For more information on the program, see
the District website link for One-to-One
Transformation or go to:
12
https://sites.google.com/a/bsdvt.org/oneto-one/home
System Changes
As many of you know, over the summer
we moved our network operating system
and file storage from Novell to Active
Directory. There are several things that
will look different as a result. Specifically,
the login process only has one step and
you will use your regular login name.
Also, the look of the staff storage folders is
different, as you will see folders that
belong to others that are locked to your
access. These were invisible in Novell.
However, all of the data was transferred
from the old system to the new.
If you have any questions about access to
your folders or the new system, please
contact tech support.
Staff Changes—Welcome!
Tom Haselton has joined the Tech Support
Team and will be joining David Martin
with responsibilities for the middle
schools. He hails from Bristol and
previously worked in the Middlebury
Union School District.
Debbie Deale is joining Vitaliy Kulapin as
a Tech Integration Specialist for the high
school. She has worked as a teacher and
technology coordinator and recently
completed her master’s program with a
focus on Educational Technology.
INFORMATION TECHNOLOGY UPDATES
Paul Irish, Director of Information Technology
Transformation & Technology: A New
Way of Learning – Classroom Scenarios
The Vermont Department of Education has
sponsored the development of a new
resource for teachers. This work integrates
ideas from several sources: The National
Education Technology Standards for
Students (NETS-S), the Vermont Grade
Expectations, and the work done by the
DOE and State Board of Ed. on
Transformation of Education, specifically
as it relates to these strategic plan goals:
1. Provide learning environments and
instructional practices that support
multiple ways of learning, yield deep
understanding and application of essential
knowledge and skills, and ensure the
success of every student.
2. Establish learning expectations and
assessments that emphasize a personalized
learning experience and incorporate the
knowledge and skills essential for all
pre-k-12 learners to be successful in the
21 st century and beyond.
The resource consists of 60 scenarios
written by Vermont teachers. The purpose
of these scenarios is to provide Vermont
educators with examples of “new and
multiple ways of deep learning”
throughout the k-12 continuum, while
emphasizing how information and
communication technologies, based on the
refreshed NETS-S, could facilitate these
learning environments.
To see the scenarios and a video
describing them, go to:
www.transformationtechnology.
wikispaces.com
If you are interested in using any of the
ideas in these scenarios in your classroom,
please speak to your librarian or Tech
Integration Specialist.
Policies
The Board of School Commissioners has
adopted several policies that reference
employee and student use of electronic
resources. Whenever you log into a
District computer you are acknowledging
that you agree with these policies. The
most important ones are IJNC (Student
Acceptable Use), GBEBA (Staff
Acceptable Use), GCS (Web Publishing),
and JP (Photography and Videotaping of
Students). These and other policies can be
read at:
bsdweb.bsdvt.org/Board/BoardPolicy.php
COMPUTER HELP
The Help Desk phone is answered
whenever students are in session, from
7:30 AM to 3:30 PM. Messages are
reviewed regularly. Call 864-8437.
The Online Tech. Support Request
Form at www.bsdvt.org. can be found
under the Staff Resources Menu/Support/
Tech Support.
You can also access your Tech
Support person via e-mail:
BHS/BTC/Taft:
Dwight Brown / Dave Dall
EMS/HMS/Ira:
Tom Haselton / David Martin
Elementary Schools:
Dan Cox / Laura DeMaroney
For assistance in integrating technology
into the curriculum, look under the Staff
Resources Menu/Support/Tech.
Integration.
You can also access one of the Tech
Integration Specialists via email:
BHS/BTC/Taft:
Debbie Deale / Vitaliy Kulapin
EMS/HMS/Ira:
Valerie Lodish
Elementary Schools/EEE:
Amy Truchon

To help build a strong and dynamic future for Burlington and Winooski, the two high schools have joined hands in “remodeling” aspects of
our educational system to better prepare all of our students for a rapidly-changing, global society. The Partnership for Change, the bridging
entity that will help lead this effort, is bringing our schools and communities to the same table. Together, we will design and implement a
new system of “student-centered learning”, a system that recognizes that each student learns differently, and that learning happens all the
time and everywhere. The Partnership for Change has been gearing up for the new school year and is excited to share who we are, what
changes you can expect for your student, and how to get involved in this effort. Funding for the Partnership has been provided by the Nellie
Mae Education Foundation, the largest charitable foundation in New England dedicated exclusively to education.
Over the spring and summer, we have been working hard to create a diverse and capable team of leaders who can help us reach our goals
over the next several years. The Partnership’s Steering Committee will be chaired by Martha Maksym, Executive Director of the United
Way of Chittenden County, and Hal Colston, Executive Director of SerVermont. Together, they will lead the governing body responsible for
oversight of the Partnership’s mission and vision. “Martha and Hal bring a depth of experience as visionary, innovative, leaders that will be
invaluable as we work together to make something beautiful happen in our schools,” commented Leon Wheeler, WHS Principal.
Like an orchestra, our educational system has many groups of players. The orchestra sounds best when each musician is skilled and they
work together towards the common goal of playing the best music. In that spirit, the Partnership realizes we must bring the players in our
communities together to ensure the success of this effort. We are proud to announce the members of our first Partnership for Change
Steering Committee: Students: Aminah Mallim, Kristen Vincent, Wesley Mead, Ethan Pepin; Educators: Tom Obaggy, Ingeborg White,
Lynn Kennedy; Family Members: Rich Nadworny, Fexhrije Sulejmani, Robert DiMasi; Community Partners: Ali Amir, Puspa Luitel, Mary
Alice McKenzie; Administrative Reps: Amy Mellencamp, Leon Wheeler; School Board Reps: Amy Booher, Kathy Chasen; City Officials:
Katherine “Deac” Decarreau, Jessica Nordhaus; DOE rep: Frank Gerdeman. Our Steering Committee is full of dedicated members in our
community ready to “play” at this effort together.
With a goal of ensuring that every young person graduates from high school with the confidence, enthusiasm, skills and knowledge they
need to be successful, here are some of the early features of student-centered learning that can be seen at Burlington High School:
1:1 technology roll-out for 9 th graders. This fall, your students will be receiving iPads to help them gain a host of skills and
competencies needed as they move into the wider world.
Our 9 th grades have moved to a teaming model that will create a more supportive and collaborative learning environment for both
students and teachers.
The Year End Studies (YES) Program, will provide all students non-traditional courses to expand understanding and inspire new
student interests. Research shows that intensive, interest-driven opportunities enhance enthusiasm for learning, while strengthening
relationships between school and community.
Remodeling our educational system to ensure a bright future for Burlington and Winooski is truly a once-in-a-generation opportunity.
For more information or to volunteer check out our website: www.partnershipforchangevt.org.
13

14
Property Services
Summer 2012 Projects*
Burlington High School:
Bus turnaround walkway, 100 ft. new concrete
Installed heat exchanger in E - Building
Completed loading dock ramp
Rope course removed at the request of liability insurance carrier
Ventilation and cabinet work C310
Installed sink and grease trap in Culinary Program kitchen
Repaired leaks in ramps and new flooring
Replaced shower valves
Removed wall, replaced with movable partitions in C203/205
and C207/209
Painted locker rooms and athletic hall walls
Painted and carpeted in F311
Plumbing repairs in custodial closets
Rebuilt main heating pump in boiler house and repaired leaks
Burlington Technical Center:
Prepared pre-school playground service
Champlain:
Repaired fitting leaks on the heating system
District-wide:
Keys and locks for ongoing updated key system
Edmunds Elementary/Middle Schools:
Asbestos abatement in lower floor of EES
New flooring in flooded rooms at EES
Rebuilt retaining wall for part of playground
Installed fence at portion of playground
Continued air testing and floor sample testing
Installed back flow prevention valve on sewer line
Resurfaced part of parking lot, resealed, new stripping
for additional spots
Constructed quiet room for special needs at EES
Rotary Project assists with concrete sidewalk expansion
at EMS: Concrete pad, four new design light poles,
bench, trash containers
Repaved fire lane access driveway from S. Union Street
Repaired two sets of outside steps
Installed carpet tiles at main entrance at EMS
Stained outside flower boxes
Roof replacement at EES (September/October)
Painted selected EMS classrooms, labs and main
hallway
Flower donation at EMS
Hunt Middle School:
Auditorium ceiling repaired and painted
Lobby walls painted and signage, wall hangings, AED
relocated
Gathering area, outside seating arranged
Graded area for landscaping
Constructed quiet room for special needs
Integrated Arts Academy:
Painted Community Room
Two kindergarten bathrooms to have new wall
coverings
Bathroom painting
Upgrade water heater
Flower donation, prepared bedding
Ira Allen:
Installed donated flagpole (school did not have a
flagpole)
Resealed and re-striped parking lot
Property Services Building:
Remodeled to provide office and meeting space
St. Joseph Campus for Flynn:
Selected painting
White board installation
Projection screen installation
All new classroom lighting (energy efficiency rebates)
Gym lighting replaced
Installed data runs to all classrooms
Sustainability Academy:
Outdoor classroom construction assistance
Tree line cleared for plantings
Please do not bring these items to
school:
Furniture
Microwaves
Refrigerators
Cleaning products
Please ask your school custodian for
District-approved cleaning products.
*Anticipated that all work will be complete by August 31, 2012.

15
Welcome to the 2012/2013 School Year!!
HUMAN RESOURCES CONTACT INFO
Sara Jane Mahan, HR Director (smahan@bsdvt.org; 864-2150)
Dolores Cox, HR Specialist (dcox@bsdvt.org; 864-2159)
Maura Sawtelle, Benefits Specialist / Workers’ Compensation
(msawtell@bsdvt.org; 540-0284)
Amity Baker, HR Assistant (abaker@bsdvt.org; 864-2159)
HR Forms may be accessed via the District “J” drive and at:
http://bsdweb.bsdvt.org/district/Human_Resources/HRstart.php
Master contracts are also available on the HR webpage.
Human Resources Office located through the right,
main entrance of the Ira Allen building.
Mandatory Reporting of Child Abuse
Teachers and administrators are all required by state law to report
suspected child abuse or neglect. As of January 1, 2009 this list of
mandatory reporters will include any other individual who is
regularly employed by a school district or who is contracted and
paid by a school district to provide student services for five or
more hours per week during the school year.
The law states that if you are one of the above mandatory reporters
and you have a reasonable cause to believe that a child has been
abused or neglected, then this must be reported within 24 hours.
The maximum penalty for violating this provision is a $500 fine.
An abused or neglected child is defined as “a child whose physical
health, psychological growth and development or welfare is
harmed or is at substantial risk of harm by the acts or omissions of
his or her parent or another person responsible for the child’s
welfare”. Abused or neglected also means a child who is sexually
or at substantial risk of sexual abuse by any person.
To assist in filing a report, each school in our District should have
a procedure that assists mandatory reporters. This procedure may
be as simple as having the mandatory reporter immediately
contact the building administrator, school guidance counselor,
social worker or nurse, who would then provide the necessary
phone number to call.
All administrators will have an electronic copy of Reporting Child
Abuse from the Department for Children and Families that they
can forward to their staff. Additional Training is also available
through the DCF.
WORK RELATED INJURY PROCEDURES
Injured employees are referred to:
CONCENTRA MEDICAL CENTER
7 Fayette Rd (behind McDonald’s) S. Burlington 802-658-5756
PLEASE REMEMBER: All injuries must be immediately
reported to your supervisor and officially reported on a 1st
REPORT of INJURY FORM to Maura Sawtelle as soon as
possible – within 24 hours. By law, the District must report
injuries within 72 hours. Procedures are posted in all buildings.
BUSINESS OFFICE CONTACT INFO
Karen Groseclose, Bus. Mgr. (kgrosecl@bsdvt.org; 864-8495)
Betty Gill, Admin. Asst. (bgill@bsdvt.org; 864-8462)
Sara Graves, Payroll Officer (sgraves@bsdvt.org; 864-8458)
Irene Longe, Accountant (ilonge@bsdvt.org; 864-2158)
Meredith Longworth, Accounts Payable/Expense
Reimbursement (mlongwor@bsdvt.org; 864-8485)
Business Office located through the left, main entrance
of the Ira Allen building.
When DCF-Family Services
Calls to Investigate Child Abuse
DCF calls about a child:
DCF will call the school office and indicate they want to
talk to a staff member.
District-requested first contact is principal.
DCF staff are normally seeking names, address, phone
numbers, dates of birth and other details.
DCF staff may call back asking for more details.
Information is entered into a computer program called
Structured Decision Making.
Referrals are then reviewed by DCF supervisors.
Possible outcomes at this point:
Accept for investigation.
Ask more questions.
Do not accept for investigation. The report remains in
computer system forever even if it was not investigated.
If the report was not accepted, a letter to mandatory
reporter should suggest why the report wasn’t investigated.
If you have further questions, call a supervisor to discuss the
decision.
DCF calls about a school employee:
Intake is sent to the DCF Special Investigations Unit.
Will assign their own investigator: Jim Forbes is assigned
to Burlington.
He will contact the school and begin the investigation.
Please verify that the caller is DCF if the initial contact comes
through a phone call. Invite the investigator to visit or ask to
return the call to verify that the contact is from DCF.

16
Subpoenas:
If you receive a subpoena in the course of your Burlington School District duties, please
immediately contact Sara Jane Mahan, Director of Human Resources, at 864-2150.
Not sure if you can share certain student information
with another person? Here is the short list of important
points that you need to remember. If you have any
questions, please call Bonnie Poe at 864-8456.
Bottom line for all staff:
No disclosure, including through email, of a student’s
educational record without parental consent, unless statutory
right to know.
“Student”: any person who attends or who has attended a
school in the Burlington School District.
“Educational Record”: any record (in handwriting, print,
video or audio tape, film, microfilm or other medium)
maintained by the Burlington School District or an agent of
the District that is directly related to the student unless it fits
a statutory exception. This includes email or web-based
information.
Confidentiality: Share “Need to Know” Info
Family-School Partnership Update
You can disclose information without parental consent if
the person has a Legitimate Educational Interest on a “need
to know” basis.
“School official with Legitimate Educational Interest”:
someone who is performing a task:
That is specified by position or contract.
Related to a student’s education.
Related to a student’s discipline.
Related to a student or student’s family (health care
counseling, job placement).
Related to the student’s attendance at school or other
matter requiring law enforcement involving the student.
Related to ensuring the safety and security of the District.
Other exceptions allow limited disclosure without parental
consent. For complete information, please review the
Burlington School District Educational Records Policy JO:
http://bsdweb.bsdvt.org/Board/BoardPolicy.php .
It is with great enthusiasm that Family-School Partnership (FSP) enters into it's second full year. We have FSP teams that meet at
least monthly and consist of the school administrators, teachers, and parents who represent the school's demographics at each of
our nine Burlington Schools. Each team focuses on four school-based goals: two academic goals, a climate goal (creating a
welcoming school), and one behavioral goal. The teams decide what activities they are going to do under each goal. After each
activity takes place, teams then evaluate the success of the activity. Our FSP teams worked very hard last year and were
extremely successful. Some of the success stories include: a first-ever Math Night at Edmunds Middle School, a morning
tutoring for "at risk students" at Champlain, a parent survey at Edmunds Elementary School, and a Principal's Tea with parents at
Flynn. To learn more about Family-School Partnership Teams, their mission, how to join, how to recommend someone to join, or
the work they are doing, please visit the Family-School Partnership link on the District website (under the Parent Resources tab)
or contact Family-School Partnership Coordinator, Kathy Mathis, at (802) 316-0165 or email kmathis@bsdvt.org.
I love feedback so please share your thoughts with me!
Smiles, Kathy
IAA/SA Anti-Racism Dinner

17
Burlington High School
Burlington High School offers a comprehensive and challenging college preparatory
program with an emphasis on academic excellence and intellectual curiosity. The mission
of the school encourages students to be independent, motivated, and socially responsible.
Towards this end, BHS teachers and staff members worked with over 1,100 students during the 2011-12
school year, including 28% from diverse backgrounds. Eleven percent of the students received English
Language instruction. Forty-six percent of the students were eligible for Free
and Reduced Lunch services.
The school year saw a number of outstanding achievements including a
standing-room-only musical production of “42 nd Street,” outstanding seasons
in Girls’ Softball (see picture to right) and Boys’ Tennis, educational trips to
Nicaragua, China and Austria, our hosting the Vermont State Music Festival,
Model United Nations Conferences in Montreal and Berlin, over 40 students
and teachers writing a novel to celebrate Novel Writing Month in November,
a student-led Cultural Day in which students shared their cultural
backgrounds and stories, the launching of an International Foods lunch-line,
an entertaining Talent Show featuring the varied talents of students from
across the school, and many individual student achievements such as Claude
Mumbere placing second in National Poetry Out Loud Competition in
Washington, D.C.
Sixty-one percent of our 228 seniors went on to four-year colleges; another
18% went on to two-year colleges. One-hundred twenty-three students took
Advanced Placement tests, of which 79% earned three or higher; seven students qualified for the National
Merit Program. Students contributed over 11,000 hours in service to the community. Thirty-four percent of
BHS 11 th and 12 th graders took part in Burlington Technical Center programs. Reading, writing and math
support programs, strong partnerships with the Horizons School and community programs including the High
School Completion Program, 11 Advanced Placement courses, and new bridging classes for English Language
Learners to advance content language skills provide a wide-range of learning opportunities for students at
Burlington High School.
Multicultural Dinner

The Burlington Technical Center (BTC) is located in Burlington, Vermont. BTC serves high school juniors,
seniors and adults by offering half-day technical programs that are designed to be completed in two years. Our
half-day programs operate for about two hours per day. The remainder of the students’ day is spent in their
home high school. A BTC student earns six credits toward high school graduation, which is about 25% of a
high school experience. Approximately 300 students are enrolled.
Sending schools are within a 30 mile radius of BTC. Students are bused to BTC from their sending schools
that include Bellows Free Academy, Champlain Valley Union High School, Colchester High School, Essex
High School, Milton High School, Mt Mansfield Union High School, Rice Memorial High School, South
Burlington High School and Winooski High School. Burlington High School students comprise about 50% of
enrolled students.
Twelve programs are offered at BTC including Auto
Body Repair, Automotive Science and Technology,
Aviation Technology, Computer Systems Criminal
Justice, Culinary/Professional Foods, Design and
Illustration, Electronic Recording Arts, Human
Services/Early Childhood Education, Medical and
Sports Sciences, Principles of Engineering,
Architecture and Construction and Welding/Metal
Fabrication. These programs prepare students for
college, further training or for direct entry into
employment.
18
Culinary/Professional Foods Program
In addition to these aforementioned programs, BTC
also operates a post-secondary aviation maintenance
training program at Burlington International Airport.
This one-year program prepares students for the FAA
certification as an Airframe and Powerplant
Technician. Also, within several of our programs,
students are concurrently earning college credits from
VTC and CCV in a “dual enrollment” arrangement.
For more information, the BTC websites are:
www.burlingtontech.info and
www.burlingtonaviationtech.org.

19
Champlain Elementary School
The 2011-2012 school year was an exciting year at Champlain for 337 students from many diverse backgrounds.
Champlain's mission of providing opportunities for students to achieve their personal best, become responsible
and productive citizens and embrace lifelong learning was at the forefront of all our work. Champlain students
engaged in rigorous learning throughout the grade levels. Hallmarks of excellence were evident at each grade
level with highlights as follows:
Kindergarten- We are all Alike and All different Unit incorporated art, guest speakers, presentations, music, writing projects,
read-alouds, and Spanish to support a deeper learning of how people are more alike than different, appreciating and accepting
difference, and demonstrating empathy.
Grade One- Interdisciplinary Penguin Unit, a part of the grade one Bridges Mathematics program, integrated math, science, and
literacy. Learning experiences included mastery of penguin content, critical thinking about different ways penguins survive, and
collaborative opportunities for students to learn from texts, peers, video tapes, and multi-media. Learning was extended through
parental support with independent research using webcams and field trips to the Bio Dome as well as the Boston Science Museum.
Grade Two- A World of Difference Diversity Unit– these lessons provided diversity
training awareness with a focus on cultural competence and a greater understanding and
appreciation of the global world. Lessons helped students recognize bias and the harm it
inflicts on individuals and society. Students explored the value of diversity, improved
intergroup relations, and learned about tolerance, acceptance, kindness, empathy, and
problem-solving. Learning was extended by accessing ePals to have students interact with
students from other parts of the world.
Surviving 100 Days of Kindergarten!
Grade Three- Invention Convention Unit, a culminating event of Science, Technology,
Engineering, Math, and Literacy, challenged students to create inventions based on a
problem to make life easier or better. Students designed, diagramed, and built the
inventions, as well as used technology to create advertisements and write reports telling
about their process. Students investigated famous inventors and how their inventions
changed the world. Partnerships with UVM Engineering Students, the District Technology
Coordinator, and community members/scientists worked to help students fully develop
their understanding of inventions and the process of building them.
Grade Four- Interdisciplinary Study of Hunger in Vermont unit-Students explored the role
of food in their lives and learned about issues related to food and hunger in our state.
Students were exposed to various resources and identified possible solutions to the issue of hunger. Students and their families
participated in a Hunger Banquet, and the students organized a food drive. This unit culminated with students developing an action
plan to carry out a service project focused on a food related issue in our local community. Learning was extended by community
partnerships with COTS, Hunger Free Vermont, Intervale, City Market, Friends of Burlington Gardens, St. Michael’s College and
the Food Shelf. Students collected over one ton of food through the food drive.
Grade Five-And Justice for All Unit- students learned how history is made up of stories and how our community can play an
important role in promoting human rights for all people today. This integrated and differentiated unit provided students with an
opportunity to learn and show their understanding through reading, writing, music, art, dramatization, and personal choice. Learning
was extended through a panel of community members from VHFA, Friends of Burlington Gardens, and The Peace and Justice
Center who came in to talk about issues of social injustice in our community. Students self-selected an issue of social injustice and
wrote persuasive letters to bring about change in our community.
A strong Family Partnership Committee collaborated with parent and community resources to recruit over 30 before school
volunteers. These caring adults met daily with students either one to one or in small groups working to increase student achievement
by providing literacy and mathematics intervention.
An incredible PTO planned and sponsored many family/school events including Applefest, Family Dance Night, Book Fair, Fun
Run, and Multi-Cultural Dinner. The PTO strongly supported our academic mission through fund raising, strengthened
communication amongst parents and teachers, enhanced learning through additional resources and the embracing of new projects
that benefited Champlain students.

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Early Education Program
The Burlington School District believes that all Burlington preschool children should have access
to a high quality, developmentally appropriate preschool. This goal is supported by offering
preschool programs within our school system and by collaborating with early education programs
in our community. This year, with the support of a grant from the Vermont Community Preschool
Collaborative, the BSD opened a preschool classroom at the Sustainability Academy in collaboration with Head Start
and Shelburne Farms. This was in addition to our early education programs at J.J. Flynn, Integrated Arts Academy and
the Ira Allen Center. In addition to our school programs, we are now in partnership with 28 early childhood programs
through Act 62. The District’s continued support for quality early childhood programs is supported by research which
shows that high quality preschool experiences help children succeed and save public dollars in future years.
Chittenden Early Learning Partnership: Currently the Burlington School District partners with 28 community
programs. This group seeks to align curriculum between early childhood programs and kindergarten, share
professional development opportunities, and support Burlington families in accessing affordable, high
quality early childhood services for their children. In June 2008, the Vermont Legislature passed Act 62
which allows school districts to use public education funds for pre-kindergarten education provided both in
the public school and through qualified community early education/child care programs. Parents may apply
for this funding in the spring and if selected, these funds will help support their tuition costs in a qualified
program for up to 10 hours a week, 35 weeks/year. Applications are available on the BSD website
(www.bsdvt.org), at community early education programs or by calling 864-8463.
Burlington School District Public Preschool offers a high quality preschool experience that supports a
successful transition into kindergarten. This program is offered at the J. J. Flynn Elementary School, the
Integrated Arts Academy, and the Ira Allen Center and, due to a grant from the Vermont Community
Preschool Collaborative, the Sustainability Academy. Head Start collaborates with our programs at Ira
Allen and SA and Shelburne Farms collaborates with the program at SA.
The Essential Early Education Program provides intensive, early intervention services for those children who
have significant developmental delays and/or disabilities. This special education program works with
children and their families within the home setting, through clinic services, in our District preschool
classrooms, and within Burlington community early childhood programs. Early intervention for children
with special needs helps reduce the need for future special education services.
SA Preschool Visits Shelburne Farms
Integrated Services – Early Intervention provides child-find activities and service coordination for children
from birth to three years of age who require early intervention services. Eligibility is determined by the
identification of a developmental delay or a diagnosed physical or mental condition which has a high
probability of resulting in a developmental delay. Transition to the EEE program occurs, as needed, when
the child turns three.

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Edmunds Elementary School
I was delighted to have the opportunity to join the Burlington School District as the Interim Principal at Edmunds
Elementary School for the 2011-12 school year. Edmunds Elementary School is a vibrant, inclusive community, with
360 students, and 23 languages. We strive to develop cultural competency in our students by weaving the concepts in
contextual, authentic ways throughout the curriculum to develop students who think critically, and are engaged,
curious, creative, respectful, compassionate, collaborative, and action oriented.
Professional development is key to continued growth in any profession. Our faculty participated in professional development in
English Language Learning Assessment data to better understand how to evaluate the rates of growth for ELL students. A team
participated in PBIS training with Brandi Simonson, providing faculty with concrete means to address issues of behavior through
teaching, and through pedagogical approaches. EES faculty across grades joined in several days of Professional Learning
Community training to enhance their use of data driven decision making. Faculty also received professional development in math
and early learning, both of which resulted in adjustments to pedagogical approaches.
Yoga at EES Afterschool
Edmunds Family School Partnership (FSP) realized two major goals this
year. The acquisition of technology greatly enhanced weekly Whole School
Assemblies. Parents and friends of the school are welcome to participate.
The FSP worked with UVM marketing students to develop a survey and
compile the results. The All Our Voices Survey received responses from
73% of EES households, with all demographic groups represented. The
results indicate that EES is a place that is welcoming to all families
regardless of race, ethnicity, or socioeconomic status, that the staff is
friendly, and that people feel listened to. Go to the EES website for more
results (ees.bsdvt.org).
Social Responsibility has been very much part of the EES community.
Student initiated efforts resulted in fundraising for Rochester School after Irene damaged the school and significantly impacted the
town, raising over $2,300. Students were able to participate in a Skype session with students of Rochester School during a Whole
School Assembly. Students also raised funds for the Heifer Project to purchase animals for villages around the world and assisted in
the Rotary Hoopapalooza event.
Community Partnerships provide students with a richer experience and this year students continued to benefit from the Four Winds
Science program, and Everybody Wins. We also formed a partnership with the UVM Women’s Ice Hockey Team, with players
paired with classrooms. Edmunds families attended the last home game, more than tripling the normal attendance. Players came several
times to the school and taught our students sportsmanship and team building skills. EES is fortunate to have many volunteers
working with our students with roughly half of our families volunteering at some time during the school year. We are grateful to all.
ECHO Visits the Classroom

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Edmunds Middle School
Edmunds Middle School is a dynamic school community that offers learning opportunities as diverse as
our student population. We strive to provide a nurturing environment that builds on relationships, while
maintaining academic rigor. Incoming students are brought into 6 th grade teams to help them transition to
middle school. The following year they move onto 7 th /8 th grade teams made up of four core subject area
teachers, where they remain for two years. Student-Teacher relationships are also fostered through a daily homeroom where
students are with the same teacher all three years. To cultivate students’ interest and skills in music, the arts and the sciences, we
have extensive exploratory offerings. As a result of these classes, our students learn how to use designed software, studied nutrition
and world languages, and performed numerous public concerts. Our school-wide Olympics are also a popular tradition.
We build on this focus of the “whole child” with our wide-ranging extra-curricular activities. These include inter-scholastic sports,
drama, clubs and afterschool programs. Students can decide to join organizations such as Student Council, Vermont Kids Against
Tobacco or our school newspaper. New in the 2011-2012 school year, we established a Town Meeting format for our all-school
assemblies; both students and staff alike enjoyed the opportunity to celebrate students’ talents and accomplishments. To support
students’ social and emotional development, our comprehensive guidance team works with team teachers and offers small group and
individual counseling. They sponsor well-attended events such as Dialogue Night and evening workshops for parents.
At Edmunds, we believe in high academic standards and providing a curriculum that our students see as relevant. Teachers often
utilize technology to prepare for college and career readiness, as well as motivate students. This year teachers and the media center
developed projects including Global Summit presentations, Digital Literacy and Global Citizenship curriculum, Summer Reading
blogs, author visits and international Skype discussions. Creating connections to the larger community is another way that teachers
bring relevance to the curriculum. This school year our science classes were able to visit the UVM Medical Simulation Lab and the
Echo Museum, while our Language Arts classes attended Flynn Theatre performances.
Our location in the heart of downtown Burlington allows for numerous possibilities for partnerships and volunteer opportunities.
Throughout the school year, EMS students worked with Champlain College student tutors and attended their technology-based KITS
Program. With VSAC, EMS students toured local colleges to begin planning for their post-secondary education. Our 8 th grade
students worked with community mentors, completing their Capstone projects. In the 2011-2012 school year we have continued to
develop our Family-School Partnership Initiative; events included 6 th grade Book Bunches, student-family reading groups, and a
Math night highlighting curriculum and student accomplishments. Other outstanding achievements this year included EMS students
selected as winners in the Opus 24 musical composition, an Honorable Mention Award in the Hildene essay contest, and EMS
students attending regional Geo-Bee and Spelling competitions.
With the overall goal of improved student achievement, Edmunds faculty continued their work in Professional Learning
Communities this year. This time is dedicated to working on curriculum and instruction, analyzing student work, and discussing
student concerns. Other professional development for teachers focused on strategies for working with EMS students whose native
language is not English. Thanks to the passing of our 2012-2013 school budget, teachers have started to prepare for next year’s
rollout of our Transformational Technology initiative. This three-year initiative will result in each student having a portable
computer device.
Lastly, we would like to once again thank the many community partners, volunteers and of course, the generous support of Edmunds
Middle School’s Parent Teacher Organization, for their continuous support in ensuring that EMS is a great school!
“Mulan, Jr.”!

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Flynn Elementary School
John J. Flynn School has a diverse student population of approximately 340 pre-k-5 students, who speak many
languages from around the world. We are fortunate to have a terrific staff and strong parent and community
support for these great students. Flynn School partners with a wide range of community organizations to support
and enrich student learning. Some examples of these partnerships include: Vermont Mathematics Initiative,
Everybody Wins, the Reading to End Racism Project and the Audubon Center. Flynn students eagerly
participated in many community service projects such as the Hike for Hunger and the Intervale Farmers’ Katrina Fund.
The 2011-12 school year saw Flynn students and staff continue to develop engaging learning opportunities for our students in
writing, reading, science, social studies and the arts. We had several new teachers join our staff this year: Elizabeth Fitzgerald, Erin
Webster and Katie Dyer. Throughout the school we saw many examples of increased student achievement including significant gains
in NECAP tests scores in math and reading. Cultural competence, mathematics and literacy were an emphasis of this year’s
professional development, with all teachers and paraeducators working collaboratively to improve learning and teaching.
In January, we implemented a school-wide system (PBIS) to support all students. We continued to strengthen our learning
community with an emphasis on clear behavioral expectations and with all staff focusing on recognizing positive behaviors
demonstrated by students.
Jeh Kulu Drumming
Flynn’s energetic PTO sponsored many family-school events including two
significant artists-in residence. For one week Jeh Kulu brought the spirit of West
African music and dance to Flynn, which ended with an awesome evening
performance with k-2 students. Abenaki author and story teller Joseph Bruchac
inspired upper elementary students during his residence. There were 10 evenings
last year where more than 300 students, parents and community members came
together to celebrate and support student learning. These included Math Night,
Talent Show and “Narnia”, where nearly 100 Flynn students sang, danced, acted
and entertained for three sold-out shows in this collaboration with the Very
Merry Theatre. The Flynn Family-School Partnership sponsored a hugely
attended Family Traditions Dinner with student performances representative of
the diverse student population at Flynn.
On the last day of school students and staff acknowledged all of the awesome and countless contributions of Joyce Trawczynski.
Joyce dedicated the past 35 years to providing a quality education, laughter and life’s lessons to literally hundreds of young
Vermonters growing up in the New North End.
Family Traditions Dinner

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Hunt Middle School
Lyman C. Hunt Middle School continues to offer a quality middle school
experience filled with opportunities outside the core curriculum. HMS serves
a diverse student population of 400 students in grades 6, 7, and 8. Students at
all levels enjoy a rich exploratory program consisting of world languages, art, healthy living, physical
education, technology education, general music, chorus, band, and orchestra.
Students at HMS continue to benefit from the Farm-to-School initiative through exposure to healthy and
sustainable food choices and a variety of educational experiences linked to the garden and supported by the
Community Outreach Coordinator. Students participate in every aspect of the Hunt garden including planting,
harvesting and other educational experiences with locally grown food. The Community Harvest Dinner served
over 500 family members in the fall and featured food from the garden. Students helped to prepare delicious
dishes including the winning Iron Chef recipe, and teachers served families as we continue to foster a strong
sense of community.
The Parent Teacher Organization and the Family School Partnership Team work together to support a climate
of continuous school improvement with parental involvement. Each is active in supporting specific programs
and the school's action plan. HMS is identified as a school that did not make Annual Yearly Progress (AYP) as
determined by student performance on the New England Common Assessment Program (NECAP). In an effort
to ensure all students are successful, the Hunt Action Plan is consistent with restructuring available resources
to address many of the barriers impacting NECAP scores. The implementation of Professional Learning
Communities, increased learning time, and a system of intervention for all students will support continued
improvement and the core beliefs of Lyman C. Hunt Middle School. These changes yielded an increase in
overall student math scores by 6%, the largest increase to date. We continue to make steady progress in overall
literacy scores and are committed to continuous improvement.
Jr. Iron Chefs

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What is Integrated Arts
Integrated Arts Academy at H.O. Wheeler
Arts Integration is when the arts are treated as a core academic subject. Using standards in both the arts and other
core subjects we create learning that supports skill development in both areas in an interconnected manner.
Here is a small sampling of how we used the arts and another curricular area to reinforce and deepen learning:
* turning gymnastics into a storytelling experience;
* using geometry to learn and create the art of Wassily Kandinsky;
* connecting print making to narrative writing;
* learning number cardinality through the art of Jasper Johns;
* and creating a reader’s theater script to reinforce math strategies.
What Makes IAA a Unique Experience
Besides the dedicated art training and daily examples of arts integration, IAA has very unique offerings:
Artist Residencies: A residency provides a hands-on experience with professional artists. Real awareness and appreciation of an
artistic craft is gained through this artist/student relationship. The understanding generated through these residencies is further
deepened by connecting to the classroom content.
WCA Teaching Artists: 15 IAA staff participated in the Flynn Theater’s Words Come Alive Program. This is the 3 rd year WCA has
helped us grow in our mission and is an extension of our partnership with the Flynn.
Kennedy Center for the Performing Arts: Additionally, teachers had access to two nationally renowned teaching artists through the
Kennedy Center. They worked in all classrooms assisting and coaching teachers around a deeper integration of arts within our
curriculum.
Flynn Performances: Each IAA class was able to experience the arts first hand, by visiting three Flynn performances this year.
Additionally, teachers and classes took advantage of pre and post companion workshops for each of these shows that deepened the
understanding of the content and the artistic significance of the performance.
Staff Coaching and Collaboration in the Arts: Finally, and most importantly, IAA has an Arts Coach, Ms. Klima, and three in-house
artists, Mr. Myregaard (music), Ms. Vierling (movement,) & Ms. Chaffee (visual art), who collaborate with teachers and truly
enhance the connection of content and artistic knowledge.
“Willy Wonka”
New Initiatives
Magic Mailbox - Students focus on the creative process - sharing and
performing their discovery, process, and product with the whole
school community at a Friday Town Meeting event.
Student jobs - Students are gaining leadership and ownership by taking on
responsibility of school activities related to the Friday Town Meetings
and arts within the building.
Critical Friends Groups - IAA is working with a CFG coach to use our
staff time wisely and as professional development. Throughout this
process we have had very fruitful and engaging conversations around
our professional practice.
Retreat at Shelburne Farms - IAA conducted beginning and end of year
retreats to develop belief statements and hone our professional
collaborative practice to really focus our work for the 2012 -13 school year.
New Teacher Study Circle - New IAA teachers worked monthly with the Arts Coach to further their understanding of arts
integration while receiving critical support as they developed comfort with content and grade level curriculum.
Integrated Arts Academy created a blog this year to highlight and focus our learning through the arts and make this more
accessible to a broader community.
We hope to instill three very distinct skills related to the arts in our students, throughout their experience at IAA. We hope that by the
time they leave in fifth grade they can:
Use the arts as a means and vehicle to learn;
Use the arts as an aid to personal growth and expression; and
Use the arts as a way to make connections to community and the greater good.
It is our hope that the students will carry this creative outlet throughout their lives.
We believe our success this year firmly guides us in this direction.

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Smith Elementary School
The 2011-12 school year was one of great learning experiences for the 260 students at C.P. Smith School.
This school year also provided us with opportunities to expand our Family-School Partnership Team
(FSPT) and reach out to and connect with families in ongoing and meaningful ways. Our vibrant
Parent-Teacher Organization (PTO) also continued to provide valuable support to our school. We are fortunate to have eager
students, enthusiastic parents/guardians, and experienced educators as partners in the success of our learning community.
The research about effective schools begins with good first instruction taking place in every classroom every day. As is the case with
other schools in the District, Smith School teachers receive ongoing professional development in a variety of ways throughout the
school year and during the summer. Inservice time is used to learn research-based instructional methods, meet with colleagues to
review student assessment data, and plan and revise curricula accordingly. Weekly Professional Learning Community (PLC)
meetings are held at each grade level to continue to review assessment data and student work and use this information and the advice
of colleagues to guide instruction. Math Coach Karyn Vogel is a tremendous resource for these teacher teams and the school as a
whole, as a valuable member of our newly-formed School Leadership Team of teachers and administrators. This team meets
regularly to continually enhance learning opportunities for students.
Smith School's mission is to create a community of “respectful, responsible, and safe learners”. We work on weekly Focus Points
which help all children know and demonstrate what is expected of them in these important areas and nurture a learning climate that
is a balance of academic rigor and joy. Our Positive Behavioral Interventions and Supports (PBIS) system reinforces positive
student behaviors by encouraging teachers to send postcards, emails, or telephone messages to parents and guardians when their
children demonstrate what is expected of them. We want our students to be good citizens as well as good learners, and we have
created a community partnership with the nearby Heineberg Senior Center to nurture the natural connection which exists between
children and senior citizens. These wonderful neighbors of ours visit our school on special occasions such as our “Marvelous Land of
Oz” play which we performed with the support of the Very Merry Theatre. Student groups also visit the Senior Center and our grade
two students and their teachers were pleased to be invited to sing there and talk about their annual “Tapestry of Nations” work about
countries and cultures.
Evolving our individual and collective cultural competence is an important part of our work as we strive to learn more about the rich
backgrounds of peoples across the world and remove barriers which exist for new families with children in school. Our FSPT works
hard to make sure that translators are available for parent/teacher conferences and that transportation is provided for special events.
The team plans events designed to engage families in the life of the school in many ways and to encourage participation. Our
Community Harvest Dinner and International Celebration were two examples of such events. We also held Family-School
Roundtable sessions about preparing for middle school and about District and building diversity and equity initiatives. We expect
such sessions about a wide range of topics to continue during the next school year. I learn a great deal from the monthly Community
Connection meetings I hold with area residents and have held some of these gatherings in neighborhoods which may presently feel
disconnected from the school and community. Our Full Bag Pantry provides nonperishable food items to families who need food
support during weekends and vacations. We are thankful for the donations we have received from area residents, businesses, and
community service organizations, such as the nearby Oddfellows and Rebekahs Lodge, which has also donated school supplies to us.
With thankfulness for their dedication and professionalism, C.P. Smith School sadly said goodbye to two teachers who retired at the
end of the 2011-12 school year: Mrs. Jean Rocheleau and Mrs. Patricia Coughlin. We are honored to have worked with them and
wish them well. They certainly leave for us a legacy of excellent service to hundreds of children over the years.
Math Night

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Sustainability Academy at Lawrence Barnes
The Sustainability Academy celebrated its third year as the nation’s first elementary magnet
school dedicated to education for sustainability. Thanks to support from Shelburne Farms,
founder of the Sustainable Schools Project, our teachers have benefited from inspiring
professional development opportunities this year. In addition, through the ongoing work our
teachers do in regular curriculum retreats, inservice workshops, and self-directed coursework and research, our
faculty is dedicated to being leaders in the rapidly emerging field of education for sustainability and to
providing challenging and meaningful educational experiences for our students.
Our kindergarten classes used the new Outdoor Classroom while successfully integrating literacy, math and
science/social studies into their weekly lessons and activities. The first grade team added Science Journals to
all of their units of study, which increased the rigor of each unit and built the children's stamina for writing.
The two-three team connected to their health and wellness units through swimming lessons for the entire team
at the YMCA. The four-five team designed and implemented an Understanding Differences literacy unit that
examined everything from race and ethnicity to varying physical and mental abilities. The Sustainability
Academy was proud to introduce our new pre-k program due to a grant from the Vermont Community
Preschool Collaborative. Finally, our specials teachers have also supported our sustainability theme by
integrating EFS practices into each discipline while collaborating closely with classroom teachers.
A major goal for the school year was to strengthen
and celebrate community. Through the combined
efforts of our Parent Teacher Organization, Family
School Partnership, Stewardship, PBIS, and
Leadership Teams, our sense of community was
deepened and focused.
The SA Schoolyard Transformation Project had an
incredible year. By combining student, parent,
teacher and community energy, the SA campus
began to more clearly reflect and exemplify the
school’s sustainability theme. Key to these efforts
were our partnerships with the UVM
Environmental Landscape Program, Seventh
Generation, ReSource Vermont, and BSD
Property Services.
A Day at the Beach
It is impossible to fully acknowledge the importance of our community partners. We owe a tremendous debt of
gratitude to the following: Shelburne Farms, Champlain College, University of Vermont and the Rubenstein
School of Environment and Natural Resources, Seventh Generation, Community Sailing Center, Intervale
Center, Friends of Burlington Gardens, BTC, CCTA, Local Motion, YMCA, ReSource Vermont, Vermont
Commons School, Burlington Legacy Project, Everybody Wins, AIM, Very Merry Theater, Burlington Parks
and Recreation, VSO, VYOA, and our friends and neighbors in the Old North End.