Champlain Valley Union High School District - Chittenden South ...

Chittenden South Supervisory Union
serving the school communities of Charlotte, Hinesburg, St. George, Shelburne,
Williston and the Champlain Valley Union High School
2012-2013 SCHOOL REPORT
and the
ANNUAL REPORT
of the
Champlain Valley Union High School
District
February 2013
For this report and additional information, visit the Chittenden South Supervisory Union website at:
www.cssu.org

TABLE OF CONTENTS
Chittenden South Supervisory Union
School Report
Champlain Valley Union High School
Annual Report
CSSU School Board Report . . . . . . . . . . . . . 3 CVU School Board Report . . . . . . . . . . . . . . . . . . . . 32
Superintendent of Schools Report . . . . . . . 4 Student Achievement and Participation . . . . . . . . . 33
CSSU Demographics . . . . . . . . . . . . . . . . . . . 5 CVU Fiscal Year 2013 Budget . . . . . . . . . . . . . . . . . 37
Faculty and Staff . . . . . . . . . . . . . . . . . . . . . 6 Three Prior Years Comparisons . . . . . . . . . . . . . . . . 40
Salary Schedule . . . . . . . . . . . . . . . . . . . . . . 7 Comparative Data for Cost Effectiveness . . . . . . . . 41
Curriculum, Instruction and Assessment . . 8 Announced Tuition Rate Calculation . . . . . . . . . . . 42
CSSU Assessment Data . . . . . . . . . . . . . . . . . 9 Warnings, Ballot Questions and Polling Places. . . . 43
Assessment Data by School . . . . . . . . . . . . . 11 2012 Auditor’s Report and Financial Statements. . 46
Other Performance Indicators . . . . . . . . . . 12
Student Support Services . . . . . . . . . . . . . . 15
Connecting Youth in Chittenden South. . . . 16
CSSU Proposed 2013-14 Budget . . . . . . . . . 17
Charlotte Central School . . . . . . . . . . . . . . . 20
Hinesburg Community School . . . . . . . . . . . 22
Shelburne Community School . . . . . . . . . . . 24
Williston School District . . . . . . . . . . . . . . . . 26
Champlain Valley Union High School . . . . . 28
School Board Directory
The governance structure of Chittenden South Supervisory Union includes one local school board for each town, one school board for the
Champlain Valley Union District which oversees the union high school, and one school board for the entire supervisory union. Member
terms are normally two or three years. *Indicates membership on the CSSU School Board.
CVU Charlotte Shelburne Williston
Lia Cravedi, Vice Chair Clyde Baldwin *Russ Caffry, Chair Deb Baker-Moody, Vice Chair
Susan Grasso *Edorah Frazer, Vice Chair Dave Connery Giovanna Boggero
Susan Holson *Lynne Jaunich, Chair *Bob Finn, Vice Chair *Josh Diamond
*Jeanne Jensen Sue Thibault, Clerk *Kathy Stockman *Kevin Mara, Clerk
Lorna Jimerson *Kristin Wright Tim Williams, Clerk *Holly Rouelle, Chair
*Joan Lenes, Asst. Clerk
Polly Malik Hinesburg St. George
Allen Mead Kathy Beyer, Clerk *Kelly Bowen, Vice Chair
Jonathan Milne, Clerk *Lisa Falcone Wendy Goodrich, Chair
*David Rath, Chair *Paul Lamberson, Chair Kelly Sayre, Clerk
Marilyn Richardson
*Colleen MacKinnon
Keith Roberts, Vice Chair
2

CSSU SCHOOL BOARD REPORT
Comprised of representatives from each of the member district boards (Charlotte, Hinesburg, Shelburne, St.
George, Williston, and Champlain Valley Union High School Districts), the Chittenden South Supervisory Union
(CSSU) Board of School Directors meets at least monthly. To assure education excellence for the supervisory
union’s 4100 students, the CSSU Board fosters a culture of collaboration among the member districts to
support the centralized coordination of fiscal services, purchasing, human resources, contract negotiations,
transportation, policy, curriculum development, professional development, student support services,
technology, assessment, and food service.
In addition, each year the CSSU Board identifies topics to help focus board and administrators’ work. This past
year board focus areas included the following:
• Closing Achievement Gaps
• Support Staff and Teacher Negotiations
• Updating Mission/Vision Statements
• Benchmarks and Indicators
• Review and Analysis of Administrators’ Compensation
While each of these issues warrants significant reflection, we would like to highlight the status of our collective
bargaining agreements. With shared interests in providing an education grounded in 21 st century skill sets that
will help our students address complex global issues, Board members worked with support staff and faculty in
the past year to negotiate and reach settlement on two successor collective bargaining agreements: one for
staff and the other for teachers.
In June of 2012, the boards of CSSU and the Union Support Staff agreed to a four-year contract, which runs
from July 1, 2011 to June 30, 2015. In October of 2012, the boards of CSSU and the Chittenden South
Education Association (CSEA) announced adoption of a one-year successor agreement to the 2010-2013
teachers’ contract, which will expire on June 30, 2014. The one-year successor agreement between the CSSU
Boards and the CSEA additionally provides for the creation of three committees charged with making
recommendations in the next negotiation session, including the exploration of issues related to seniority,
reduction in force language, professional expectations, and ensuring a positive climate for future negotiations.
CSSU Board members are very appreciative of our faculty, staff, and administrators and their dedication to
creating conditions for student excellence. And we also acknowledge that our partnership for education
requires significant efforts by all during budget development to balance student needs with fiscal constraints.
Continuing to dialogue about education for 21 st century learning (and funding it) will be a significant part of
this next year’s agenda. Connecting budgets to planning is a part of this dialogue and we urge community
members to engage with their local boards about these issues as we present budgets for voters’ consideration.
Respectfully submitted on behalf of the CSSU Board,
Colleen T. MacKinnon, Ed.D.
CSSU Board Chair
3

Dear Families and Friends of CSSU,
CHITTENDEN SOUTH SUPERVISORY UNION
SUPERINTENDENT OF SCHOOLS REPORT
I am proud to share this annual report –
a compilation of executive summaries,
student and demographic data, and
points of pride in our system of schools.
I hope as you read through these pages,
a narrative will start to form in your
mind – one that points to a system
dedicated to meeting the needs of each
and every student, a system focused on key strategies that
support and enhance student learning, a system, in short, that
has students and student learning at its very core.
I am proud to bring your attention to our newly-adopted CSSU
mission statement. Developed over two and a half years in a
collaborative effort amongst the school boards, administration,
faculty, and staff – and with input from our communities – the
statement reflects our common vision for our students and
provides the framework against which all our efforts are aimed
and our decisions are made.
I am proud to summarize the picture that forms in my mind as I read this report and reflect on our collective
efforts. I see a system dedicated to ensuring success for every student. We do this by providing clear student
expectations, differentiated instruction based on what data tells us about each student, and challenging
curriculum tied to standards. I see a system that ensures a safe and healthy school environment by insisting on
an orderly climate, actively engaging parents and holding high expectations for all. I see a learning organization
dedicated to continuous improvement – one committed to being tenacious and making decisions based on
what the data and research tells us works, rather than past practice or what is popular. I see teachers and
leaders working together to realize our common mission.
I am proud to serve an organization that exemplifies such talent, ambition and creativity. From the school
board to the teachers, from paraeducators to administrators, to bus drivers, cafeteria workers, to
maintenance, data managers and bookkeepers, each one provides an important piece of the system. I am
grateful to be a part of such a system.
We will miss the leadership, wisdom, and dedication of our departing board members: Wendy Goodrich, Lynne
Jaunich, Paul Lamberson, Allen Mead, Holly Rouelle and Sue Thibault. Thank you for your time, energy, and
singular focus on what matters most – our students.
Sincerely,
Elaine F. Pinckney
Superintendent of Schools

CSSU DEMOGRAPHICS
Town Population Over Time
Percent of Students Eligible for Free Change from
2000 2005 2010
& Reduced Lunch Across CSSU 2000
Charlotte 3569 3654 3754 185 5%
Hinesburg 4340 4433 4396
11.0% 11.0%
56 1%
Shelburne 6944 7007 9.0% 7144 9.0%
8.1% 8.3%
200 3%
St. George
6.9% 7.2% 698 689 674 -24 -3%
6.3%
Williston 7650 8262 8698 1048
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
12%
Total Pop. 23,201 24,405 24,666 1465 6%
Source: US Census Bureau, VT State Data Center
School
Year
Student
Enrollment
As of Dec. 1
(see chart
below)
Number of CSSU
Students Eligible
for Free &
Reduced Lunch
Number of CSSU
Students who are
English Language
Learners
2002-03 4496 283 20
2003-04 4451 307 28
2004-05 4474 322 71
2005-06 4376 354 78
2006-07 4325 359 79
2007-08 4276 384 86
2008-09 4250 382 99
2009-10 4220 464 100
2010-11 4204 462 114
2011-12 4164 603 107
2012-13 4110 608 96
Socioeconomic Status:
Median household income per family:
CSSU = $84,438 Vermont = $57,665
Source: http://www.state.vt.us/tax/statisticsincome.shtml
Student Average Daily Attendance:
CSSU’s strong attendance rate averages 95-96% annually.
Ethnic Groups:
93% of CSSU students identify themselves as white/Caucasian, 7% as
African-American, Asian, or Hispanic.
5

FACULTY AND STAFF
Professional Staff:
Chittenden South Supervisory Union currently
employs over 400 professional staff members.
Nearly half of all CSSU teachers are at B60/M30
level and the majority holds advanced degrees
such as Masters, a Masters with additional
credits or a Doctorate.
Class Size:
CSSU complies with the requirements of the VT
School Quality Standards (SQS) by working to
keep class sizes within state prescribed numbers:
“At the elementary level classes in grades K-3,
when taken together, shall average fewer than
20 students per teacher. In grades 4-8, when
taken together, classes shall average fewer than
25 students per teacher. At the secondary level,
the total class rolls of an English language arts
teacher shall not average more than 100
students. In other disciplines, class rolls shall not
average more than 150 students per teacher,
except where the specific nature of the teacher’s
assignment….is plainly adaptable to the teaching
of greater numbers of students while meeting
the educational goals of the program.”
Highly Qualified Teachers:
The 2001 Federal No Child Left Behind Act
(NCLBA) requires that all public school teachers
of “core academic subjects” meet the Highly
Qualified Teacher (HQT) requirements of the
law. The core areas are: English/Language Arts
(including English as a Second Language),
Mathematics, Science, Social Studies, Reading,
Foreign Languages, Art, Music, and the general
endorsement areas of Elementary and Early
Childhood Education. Local Education Agencies
are required to report the percentage of classes
in each school that are taught by teachers who
have not yet met HQT requirements for their
teaching assignment. CSSU schools continue to
make progress toward full HQT status.
Please note: Included is the 2010-2011 HQT
information. The updated 2011-12 HQT
percentages were not yet available from the VT
DOE at the time of publication.
6

SALARY SCHEDULE
CSSU UNIFIED SALARY SCHEDULE
2012-2013
Step YOE at Hire B B15 M/B30 M15/B45 M30/B60
1 0-5 1.000 40,265 1.060 42,681 1.120 45,097 1.180 47,513 1.240 49,929
2 6 1.050 42,278 1.110 44,694 1.170 47,110 1.230 49,526 1.290 51,942
3 7 1.100 44,292 1.160 46,707 1.220 49,123 1.280 51,539 1.340 53,955
4 8 1.150 46,305 1.210 48,721 1.270 51,137 1.330 53,552 1.390 55,968
5 9 1.200 48,318 1.260 50,734 1.320 53,150 1.380 55,566 1.440 57,982
6 10 1.250 50,331 1.310 52,747 1.370 55,163 1.430 57,579 1.490 59,995
7 11 1.300 52,345 1.360 54,760 1.420 57,176 1.480 59,592 1.540 62,008
8 12 1.350 54,358 1.410 56,774 1.470 59,190 1.530 61,605 1.590 64,021
9 13 1.400 56,371 1.460 58,787 1.520 61,203 1.580 63,619 1.640 66,035
10 14 1.458 58,706 1.518 61,122 1.580 63,619 1.640 66,035 1.700 68,451
11 15 1.640 66,035 1.700 68,451 1.760 70,866
12 16 1.700 68,451 1.760 70,866 1.820 73,282
13 17 1.768 71,189 1.820 73,282 1.880 75,698
14 18 1.888 76,020 1.940 78,114
15 19 2.008 80,852
Note: Steps do not reflect years of experience. YOE column is used for new hires only. YOE reflects the number of years of completed experience at the
start of the school year.
RECOGNITION
Diana Burritt, Shelburne Community School music teacher and Jane Krasnow, CVU school counselor were named CSSU Teachers of
the Year by UVM. They were recognized at an award ceremony in October.
CVU English teacher Joe Greenwald was honored at the Lucien Lambert Chapter of the CVU National Honor Society in May as the
2012 CVU NHS Teacher of the Year.
CVU is proud to have two teachers who were awarded the 2012 GE STAR Award. On behalf of the GE Foundation, the Institute of
International Education presented CVU with two financial awards of $500 each to be used for educational purposes. CVU alumni
Eleanor Laukaitis, the recipient of a 2012 GE STAR Award, nominated CVU Math teacher Patty Heather-Lea. Tim Duvernoy, CVU Art
teacher, was nominated for the award by former student Henri St. Pierre.
Four CSSU teachers presented at the annual VSA/Vermont Council of Special Education Administrators Conference at Lake Morey in
May. Bonnie Birdsall, WSD technology integrationist, Sharon Davison, ABS kindergarten teacher, and Maria McCormack and Julie
Rogers, ABS primary teachers, made presentations on Innovations and Transformation.
Charlotte Central School art teacher Alice Trageser was named Vermont Art Educator of the Year.
Heidi Huestis, Charlotte Central School librarian, and Al Fletcher, WCS grades 5-8 Social Studies teacher, were among 30 Vermont
teachers recognized in March for being transformative and innovative educators as part of Vita-Learn’s Project IGNITE.
Several CSSU teachers presented at VTFest, the annual technology in education conference: Al Fletcher, Sharon Davison, Maria
McCormack, Tracey D’Amato, Julie Rogers, Tara Weegar, and Bonnie Birdsall, all from Williston School District, Jessica Wilson from
Hinesburg Community School and CSSU, Ed Bianchi from Charlotte Central School, and Charlie MacFadyen from CVU High School.
7

CONNECTING CURRICULUM, INSTRUCTION AND ASSESSMENT
The goal of the Chittenden South Supervisory Union Curriculum Office is to assist our six schools to provide a
learning environment that nurtures the academic development of every student. To achieve this as well as
program consistency throughout CSSU, meaningful professional development is planned, coordinated and
assessed by the Director of Curriculum, Instruction, and Assessment. Our Curriculum Frameworks, created by
K-12 teacher teams, describe Vermont’s Grade Expectations and the essential skills which guide teacher
planning and instruction. As a Supervisory Union, we regularly update curriculum and assessments to align
with research based ‘best practice.’ The National Common Core Standards have become a significant focus of
our curriculum and instruction work.
The office of Curriculum, Instruction and Assessment is responsible for a range of functions including
supervision of federal grant programs (including Title I, Title IIA, and Title III), ongoing revision and evaluation
of K-12 curriculum, providing professional development for CSSU teachers, development, coordination and interpretation of
assessments, coordination of math and literacy coordinators and the initiatives they facilitate, and oversight of the English Language
Learners (ELL) Program.
Projects currently underway through the CSSU CIA office include: MATH - Coordination of CSSU Math Initiative that includes:
Implementation of Bridges K-5, coordination of Best Practices Math courses and studio work, implementation of Fact Fluency
Assessment Toolkit, data analysis, and professional development focused on Best Practices and Studios K-12 as well as implementation
of the Common Core Math Standards and continued focus on coaching; LITERACY - Revision and implementation of On Demand
Expository Writing Assessment, support for Readers and Writers Workshop instructional model, data analysis, professional
development about the Common Core Literacy Standards and ongoing focus on coaching; SCIENCE - Revision and implementation of
Inquiry Science Tasks, analysis of data, and ongoing professional development in science; PROFESSIONAL DEVELOPMENT - Coordination
of a multifaceted K-12 inservice program that focuses on implementation of the Common Core, Response to Intervention, and Math
and Literacy Best Practice; ASSESSMENT – Continued development and refinement of the CSSU Common Assessment Schedule and
implementation of VCAT.
Molly McClaskey
Director of Curriculum, Instruction and Assessment
CSSU Assessment Data
CSSU uses multiple local, state and national measures to evaluate student progress. A CSSU K-8 Common Assessment Schedule guides
the administration of common assessment tools and practices throughout the K-8 schools (refer to the CSSU website) in literacy, math
and science. The CSSU Assessment Schedule is a living document, continually revised to include updated assessments. The chart below
lists the assessments currently given to CSSU students at each grade level. The following pages contain data regarding performance on
state and national assessments in 2011-12.
Grade CSSU Local and State Assessments 2011-2012
K-8
K
1
2
3
4
5
6
7
8
Word Study & or Spelling Assessment, On Demand Writing Prompts, CMA (Common Math Assessment) Gr. 1-8 and Fact Fluency
Assessments, Benchmark Assessment System (BAS) in Reading and Comprehension and Inquiry Science Task Assessment
BAS, Primary Number Observation Assessment (PNOA) AIMSWeb Phonological Screening, Fundations Unit Assessments, On Demand Writing
Prompts, Bridges Unit Assessments, Inquiry Science Task Assessment
BAS, Fundations Unit Assessments, AIMSWeb screenings, On Demand Writing Prompts, CMA, Fact Fluency, Bridges Unit Tests, Inquiry
Science Task Assessment
BAS, Fundations Unit Assessments, On Demand Writing Prompts, Physical Education, Music, AIMSWeb screenings, CMA, Fact Fluency,
Bridges Unit Tests, Inquiry Science Task Assessment
New England Common Assessment (NECAP) - Math & Reading, BAS, AIMSWeb screenings, On Demand Writing Prompts, CMA, Fact Fluency,
Bridges Unit Tests, Inquiry Science Task Assessment
New England Common Assessment (NECAP) - Math, Reading & Science, BAS, AIMSWeb screenings, On Demand Writing Prompts, Physical
Education, CMA, Fact Fluency, Bridges Unit Tests, Inquiry Science Task Assessment
New England Common Assessment (NECAP) - Math, Reading & Writing, BAS, AIMSWeb screenings, On Demand Writing Prompts, CMA, Fact
Fluency, Bridges Unit Tests, Inquiry Science Task Assessment
New England Common Assessment (NECAP) - Math & Reading, Degrees of Reading Power (DRP), On Demand Writing Prompts, Music, CMA,
Fact Fluency, Inquiry Science Task Assessment
New England Common Assessment (NECAP) - Math & Reading, Degrees of Reading Power (DRP), On Demand Writing Prompts, Physical
Education, CMA, Fact Fluency, Inquiry Science Task Assessment
New England Common Assessment (NECAP) - Math, Reading, Writing & Science, Degrees of Reading Power (DRP), On Demand Writing
Prompts, World Language, Algebra, CMA, Fact Fluency, Inquiry Science Task Assessment
9 Writing Mechanics, Degrees of Reading Power (DRP), CVU Course Assessments
10 Degrees of Reading Power (DRP), CVU Course Assessments, PLAN Assessment and PSAT
11 New England Common Assessment (NECAP) - Math, Reading, Writing & Science, CVU Course Assessments, SAT, ACT
12 CVU Course Assessments
8

CSSU NECAP RESULTS
9

Percentage
(%) of
Students
Scoring
Proficient or
Higher
CSSU - NECAP Subgroup Data Fall 2011, Spring 2012
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11
R M R M S R M W R M R M R M W S R M W S
All 84 77 82 82 70 80 75 52 86 79 85 76 90 78 74 52 86 52 66 54
Male
Female
White (non-
Hispanic)
Limited English
Proficient
Non-limited
English
Proficiency
IEP/Special
Education
Non-
IEP/Special
Education
Lower
Socioeconomic
Status
Higher
Socioeconomic
Status
81 79 74 80 66 74 73 44 80 76 81 76 88 77 66 53 81 53 59 56
87 76 91 84 73 86 77 63 93 82 89 77 91 80 84 52 91 51 76 52
84 80 83 82 70 81 77 54 86 79 84 78 90 79 75 53 86 53 68 54
- 80 70 100 60 - - - - - - - - - - - - - -
85 78 82 82 70 80 76 53 85 80 85 76 90 79 75 54 86 53 68 55
38 34 21 35 24 21 33 4 17 10 37 18 41 21 21 12 33 2 20 0
87 81 89 88 75 85 79 57 93 86 92 86 95 87 81 58 93 59 74 60
72 61 54 64 41 64 41 29 55 45 56 31 63 42 42 21 57 29 40 22
86 81 87 86 74 81 79 56 89 83 89 83 93 84 79 58 89 55 70 57
Total # of
Students in
subgroups
Number of
Students
Tested
Limited English
Proficient
IEP/Special
Education
Lower
Socioeconomic
Status
298 298 311 310 310 297 297 297 305 304 314 314 302 302 302 297 341 342 343 335
12 12 10 10 10 9 9 9 6 6 2 2 8 8 8 8 10 10 10 10
21 21 34 34 34 24 24 24 30 30 43 43 34 34 34 34 43 43 44 35
46 46 42 42 49 31 31 31 29 29 41 41 36 36 36 44 35 35 35 37
10

NECAP ASSESSMENT DATA BY SCHOOL
Charlotte
Central School
Hinesburg
Community School
Shelburne
Community School
11

Williston
School District
Champlain Valley
Union High School
OTHER PERFORMANCE INDICATORS - Champlain Valley Union High School
12

OTHER PERFORMANCE INDICATORS - Champlain Valley Union High School
Technical Center Enrollment
BTC CTE Total
2007-08 6 45 51
2008-09 12 44 56
2009-10 14 44 58
2010-11 18 42 60
2011-12 23 40 63
2012-13 17 41 58
13

CLASS OF 2012 COLLEGE ACCEPTANCES
Albany College of Pharmacy
Alfred University
Allegheny College
Bard College
Barnard College
Bates College
Bennington College
Bentley University
Boston College
Brandeis University
University of British Columbia
Carnegie Mellon University
Castleton State College
Champlain College
Chapman University
Clarkson University
Colby-Sawyer College
Colorado College
Colorado State University
Columbia College
Community College of Vermont
Connecticut College
Cornell University
D’Youville College
Dartmouth College
University of Delaware
Denison University
University of Denver
Duquesne University
Eckerd College
Elon University
Franklin Pierce University
Georgetown University
Gettysburg College
Green Mountain College
Guilford College
Hallmark Institute of Photography
Hamilton College NY
Hampshire College
High Point University
Hobart & William Smith Colleges
Ithaca College
James Madison University
Johnson & Wales University
Johnson State College
Keene State College
Kenyon College
Lafayette College
Lewis & Clark College
Lincoln Technical Institute
Lyndon State College
Macalester College
University of Maine
Massachusetts College of Art & Design
Massachusetts Institute of Technology
University of Massachusetts, Amherst
University of Massachusetts, Boston
University of Massachusetts, Dartmouth
McGill University
Mercyhurst College
University of Michigan
Middlebury College
University of Mississippi
University of New England
New Hampshire Institute of Art
University of New Hampshire
New York University
University of N. Carolina, Asheville
Northeastern University
Pace University, NYC
Pennsylvania State University
Plymouth State University
Queen’s University
Quinnipiac University
University of Rhode Island
Rochester Institute of Technology
Roger Williams University
St. Anselm College
St. Joseph’s College, ME
St. Joseph’s University
Saint Michael's College
The Salon Professional Academy
Salve Regina University
San Diego State University
Savannah College of Art and Design
School of the Museum of Fine Arts
Skidmore College
Smith College
University of Southern California
University of Southern Maine
Southern Methodist University
Southern New Hampshire University
St. Lawrence University
St. Olaf College
State University of New York at Albany
Stetson University
Stonehill College
SUNY College at Cortland
Syracuse University
The University of Tampa
The University of Texas, Austin
The Art Institute of York, PA
Union College
Vermont Technical College
University of Vermont
Villanova University
Wake Forest University
Wentworth Institute of Technology
Westminster College
Wheaton College IL
Whitman College
Worcester Polytechnic Institute
Yale University
Of the 343 students who graduated in CVU’s Class of 2012,
227 are attending the above post-secondary institutions.
14

STUDENT SUPPORT SERVICES
CSSU is committed to ensuring that all students are able to achieve the CSSU mission. At times,
students may require accommodations, modifications, additional intervention or specialized
instruction that is designed to meet their individual needs in order to experience success in school.
Students who require support services are identified within our Tiered System of Instruction, with
an emphasis on early identification and intervention. In addition, CSSU completes “child find”
activities mandated by federal law, taking referrals from parents, teachers, human service agencies
and the medical community. Support services fall into one of three broad categories -- special
education services, protection from discrimination under Section 504 of the Rehabilitation Act, and
support provided by a school’s Educational Support System (ESS) under Vermont’s Act 117.
In addition to the programs outlined below, our office serves as the liaison for numerous local, state and federal programs
that provide services to students such as: guidance personnel, school nurses, CY - Connecting Youth, The McKinney Vento
Act for the Education of Homeless Children, School Psychologists, Occupational Therapists, the Community Skills Program,
ELP – Early Learning Partnership, Children’s Integrated Services – Early Intervention (CIS-EI; formerly known as FITP),
Medicaid, and Head Start.
Special Education: Special education provides services to eligible students with disabilities between 3 and 21 years of age.
Early Essential Education (EEE) provides services to eligible students between the ages of 3 and 5. Students from ages 3
through 21 who are receiving services through an Individual Education Plan (IEP) have been identified as having a disability
which adversely effects their education and are in need of specially designed instruction and related services to address
their unique educational needs. Criteria for eligibility for special education services are defined by state special education
regulations required under the Individuals with Disabilities Education Improvement Act (IDEIA). Over the past five years, an
average of 11.3% of our students have been identified as having one or more disabilities.
Children’s Integrated Services – Early Intervention (CIS-EI): CIS-EI serves children from birth to age 3 who meet the
eligibility criteria defined by the State Department of Education regulations. The program provides family-centered early
intervention for children from birth to age three who have, or may be at risk for, a delay in their development.
Section 504 of the Rehabilitation Act of 1973: Section 504 is a Civil Rights Act that provides people with disabilities
protection from discrimination. Students protected under Section 504 have been identified as having a disability that
substantially limits a major life activity such as caring for one’s self, breathing, walking, seeing, hearing, speaking or
learning. Services and/or accommodations are provided to students who meet the eligibility criteria to guarantee equal
access to education.
Act 117: Under Vermont’s Act 117 each school maintains an Educational Support System (ESS), which includes an
Educational Support Team (EST) and a range of support and remedial services to provide assistance to students who need it
in order to succeed in the general education environment. The system provides a means for schools to address varying
student needs using a prevention model, providing necessary intervention when students are struggling and monitoring
their progress.
Essential Skills/Title I Services: Students who need support, often identified through ESS, can access it from a variety of
sources. Some of our schools are eligible to receive federal funds, in this case called Title I, which is based on the percent of
students eligible to receive free and reduced lunch. This money helps to fund intervention services for students. All schools
also use local monies to support intervention services for students.
Meagan Roy
Director of Student Support Services
15

CONNECTING YOUTH IN CHITTENDEN SOUTH
CY was created in 1990 as a volunteer organization and has grown to become a
district-wide prevention coalition with 9 staff (approximately 5 equivalent full
time employees). Our mission is to promote a culture that develops in our youth
the power and conviction to make healthy choices. Our strategies include
comprehensive planning and coordination of education, prevention, and early
intervention programs. We believe that success can be achieved only by involving
all segments of our schools and community and we partner with more than 150 businesses and
organizations in our work. Many of CY’s programs are school based (the Student Assistance
Program, CY Mentoring, CY LEAD and Improv youth based prevention groups, and researchbased
prevention/health curricula), while others are community-wide (parent education, social
marketing campaigns, START party patrols, healthy community design, etc.) These programs are
not extra supports for youth, but are critical in helping our schools meet state prevention
education requirements and ensure academic excellence while also contributing to a safe and
healthy community.
Does Prevention Work? You Bet It Does!
Not only does the vast body of research show that substance abuse prevention efforts decrease
the rate of substance use disorders in a variety of settings, but our local evaluation confirms this.
CY uses the Youth Risk Behavior Survey to assess progress on our prevention goals and we have
seen significant gains over the past 15 years. Not only do CY’s prevention programs improve the
health and wellness of youth, they also make financial sense. If we invest in youth prevention
efforts today, we can save money on the social and treatment costs associated with substance use
and addiction tomorrow. Recent data indicates that for each dollar invested in research-based
prevention programs, a savings of up to $10 in treatment for alcohol or other substance abuse
can be seen (National Institute for Drug Abuse brief, 9/2009).
Some 2012 Successes
Student Assistance Program (SAP) – SAP’s at the middle and high school met with more than 160 students who were struggling with
their own or someone else’s substance use. Additionally, CY's SAPs provided more than 400 hours of structured evidence-based
substance use/abuse education to students across CSSU.
CY Mentoring - Linked 130 5th-8th graders with caring adults in the community. In 2011, CY Mentoring participated in a statewide
evaluation of mentoring programs and was recognized for implementing the highest quality school based mentoring program in the
state where more than 80% of both mentors and students rated the program as “excellent.” Youth involved in CY Mentoring
experienced an improved sense of connectedness and teachers reported positive changes—45% said that youth participants showed a
better attitude toward school and 33% saw improved school work.
Leadership Education—The Anti-Drug (LEAD) and CY Improv – CY’s prevention and leadership program and improv troupe were active
and reached more than 400 students through speaker presentations, substance free activities and peer leadership education.
LEAD By Example, CY’s parent initiative to help reduce underage drinking continued to increase parents’ knowledge of social host laws
and provided a myriad of resources and recommendations for how to talk to their children about difficult topics.
Funding
CY is funded by numerous self-generated grants, support from the Chittenden South
Supervisory Union and donations from individuals and businesses. As grant dollars
diminish, many vital support services offered by CY are in jeopardy. Please consider
becoming a “Partner in Prevention” by visiting our website at seewhy.info to find out
about the many ways you can support prevention efforts in CSSU and to make your
tax-deductible donation today. If you have any questions or would like to learn more
about CY, please contact CY’s Director, Christine Lloyd-Newberry at (802)383-1230 or
by email at cnewberry@cssu.org.
We sincerely appreciate your support and wish you all the best in 2013!
CY Board of Directors
CY Board of Directors: Mitch Baron, Chair; Duncan Wardwell, Vice-Chair; Matt Bijur, Audrey Boutaugh, Jim Buell, Allison Giroux, Jill Gorman, Joan Lenes,
Jennifer Mitchell, Shannon Ryan, Dan Shepardson, Aaron Steif, Rosemary Webb, Gretchen Williamson
16

OUR SCHOOLS
Charlotte Central School (PreK-8)
Hinesburg Community School (PreK-8)
Shelburne Community School (PreK-8)
Allen Brook School (PreK-2)
Williston Central School (3-8)
Champlain Valley Union High School (9-12)

CHARLOTTE CENTRAL SCHOOL
As co-principals at CCS we are pleased and proud to share the educational leadership for such an
amazing learning community. Being part of a leadership team has been a wonderful and rewarding
experience as we have the opportunity to work with students, families, and of course, our outstanding
staff. It is our goal to maintain and nurture a school climate where student learning is at the core in an
environment that feels respectful, safe, and engaging. We approach this goal with a collaborative
spirit, knowing that it will take all stakeholders working together to help our students do their very
best learning. We are honored to be part of this great endeavor to help every child reach their
potential as learners and look forward to reaching new heights at CCS this year.
Response to Instruction (RtI) – (aka Response to Intervention or Tiered System of Instruction and Intervention)
The National Center of RtI provides an excellent definition in their 2010 document, A Closer Look at Response to Intervention:
“Response to Intervention integrates assessment and intervention within a multi-level prevention system to maximize student
achievement and to reduce behavioral problems. With RtI, schools use data to identify students for poor learning outcomes, monitor
student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a
student’s responsiveness, and identify students with learning disabilities or other disabilities.” At CCS we have implemented RtI and a
tiered system of instruction and intervention through a comprehensive Student Support System that is designed to help instructors
identify and meet the needs of all students in all levels. One important goal of effectively implementing RtI is to improve the
effectiveness of instruction for all learners. We will continue to examine and refine our practices in order to maximize student
achievement.
School Climate
Positive Behavior Interventions and Support (PBIS)
Much like RtI, PBIS is designed to help adults better identify and meet
the needs of students. The desired outcome in this case is for students
to maximize their opportunities to practice positive and safe behavioral
choices. At CCS, as in other PBIS schools, we go out of our way to notice
and recognize positive behavior and take the time to celebrate those
successes with individuals and with the school as a whole. A small
number of simple expectations, or rules, are identified and reinforced
with all students consistently throughout the year. At CCS those
expectations include: Respect Yourself, Respect Others, and Respect
Property. As with RtI, it is imperative to maintain quality data-sets that
are monitored continuously to help us ensure that we are being effective
in our supports to students. The School Climate Committee has
developed a multi-year action plan to support a positive school climate
at CCS.
Professional Development
Professional development for teachers and staff drives our instructional improvement and is ongoing. Since the fall of 2010, we have
embarked on a three-year embedded professional development initiative to increase our skills in providing differentiated instruction.
Bill Rich, a local consultant specializing in differentiated instruction, has been working with our faculty to enhance skills in researchbased
strategies and tactics that accelerate learning for all students. In addition, we are proud to have all teachers of mathematics
participating in a multi-year professional development journey in Best Practices in Teaching Mathematics. This course is followed by a
three year cycle of studio teaching sessions designed to grow teachers’ capacity in delivering the most effective math instruction.
Literacy
Teaching students to read, write, and communicate effectively with the English language is certainly one of our biggest foci. In order to
effectively implement RtI as described above, we utilize a variety of assessment tools to assist with the monitoring of students’
progress in literacy. One such assessment tool is the Fountas and Pinnell Benchmark Assessment System (BAS). This assessment
involves a 1:1 session between the teacher and student and provides valuable information about students’ ability to read and
20

comprehend leveled texts. Teachers were trained on the use of this assessment during the 2010-2011 school year and continue to use
it to inform their instruction. Additionally, the Literacy Committee is implementing a three year action plan with the focus on
developing Standards of Practice in Writing for grades K-8.
Math
We are pleased to report that the implementation of the Bridges in Mathematics program continues to go well. Third through fifth
grades are in their second year of implementation this year. K-2 students and teachers are in year three of using the program. Teachers
are excited by the opportunities that the Bridges program offers to extend student
thinking and conceptual understanding of key mathematical components. Students
also seem to enjoy the fun way the material is presented and the engaging
manipulatives that are used. The purchased math “program” is only one piece of the
larger “Math Instructional Program”. Our instructional program in math includes a
systemic and comprehensive approach to K-8 math instruction which encompasses
instructional leadership, professional development, instructional delivery, alignment
of instructional materials and text with research and standards, student assessment
and program evaluation. As in literacy, the CCS Math Committee is implementing a
three year action plan with the focus on enhancing mathematics instruction for all
students.
Science
One measure that we use to inform our practices in science instruction is the annual Science NECAP assessment given to 4 th and 8 th
graders in the spring. Results indicate that more students at CCS achieve levels of proficient or better on this assessment than both
their CSSU district and their Vermont State counterparts for the last five years. Although these scores are comparatively strong, we are
not satisfied with the mastery-level of our students on the content as presented in this assessment. In order to improve science
instruction and content mastery, CCS staff will continue to analyze NECAP Science results as well as other local science assessments,
and make informed decisions about adjustments to instructional delivery. CCS science lead-teachers, with the support of the coprincipals
and the CSSU Science Curriculum Committee, are developing common science inquiry assessments and support teachers
across the grades. We will continue our work to implement the initiatives and action steps in the CCS Science Action Plan.
New Wing Replacing 1949 Building
In 2009, the 1949 section of the building was showing significant signs of age. After repairs and renovation to the existing structure
were explored, a bond was proposed to the community. The community passed a bond and the decision was made to raze the 1949
building, and construct a new, more energy and space efficient facility in its place. The demolition of the ’49 building began in July of
2010, with construction on the new facility quickly following. Students and staff were able to occupy the other sections of the building
throughout the 2010-2011 school year while the construction of the new wing proceeded. The project was completed on time in June,
2011 with the new wing officially opening in September, 2011. The new space houses 3 classrooms, elementary and middle level
school counselor offices, special education offices and small group instructional spaces, as well as new staff and student restrooms.
CCS students, families, and staff are thrilled to be learning together in this bright new learning space.
Respectfully submitted,
Greg Marino, Co-Principal, PreK-4
Audrey Boutaugh, Co-Principal, Gr. 5-8
Charlotte Central School • 408 Hinesburg Road • Charlotte, VT 05445
www.ccsvt.org
Administration: Greg Marino, Co-Principal; Audrey Boutaugh, Co-Principal; Connie Engle, Special Education Coordinator
21

HINESBURG COMMUNITY SCHOOL
HCS has a dedicated staff and tremendous parent and community support which allowed us to
have a great year. We continue to review our instructional program and our delivery of
instruction to our students in order to insure that we are delivering a quality curriculum for all of
our children with declining
resources. Our enrollment
remained stable and a slight
increase is projected for next year.
Highlights from HCS this year include:
As a school community we continue to develop our
Primary, Intermediate, and Middle School teams
made up of teachers, special educators and paraeducators
Continuation of professional development with all
staff on Best Practices in instruction and the use of
student data to drive instruction
Further work with staff on co-teaching between classroom teachers and special educators to best meet all
student needs
Professional development with all staff on the Common Core Standards to be implemented over the course of
the next two years
Integrating technology and determining its potential uses in the instructional process remained a priority
Positive behavior supports and the further development of our “Be a Star Program” for students and adults
Healthy Kids initiative relative to nutrition and exercise and the promotion of a healthier lifestyle for students
22

and adults
School menu development with less salt /sugar and increased daily serving of fresh fruits/vegetables
Adoption of a trimester system for the delivery of instruction and the reporting of student progress
Our Parent Group, PIE (Partners In Education), completed the renovation of our playground and expanded our
school garden
Continued development of Part II, our after school program, under the leadership of Jeff O’Hara
Tim Peet, Buildings & Grounds Supervisor, along with his staff have done a wonderful job of providing us with a
clean and inviting learning environment
Moving forward in the coming year we
will be challenged by the loss of
additional funding from federal sources.
This funding has been declining in the last
few years and has caused us to closely
evaluate how we deliver our programs.
This has led to reflection and evaluation
on our part which in the end will build a
stronger overall program for our children
as we rededicate ourselves to the work
which needs to be done.
I wish, along with our entire staff, to take
this opportunity to thank our parents,
volunteers and community members for your tremendous support on a daily basis in support of our children. As a school
community, we could not achieve what we do without your daily contributions of time, dedication and financial support
in helping us address the various needs of our students and school community.
Respectfully submitted
Robert Goudreau, Principal
Hinesburg Community School • 10888 Route 116 • Hinesburg, VT 05461
www.hcsvt.org
Administration: Robert Goudreau, Principal; Jeff O’Hara, Assistant Principal; Laura Smith, Special Education Coordinator
23

SHELBURNE COMMUNITY SCHOOL
From the very beginning this school year has been grounded in change. We bid a sad farewell to
Co-Principal Allegra Miller as she retired in July, but were incredibly fortunate to welcome Pati
Beaumont to the SCS family. Pati comes to us after a long, successful tenure as the principal at the
Rutland Town School. We continue to change as a school to better meet the strengths and
academic needs of all our students in an environment that is safe, nurturing and inspiring.
Throughout the entire school, our work has been grounded around a new CSSU and SCS Mission
Statement. As it states, we truly are committed to developing students who learn actively and
collaboratively, think creatively and critically, live responsibly and respectfully, contribute positively
to their community, and pursue excellence in their individual pursuits.
Our School Action Plan serves as a guide to our continued growth as we prepare our students for success in high school and beyond.
We invite you to read our full Action Plan on our SCS website, but will briefly summarize our progress in each area in this report.
Math
● Expand teacher instructional skills to ensure that all students receive a high level of mathematics instruction
● Support teachers to allow full implementation of Bridges Curriculum in grades K-5
These two goals are part of the CSSU K-8 Math Initiative and the focus of our efforts to continue to improve our math program,
evidenced by continuing improvement in our NECAP scores at all grade levels. Over the next two years all SCS math teachers in grades
K-8 will be participating in professional development helping us all move towards research based best instructional practices. The
Bridges math program that we transitioned to two years ago is now well established and is making the positive impact on student
learning that we had hoped for. In middle school our teachers are working to align the curriculum of the Algebra Placement Program
with the Algebra 1 course at CVU to assure that students are well prepared for their high school math courses. Teachers have also
begun the transition to aligning our curriculum with the new Common Core State Standards that will be the basis of our curriculum by
the 2014 school year.
Literacy
● Students will improve in their ability to analyze and respond to complex text
● Implement strategies to guide student writing in a consistent manner across
grade levels
Throughout all of CSSU the focus of much of our professional development has
been on improving our students’ ability to read and analyze complex,
informational text. Teachers have been working to implement specific teaching
strategies in all content areas, not only in language arts class but science, social
studies, math and even the unified arts such as music and art. Unit and lesson
plans have also been revised to incorporate new strategies for vocabulary and text
analysis. Much of this work has been done collaboratively with teachers from all K-8 CSSU schools working together to strengthen this
work for all of our students. Our usage of the Vermont Young Writer’s Digital Classroom Project, an online collaborative writing
community, has continued to expand and is having positive results for engaging our students in both reading and writing.
Science
● To improve student achievement in science by enhancing instructional practices
We continue to work as a school and with CSSU to develop common assessments (anchor tasks) that both model and assess science
inquiry. The NECAP Science tests (given in May to students in grades four and eight) highlighted that this ongoing work has been
successful, with our middle school students improving over 10% from their scores in 2011. This data also highlighted the need for us to
focus on the process of inquiry, and therefore developing units for hands-on exploration has been the focus of professional
development for science teachers this year. We also are fortunate to be able to continue our collaboration with the PTO that provides
all students in grades K-3 with regular access to the Hands-On Nature curriculum, as well as our continued partnership with Shelburne
Farms to provide some outstanding field trip opportunities for all students.
Social Studies
● Continue to develop differentiated units of study for all students in Grades K-8 in Social Studies.
This past summer several teams came together for full collaborative days to create and extend units that explore topics such as the
history of Shelburne, the nature and ecology of Shelburne Farms, or relationships between revolutions such as the American, French
and current Middle East. Our middle school teachers have focused on clarifying the core set of essential questions that will guide the
alignment of both curriculum and assessment on all teams over the coming years. Our curriculum has been enriched as we have
hosted a visiting teacher from Thailand for two months. During her time at SCS, she has been in many classes teaching about the
language, culture, art and history of her home country.
24

School Climate, Wellness and Health
● To facilitate communication and interactions in the school community in order to strengthen positive relationships and foster
mutual knowledge and respect.
● Create a school-wide culture which encourages and supports students’ healthy growth and wellness
In early January, SCS was nominated as one of only three schools in Vermont to be recognized by the US Dept. of Education as a Green
Ribbon School, a tremendous honor! This recognition was in response to the outstanding work of our school wide Wellness committee
and the entire staff’s efforts to achieve these action plan goals. Through projects such as Walking Wednesdays, Fit February, and
middle school Skills4Life, students and teachers work together to promote overall health and wellness. The SCS FEED Committee has
promoted healthy eating throughout our school including our school cafeteria, started SCS vegetable and herb gardens, and promoted
nutrition through taste tests and classroom activities such as Salsa Week. We also continue to build on and develop the support
systems and practices that promote responsible and independent positive student behavior and learning. Through our guidance
curriculum and the Responsive Classroom model, we are working hard to ensure a positive school climate and safe environment for all
SCS students and staff.
Arts Integration
● Inform and celebrate the arts integration efforts of SCS faculty through frequent sharing with staff, parents and community
Recognizing that music, visual arts, drama and motion can enrich our students’ learning in every area, our goal has been to seek ways
to make intentional connections between core concepts of math, literacy, science and social studies and the arts. With grant funds
from the Vermont Arts Council, Artists in Schools program, eight teachers have been working with artists from the Flynn to incorporate
theater, dance and music into their core curriculum. Collaborations with drumming and math, painting and poetry, drawing and
storytelling are just a few of the creative connections staff members have made throughout the past year. The performing arts
continue to be a vibrant part of our community, with opportunities for students to participate in a variety of vocal groups, bands, and
even a spring school musical. Over twenty students were selected to participate in the Chittenden County District Music festival, based
on their outstanding auditions. This was especially exciting since it had been many years since we have had students participate in this
excellent opportunity.
In order to meet these goals, Shelburne Community School is very fortunate to be able
to provide all of our students and teachers with access to state of the art technology
resources. Our school has a robust wireless network with eight carts of laptops spread
throughout the school in addition to two computer labs. Much of our school
communication such as the newsletter, team updates, and even school closure
information is now transmitted electronically to families. It is not uncommon for
assignments to be turned in, assessed, revised and noted on a grade report for
students/parents - all without a single sheet of paper being exchanged. We continue
to find additional ways to integrate technology into all curricular areas and to realize its
potential as an effective and engaging learning tool. Teachers and students have been
using Google docs, blogs, wikis, photo stories and websites to research, explain,
evaluate, respond, communicate and enhance their instruction. There is also
intentional instruction on the potential downsides of this digital technology, with lessons on digital communication, cyber bullying and
internet safety taught at appropriate levels.
We have a strong commitment to meet the strengths of all children, and support this through other initiatives as we look at the
“whole” child. For grades K-2 we kicked off the year with a month-long hosting of the Imagination Playground sponsored by the Green
Mountain Children’s Museum. The “playground” is actually a large box full of blue, molded foam cubes, noodles, bricks and cogs that
our students used to build and rebuild in creative and collaborative ways. We have after school “Homework and Help” clubs to extend
the day for students in grades four through eight who may need extra support keeping up on their studies. Over seventy percent of
our middle school students participate in our extracurricular program which includes sports, performing arts, and SKAT (Shelburne Kids
Activities Together) which offers activities such as fly tying, robotics, international cooking, astronomy and calligraphy. Fire Safety Day
continues to be supported through the generosity of our local firefighters. Our PTO, with help from generous town businesses, has
sponsored many of these events, as well as continuing to support teams, special teacher projects and our facility. We are very
fortunate to be part of a community which is committed to ensuring that “each child investigates, masters and applies the knowledge,
skills, values and behaviors necessary for lifelong learning and meaningful participation in a global society.”
Respectfully Submitted,
Allan Miller and Pati Beaumont - SCS Co-Principals
Shelburne Community School • 345 Harbor Road • Shelburne, VT 05482
www.scsvt.org
Administration: Allan Miller, Co-Principal; Pati Beaumont, Co-Principal; Scott Orselet, Special Education Coordinator
25

WILLISTON SCHOOL DISTRICT
“Creating the Future Today!” We use these words to create a sense of urgency
around the work we do “today” with our students and how important it is to
use every moment we have wisely in educating our children. Williston
supports innovators. In order to educate students for the 21st century, we
must prepare them for their future and the world they will face - an ever
changing landscape that will require them to be lifelong learners. To do that
and to make sure our students can compete globally, we need to continually
push the boundaries and framework of education and adopt the innovations
our faculty develop to attain this goal.
We also need to remember what truly makes a difference in educating every student. The key words include TEACHER -
prepared and knowledgeable of the best and next educational practices. SCHOOL - systems in place to provide a safe,
supportive learning environment for all students. RELATIONSHIPS - with students, parents and co-workers. TIME -
learning is the constant - time is the variable. EARLY INTERVENTION - all students have rich educational experiences
before entering public school.
This year, we continue to work with our TEACHERS on expanding their knowledge of best practice in math, increasing
their skills and practices when teaching science, and expanding the use of technology as a tool in all instructional areas.
Teachers have also spent inservice time preparing for the implementation of the Common Core, which has been adopted
by the State of Vermont and most of the country as the instructional guidelines for all Vermont students.
Each SCHOOL has adopted the PBIS philosophy. This entails developing a
school wide system of student expectations and rewarding students
when they are caught doing the desired behavior. When either enough
“buzzies” or “smart cells” have been collected, students earn a school
wide celebration. There are three levels of implementation. The first is
universal - expectations for all students. Most students will learn the
desired behaviors at this level. Phase 2 is targeting students who may
need a little more individualized reinforcement to help them learn the
expected behaviors. Both schools are at Phase 2 this year.
We continually stress the importance of RELATIONSHIPS. Students work harder for teachers that they know and respect.
Teachers also have to learn about and form a relationship with their students. In addition, parents are part of the triangle
of support. If the student, parents, and teacher are working closely together, student learning increases. We also know
that students will face challenges along the way. It is part of maturing. A strong triangle will help students weather the
trials and tribulations of growing up.
We have increased the length of the day for some students in two ways by
offering more learning TIME after school. The SPARK Academy was
created this year for students in grades 5-8 who need more time to master
the skills and knowledge to help them be successful learners. SPARK also
has an enrichment component to help provide students broader life
experiences to draw upon in the future. An important characteristic of
SPARK is small group targeted instruction based on student need. There
are approximately thirty students in the Academy. In addition to SPARK,
every house from grade 3-8 has a house-based extended day club. This
26
6

esource provides up to three hours of additional help for students after school. The help is in the form of homework
completion as well as direct instruction in skill areas. Approximately 48 students can attend house-based tutoring weekly.
By the time students arrive at school they either have already had great experiences leading up to the beginning of their
school career, limited experiences, or every level in between. EARLY INTERVENTION is essential if we want every child to
arrive at school healthy and ready and eager to learn. We have developed two initiatives to address student
preparedness. First, every newborn child in Williston and St. George receives a welcoming package developed by the
town library and school. The packet contains tips for raising a child at different ages as well as activities that will help
children to have the stimulation needed to develop cognitively. The packet also contains a book for parents to read to
their child (donated by the Williston - Richmond Rotary) and Williston library registration information so parents can use
this wonderful resource to obtain all of the information available (including a free book when the registration is presented
to the library staff) to help them raise a healthy, happy, baby. We have also hired an educator to help parents access the
resources available to them in Williston through different agencies. This educator is working with our local preschools to
help coordinate their program with the school’s expectations so that when students arrive at the schoolhouse door, they
are well prepared to embark on their educational career.
This year Williston was chosen as the “Best Place to Raise Kids in Vermont” by the Bloomberg BusinessWeek, a New York
based weekly magazine and website. “Public school performance and safety were weighed most heavily,” the article
notes. This is a community effort and we thank the town government as well as faculty and staff, parents, and
community members for their support - making this acknowledgement possible.
We continue to provide a sound education for all of the students in Williston. Continuous improvement and innovation
will always be part of our work.
Walter Nardelli, Williston District Leader
John Terko, Allen Brook School Campus Leader
Jackie Parks, Williston Central School Campus Leader
Carter Smith, Student Service Director
Williston Central School • 195 Central School Drive • Williston, VT 05495
Allen Brook School • 497 Talcott Road • Williston, VT 05495
www.ccsvt.org
Administration: Walter Nardelli, District Principal; Jackie Parks, WCS Campus Leader;
John Terko, ABS Campus Leader; Carter Smith, Special Education Coordinator
27

CHAMPLAIN VALLEY UNION HIGH SCHOOL
Happy 2013! I wish everyone a joyful, healthy and successful new year. Also, I would like to express a
heartfelt "Thank You" from the school community for your continued support of learning at CVU. Due
to your strong support CVU students feel connected to our school community and are actively engaged
through a breadth of learning opportunities across classrooms, labs, stages, fields, international travel
experiences and online. As more and more people around the world become educated and access to
information grows exponentially it is imperative that the CVU community continue to shape the
education of our students for this changing world. Continued advocacy from the community for CVU,
even in the shadow of a challenging economy, demonstrates your resolve to improve learning for our students. Thanks!
This determination is even more important in the upcoming years as CVU prepares to improve learning through our
mission and vision-driven work. At the center of this work are CVU’s transferable skills: Communication, Reading, Writing,
Critical Thinking, Goal-Setting, Habits of Learning and essential content: Mathematics, Science, World Languages, Arts and
Wellness. Through the continuous improvement of these transferable skills and essential content via important content
across our curriculum CVU students will be prepared for our ever-changing world.
Specifically, our educational vision encompasses three areas that we believe will enhance student learning:
Instruction
This area focuses on curriculum, instruction and assessment via differentiation, standards-based instruction &
assessment, formative & summative assessment methodology, and integrated learning. It is a more specific and
intentional approach to teaching so we can meet students where they are in terms of background knowledge
and skills and help them to move forward. To accomplish this we need to maintain reasonable class sizes and
overall student-teacher loads. Currently, 9 th grade Core teams and 10 th grade English/Social Studies teams are
instructing, assessing and reporting on student progress on standards and we have seen great growth in skill and
content acquisition.
Communication
This area challenges teachers and students to develop and implement a standards-based e-portfolio system that
empowers students to capture and convey essential information about their skills, strengths, challenges, goals,
interests, and learning styles. This essential information will be used by students, teachers and parents to reflect,
share and plan for the future. Currently, over twenty advisors are working with their 10th grade advisees to
present their progress during our Very Important Exhibition of Work (VIEW) this coming May and next year all
10 th graders will participate.
Opportunities
This area is developing standards-based Extended Learning Opportunities (ELOs) through the mediums of online
learning, internships/apprenticeships, independent studies, college courses and self-directed & interest-based
learning. These various modes of learning support students in combining their passions and strengths with areas
of need to create relevant and rigorous learning experiences. Currently, we have students piloting our Go Out
and Learn (GOAL) process which allows students to design their own learning and earn academic credit.
The CVU community has consistently demonstrated their support for learning and high expectations for students and
staff. Our students and educators work collaboratively and creatively to reveal depth in content and skills while
compassionately addressing whatever arises in the complex world of adolescence. I feel immeasurably grateful to work
with such a dedicated and caring group of educators and an incredible group of students who never cease to amaze!
Thank you for supporting our work for the benefit of all CVU students!
Sean McMannon
CVU Principal
Champlain Valley Union High School • 369 CVU Road • Hinesburg, VT 05461
www.cvuhs.org
Administration: Sean McMannon, Principal; House Directors: Katherine Riley (Snelling), Dan Shepardson (Fairbanks), Jeff Evans
(Nichols), Robin Lauzon (Chittenden); Patti Tomashot, Guidance Director; Anna Couperthwait, Special Education Director;
Kevin Riell, Student Activities & Facilities Director
28

I.
Pupils Attending by Grade and Member Town:
Summary of Pupil Enrollment
12/15/12
Charlotte Pupils Hinesburg Pupils
Grade 9 54 Grade 9 48
Grade 10 51 Grade 10 60
Grade 11 54 Grade 11 43
Grade 12 46 Grade 12 70
Total 202 16.38% Total 221 17.92%
Shelburne Pupils Williston Pupils
Grade 9 79 Grade 9 111
Grade 10 101 Grade 10 127
Grade 11 86 Grade 11 88
Grade 12 99 Grade 12 119
Total 365 29.60% Total 445 36.09%
Grade Total Attending: 1233
II.
III.
Tuition Students by Grade and Town:
Town Grade 9 Grade 10 Grade 11 Grade 12 Total
St. George 11 6 7 13 37
Grand Isle 1 1
Milton 1 1 2
South Hero 1 1 2
Westford 1 1 2
44
Pupil Enrollment
District Tuition Total
Grade 9 292 13 305
Grade 10 339 6 345
Grade 11 268 10 278
Grade 12 334 15 349
1233 1277
Other 25 25
Total 1258 44 1302
CVU Pupil Population Projections
Year Grade 9 Grade 10 Grade 11 Grade 12 Total
2012 303 347 283 362 1295*
2013 306 296 345 270 1217
2014 300 304 294 341 1239
2015 291 298 302 291 1182
2016 312 289 296 299 1196
2017 310 310 287 293 1200
2018 293 308 308 284 1193
* Actual enrollment – data collected 10/1/12
29

ANNUAL REPORT
of the
Champlain Valley Union High School District
District No. 15
2012-2013
Annual Meeting
Monday, March 4, 2013 at 5:00 p.m.
Champlain Valley Union High School
Room 140/142
Budget Vote for CVU
Tuesday, March 5, 2013
Polls open from 7:00 a.m. to 7:00 p.m.
VOTE IN YOUR RESPECTIVE TOWNS!

REPORT OF THE CVU SCHOOL BOARD FOR 2012-2013
It has been an exciting year at Champlain Valley Union High School. The administration, faculty and staff continue to
increase focus on intentional instruction, greater student engagement in learning and expanded learning opportunities.
We are excited at the progress to date and continue to invest in this initiative.
This past year, the CVU School Board, and all of the Chittenden South Supervisory Union School Boards adopted a
common mission to “Develop citizens who LEARN actively and collaboratively, THINK creatively and critically, LIVE
responsibly and respectfully, CONTRIBUTE positively to their community, and PURSUE EXCELLENCE in their individual
interests." This common mission helps the work between CVU and the sending schools to ensure that all students are well
prepared to enter our CVU learning community when they start 9 th grade.
CVU uses an array of assessment tools to see how well our students learn and if there are subgroups that are facing
disparate challenges. Overall, CVU continues to improve results with these assessment tools. Perhaps most striking is the
NECAP science assessment. Since 2008, CVU has increased the percentage of students testing proficient or higher by 14
percentage points. CVU still has room for improvement, particularly with some of our student subgroups, but the
transition to more individualized instruction, greater student investment in learning and expanded learning opportunities
is helping us to better serve all student groups and subgroups.
CVU has a broad array of co-curricular activities, ranging from music and drama programs, to clubs focused on community
service, environmental issues and skill development and to a broad and successful athletic program. The Board actively
supports these programs. Several years ago, the Board faced the reality that our auditorium was woefully inadequate.
Working with our communities, we completed major renovations and have a facility that is among the best in the state.
We are now facing the reality that our athletic fields are in critical need of rehabilitation. Over time, clay has infiltrated
creating muddy, slippery and dangerous conditions in adverse weather. This fall, rains forced CVU athletic teams to
practice in parking lots and offsite field houses, to relocate games to the fields of opponents and forced many cancelled
practices. A community group approached the Board proposing artificial turf fields. The School Board Facilities Committee
spent much time assessing the best approach to rehabilitate our athletic fields, whether it be rebuilding our grass fields or
installing one or more turf fields and analyzing the safety issues. After considering all factors, the Committee
recommended that one or more turf fields would best address our needs. The Board authorized the Community Field
Group to start community fund raising and committed to using any funds raised for one or more turf fields. The Facilities
Committee and the Community Field Group will come back to the Board this spring to report. Final decisions will be made
only after further work by the Committee and the community fund raising group.
The community requested better communications and the Board has listened. Board meetings are now televised by
RETN. Monthly news submissions are going to the newspapers in each of our towns and the Board continues to be aware
of the need to communicate. Please keep in mind that the CVU website is a treasurer-trove of information about our
school and is available to everyone in the community.
On December 14, 2012, we all experienced the tragedy at Sandy Hook Elementary School. With that horror in mind, CVU
administration started a review of safety policies and procedures at our school. By the time this report is printed, it is
likely that the Administration will have reported to the Board their conclusions and recommendations. The Board will
spend the time necessary and appropriate to ensure that our school is a safe and nurturing learning environment.
CVU would not be a great high school without the dedication of each member of the Board (a talented and diverse
group), without the work of Principal Sean McMannon and his leadership team (they have a remarkable capacity to
handle the day to day challenges while leading CVU through a system-wide transformation initiative), without the
talented and dedicated faculty and staff at CVU (they devote their expertise and energy to ensure that all students have
the opportunity to be successful learners) or without the contribution of time, personal talents and resources of the many
volunteers from throughout our communities. We appreciate the ongoing support of all our communities for CVU High
School.
Respectfully submitted,
David Rath, Board Chair
CVU Board of Directors
32

HIGHLIGHTS OF CVU STUDENT ACHIEVEMENT
The following students participated in the 3rd Annual Vermont Brain
Bee Competition: Adam Allegretta, Nik Baya, Allison Giroux, Will Kay,
Liam Kelley, Asa Mease, Gabe Peck-Frame, Evan Trus, and Caelin
Weiss. Liam Kelley took 1st Place and Evan Trus took 2nd Place.
The Alpine Ski Team contributed $907.50 to The Mad River
Community Fund.
The Business Ethics class hosted their 5th Annual Family Formal, with
proceeds of $5,000 benefitting the Make-a-Wish Foundation. Jasmine
Martin, Billy Spencer, and Corey Williams, three students from the
Business Ethics class attended the Make-A-Wish of Vermont's Donor
Recognition. The class was recognized at the event as a "Gold Star
Donor.”
Congratulations to Adam Allegretta, Greg Meyer and Liam Kelly for
their selection as a 2012 Toshiba/NSTA ExploraVision Honorable
Mention Winner Team from CVU's Thayer Model Engineering class.
Their project, which is a conceptual technology, 20 years into the
future, purifies water and has been selected by an elite panel of
judges to receive this distinction of exceptional merit. The Honorable
Mention award places their project among the top 10% of all
ExploraVision projects submitted to the national competition this year.
The following students scored exceptionally well on the ACT or SAT
and were selected as candidates for the United States Presidential
Scholars Program: Lauren King, Liam Kelley, Paul Danyow, Eleanor
Laukaitis, and Greg Meyer.
CVU Senior Andrew Dickerson received the Shelburne Firefighter of
the Year award at their banquet.
Congratulations to CVU’s Ming Fen Congdon, Nick Ledak, Lexie Millikin
and Claire Colwell who had their sculptures selected to be a part of
the 16th Annual CSWD Creative ReUse Show at Frog Hollow Vermont
State Craft Gallery in Burlington.
CVU Latin students participated in Latin Day at UVM. CVU took away
the Silver Bowl as the winning large school in skit, quiz bowl
competition and projects. CVU's Senior Quiz competitors, comprised
of Todd Forrester, Greg Meyer, Jacob September, Olivia Loisel, Lily
Nuygen, and Jakob Solheim, came in first among the 11 schools
attending which earned them the Senior plaque. Tyler VanDyk and
Kevin Massé won best in show for their project.
Several CVU students attended the FBLA Spring Leadership
Conference, where students from around the state compete in a wide
range of business-related competitive events. Chris Petrillo was
elected FBLA State President; Kidder Spillane, was elected State
Northern Vice President; and Anthony Burds, was elected State
Historian. These three young men presented their candidate speeches
with poise, professionalism, and pride. CVU is proud to report the
following competition winners: Business Calculations: 2nd Place-Billy
Spencer, 4th Place-Abby Eddy, 5th Place-Harvey Ottinger. Business
Ethics: 3rd Place--Corey Williams & Forrest Dodds, 4th Place-Harvey
Ottinger & Chris Petrillo. Business Law: 1st Place-Samuel Reinhardt.
Business Math: 1st Place-Chris Petrillo, 3rd Place-Forrest Dodds.
Entrepreneurship: 1st Place-Josh Huber & Kyle Williams. Global
Business: 3rd Place-Harvey Ottinger & Chris Petrillo. Hospitality
Management: 1st Place-Billy Spencer. Impromptu Speaking: 5th
Place-Oren Klempner. Introduction to Business: 5th Place-Anthony
Burds. Management Decision Making: 4th Place-Forrest Dodds &
Corey Williams, 5th Place-Harvey Ottinger & Chris Petrillo. Marketing:
1st Place-Josh Huber & Kyle Williams, 2nd Place-Anthony Burds & Billy
Spencer, 4th Place-Ian Corcoran & Samuel Reinhardt, 5th Place-Forrest
Dodds & Corey Williams. Sports Management: 3rd Place-Drew Nick.
The VT Jr. Iron Chef Competition challenges teams to create a healthy,
delicious, school-food-friendly dish using seasonal, local foods. Last
33
year two CVU teams consisting of Marta Plociennik, Ferne Arsenault,
Mackenzie Gunn, Thomas Lang and Amanda Hollick participated on
March 24, 2012. Full Moon Farm of Hinesburg sponsored the teams.
CVU had six students who received Certificates of Merit for placing in
the top 10% statewide at the 55th Annual High School Prize
Examination in Mathematics, administered by UVM. They are: Andrea
Joseph, Liam Kelley, Greg Meyer, Timmy Pattison, Azulena Royer, and
David Tamas-Parris. In addition, Liam Kelly tied for 2nd in the
Chittenden County region and was honored at "Math Day" on May 17,
2012.
Congratulations to Jonathan Liebman for winning the VT Secretary of
State’s essay contest on how to increase voter participation in
Vermont. Dana Kaufman, Thomas Keller and Grace Vincent were
awarded honorable mention for their entries as well. All four were
honored at an awards ceremony at the state house on May 22, 2012.
Fifty French IV students went to Québec city with Magali Simon-
Martin and Julienne Lambre for a three day French immersion trip.
CVU celebrated 25 students being inducted into the Lucien Lambert
Chapter of the CVU National Honor Society in May 2012.
CVU Center for Technology students were inducted into the National
Technical Honor Society in March, 2012: Lizzy Reynolds - Returning,
Liam Bowley - Pro Foods, Trevor Denton - Natural Resources, and Bekir
Karakus - Computer Systems Technology.
Congratulations to Alex Bulla, Caroline Jones, and Will Austin. They
were chosen to represent CVU at the Hugh O'Brien Leadership
Conference on the VTC campus in Randolph, VT.
One of our school’s educational missions is to develop global
citizenship and relationships. The China Trip, attended by 11 CVU
students in the summer of 2012, is designed to support this mission
by exposing CVU students to a country quite unique from our own and
becoming a more vital change agent in modern society. As an
introduction to Chinese culture, this three-week summer trip to China
included visits to museums, significant historical sites (Great Wall,
Forbidden City, Summer Palace, and Temple of Heaven), and diverse
hands-on cultural experiences (paper cutting, calligraphy, making
seals, Chinese painting, traditional Chinese musical instruments, and
martial arts). In Sichuan province, participants visited Chinese
families, the Panda reserve, and shadowed high school and college
students throughout their day.
CVU is pleased to welcome 7 international students from Austria,
France, Japan, Mexico, Spain, Switzerland, and Thailand.

In September 2011, CVU kicked off its
Whole School Energy Challenge to
reduce the school’s energy
consumption by 10%. Led by members
of the Environmental Action Club
(EnACT), the Challenge kicked off with
help from our partners Efficiency
Vermont, Vermont Energy Education
Program, and the School Energy
Management Program. Eight months
into the challenge, the school’s energy
reduction is hovering around the 10%
goal and the total energy reduced is
101,280 kilowatt hours (kWh).
According to the U.S. Energy
Information Administration, that is
enough energy to power a “typical Vermont home” for more than 173
months (which is more than 14 years!). The energy saved so far is also
the equivalent of the school having approximately 18 4 KW-PV
trackers working all year to generate energy. We’ve also avoided more
than $10,000 in electricity costs.
Last February/March, a group of 18 Spanish students and two teachers
spent 12 days in a small town in the central mountains of the
Dominican Republic. They lived on a coffee plantation, worked on
literacy in the local elementary school and helped paint and clean up a
middle school patio. The trip included workshops on local ceramics,
dancing, knitting and cooking. Students became part of the
community, sharing afternoon coffee with families, hiking, dancing
and playing volleyball with local residents. In addition to working on
their Spanish, students learned about growing, harvesting and
processing coffee.
Members of the CVU Varsity soccer teams volunteered to help coach
the Shelburne Kindergarten Soccer Program on Sundays during the
past fall season. CVU players have been a HUGE hit with the 50
kindergarteners and the parents have all been incredibly impressed
with our student athletes. This is 100% voluntary and we have been
averaging about 25 coaches showing up per week.
Congratulations to Chris Jordan and Robyn Leary, who were accepted
to the All-Eastern orchestra and band (respectively). They will be
among the 16 students to represent Vermont (9 chorus, 3 orchestra, 4
band) at the Eastern Division Music Educator's Conference in Hartford,
CT in April. This opportunity is only offered every other year, and is
open to juniors and seniors.
CVU's Design TASC Engineering students represented CVU at the
annual UVM Engineering Design TASC Competition in December.
There were 4 challenges (5 performance categories) and a Marketing
Presentation award. Team Project Redhawks won the Over-All best
team as well as 1st place in the Challenge #4 and Marketing
Presentation, and 2nd place in Challenge #1 & #3b. Team Redhawk
Engineering won 1st place in Challenge #2, #3a, & #3b and 3rd place in
the Marketing Presentation. Project Redhawks team: Chase Weaver
(team manager), Nick Boutin, Cam Harris, Joe Kolk, and Ben Langdon.
Redhawk Engineering team: Austin Busch (team manager), Wes
McEntee, Russell Fox, Will Colomb, and Zuhair Chaudhry.
On October 24th, CVU’s Environmental Action Club (EnACT) sponsored
Trash on the Lawn Day (TOLD), an annual event devoted to sorting
trash, compost, and recycling in an effort to educate students about
responsible waste habits.
This past November, 40 CVU students attended the Princeton Model
Congress in Washington DC. Almost 1,000 students from schools from
all over the nation participated in this rigorous legislative simulation.
This year our delegation continued CVU's proud tradition of excellence
with 3 students being recognized with awards: Lucas Hilker, House
Armed Services Committee: Gavel, Alden Fletcher, Cabinet Secretary
of Transportation: Honorable Mention, and Will Keve, Senate
Appropriations Committee: Honorable Mention.
The Redhawks Café Annual Cafe for a Cause raised $5,956 which was
donated to the Vermont Food Bank.
Eleanor Marsh and her students joined forces with 12 other Vermont
schools to raise over $3,000 for the Vermont Food Bank through the
Vermont Association of Family & Consumer Science's Building
Community Project. With the leveraging power that the Food Bank
has, over $18,000 worth of food was provided to Vermonters in need
through the community service work of FACS students.
During this holiday season, the CVU Class of 2013 collected 400 toys,
$275 in gift cards, and $1,100 in cash donations to be used to
purchase gift cards for teens or additional toys. This is the fourth year
the CVU community came together to contribute to this effort.
Lucas Hilker, Conor McQuiston, Chris Petrillo, and Caroline
Jones participated in the annual Rotary Public Speaking
Contest sponsored by the Charlotte/Shelburne Rotary club. Each
student wrote and presented a five-minute speech on the theme,
"Peace Through Service." They did an amazing job, and the winner
was Caroline Jones.
Eleanor Marsh's Child Psychology classes do a community project each
year and this year they made hand-sewn fleece hats, headbands and
mittens that were donated to Hinesburg Community School. Clothing
Construction student Catherine Spitzer helped with the organization
and the rest of the Clothing Construction students helped finish up the
sewing.
Three students placed in the area senior art show. Chloe White placed
first, Mariah Hill second, and Asa Mease received an honorable
mention.
Senior All American Cheerleader, Sarah Gerry, representing CVU and
the State of Vermont, was one of more than 500 high school
cheerleaders and dancers from across the U.S. who performed in the
world famous London New Year’s Day Parade.
Sugarbush Resort has very generously offered season passes to 141
CVU students who qualify for the Sugarbush Student Achievement
Program. Among other requirements, students currently in grades 10
through 12 who achieve academic excellence – defined as straight A’s
three marking periods in the last academic year, are eligible for this
program.
34

SCHOLARSHIPS & AWARDS
ACCESS CVU Scholarship: Shannon Ryan
American Invitational Math Exam Recognition: Liam Kelley,
Gregory Meyer
American Math Competition Recognition: Gregory Meyer
Ancient Greece Award: Erin Clauss
Arthur H. Scott Scholarship Awards: Galen Broido, Katelyn
Goodrich, Briana Pudlo
Bryan Daniel Memorial Award: Tucker Kohlasch
BTC Presidential Awards for Academic Excellence: Elizabeth Ladd,
Sophie Lapointe
Charlotte-Shelburne Rotary Scholarships: Claire Colwell,
AnnaClare Smith, Beatriz Urrutia
Chinese Language Award: Brooke Hallock, Mariah Hill, Julia Proft,
Ella Ryan
Coach David Bremner Award: Samuel Raszka
Comcast Achievement and Leadership Scholarship: Allison Giroux
CVU Redhawk Football Awards: Ryan Fleming, Tucker Kohlasch
CY’s Outstanding Leadership in Prevention Scholarships: Allison
Giroux
Design Technology Award: Christian Goulette
Dylan Peters Visual Arts Memorial Scholarship: Maxwell Erickson
El Premio de Español: Katelyn Goodrich, Benjamin Liebman
Environmental Activism Award: Kathryn Maitland
Essex Rotary Club Scholarship: Elizabeth Reynolds
Eunice B. Farr Incentive Award: Elliot Schneider
Faculty Awards: Allison Giroux, Sara Lewis
Family and Consumer Science Award: Emma Sienkiewycz
French Language Award: Hannah Apfelbaum
Friends of CVU School Spirit Award: Andrew Nick
Greg Cluff Citizenship Award: Lauren King
Hart Athletic Award: Sienna Searles
James E. and Kathleen N. McNulla Scholarship: Christian Jacob
Loyer
Journalism Awards: Rachel Dunphy, Paul Harshbarger, Andrea
Young, Amanda Frink, Sophie Lapointe
Kathy M. Stringer Devost Scholarship: Christopher Bulla
Key Club Award: Kathryn Maitland, Christopher Vecchio, Michael
Winget
Larry Wagner Math Award: Liam Kelley
Louis Armstrong Jazz Award: Paul Danyow
M & R Charities, Inc. Scholarship: Jessica Dudley
Master Musician Awards: Paul Danyow, Alicia Phelps
National Achievement Scholarship Outstanding Participant: Adriel
Miles
National Merit Scholarship Commendations: Hannah Apfelbaum,
Abigail Buzzell, Christopher Castano, Erin Clauss, Charles
Edwards-Kuhn, Ryan Fleming, Allison Giroux, Liam Kelley,
Benjamin Liebman, Alicia Phelps, Julia Proft, Samuel Reinhardt,
Jacob September, Caelin Weiss
National Merit Scholarship Finalists: Paul Danyow, Gregory Meyer,
Jonathan Slimovitch
National Merit Scholarship Semifinalist: Eleanor Laukaitis
National Merit Scholarship Recipient: Parker Cornbrooks
National Technical Honor Society Members: Bekir Karakus,
Elizabeth Reynolds
NRG Systems, Inc. Scholarship: Meredith Cross
Outstanding Business Student Awards: Curtis Echo IV, Lindsey
Thibault
Outstanding English Student Awards: Mikayla Morin, Julia Proft
Outstanding Essayist Awards: Olivia Cazayoux, Henri St-Pierre
Outstanding Senior Musician Award: Alicia Phelps
Palmer Award: Kathryn Maitland
Power Reading Award: Brittaney Fisher
Principal’s Leadership Award: Kathryn Maitland
Raising Aspirations Awards: Paul Harshbarger, Beatriz Urrutia
Robert J. Pepper Science Award: Alexie Millikin
Sara Grayson Memorial Scholarship: Alicia Phelps
School Directors’ Award: Gregory Meyer, Emma Sienkiewycz
Skills USA Gold Medal Award: Kristian Riley
Skills USA Silver Medal Awards: Joshua Bogue, Chace Campbell,
Kody Corbosiero, Elizabeth Reynolds
Society of Women Engineers’ Awards: Allison Giroux, Lauren King,
Eleanor Laukaitis
Stiller Family Foundation Scholarship: Michael Schell
Summa Cum Laude Recognition: Parker Cornbrooks, Sarah
Demers, Lauren King, Alexie Millikin, Julia Proft
Theatre Awards: Kyle Davis, Mikayla Morin
Tom Titus Track and Field Award: Philip Sheedy
Tomorrow’s Business Leader Award (FBLA): Samuel Reinhardt
TOPPS Achievement in Psychology Award: Lisa Iadanza
Twenty-First Century Social Studies Awards: Erin Clauss, Samuel
Fontaine
U.S. Presidential Scholar Candidates: Parker Cornbrooks, Paul
Danyow, Liam Kelley, Gregory Meyer
U.S. Presidential Scholar Semifinalists: Lauren King, Eleanor
Laukaitis
University Mall Scholarship: Allison Giroux
UVM Math Test Certificates of Merit: Liam Kelley, Gregory Meyer,
Timothy Pattison, Azulena Royer
Vergilian Latin Award: Jacob September
Visual Arts Department Awards: Taylor Kingston, Elliot Schneider
VSADA Scholar/Athlete Awards: Andrew Nick, AnnaClare Smith
VT Basketball Coaches Association Scholarship: Lazrin Schenck
Washington Masonic Lodge Scholarship: Claire Colwell
Williston Lions Club Scholarships: Jordan Davis, Elizabeth Ladd
Zeke Kassel Memorial Awards: Andrew Bonneau, Shannon Ryan
35

Athletics
Winter 2011-2012
WRESTLING
Team: 3 rd place finish at State Meet
NORDIC SKI
Teams:
ALPINE SKI
Teams:
Women – Division I State
Champions
Men – 3rd place finish at
State Championships
Men –8 th place finish at State Championships
STUDENT PARTICIPATION
Women –3rd place finish at State Championships
ICE HOCKEY
Teams: Men – Record: 7-13-1
Women – Record: 0-19-0
BASKETBALL
Teams: Men – Advanced to Quarter-Finals; Record: 11-9-0
Women –Runner-Up State Champions; Record: 17-3-0
GYMNASTICS
Team: Runner-Up at States; Record: 7-1-0
Spring 2012
TENNIS
Teams: Men – Advanced to Quarter-Finals; Record: 7-7-0
TRACK
Teams:
Women – Division I State Champions; Record: 14-2-0
Men – 7 th place finish at State Championships
Women – 4 th place finish at State Championships
GOLF
Team: Men – Division I State Champions
BASEBALL
Team: Division I State Champions; Record: 14-2-0
SOFTBALL
Team: Record: 1-15-0
LACROSSE
Teams: Women – Advanced to Semi-Finals; Record: 9-5-0
Men – Advanced to Semi-Finals; Record: 11-5-0
Fall 2012
CROSS COUNTRY RUNNING
Teams: Men – Runner-Up State Championships, 14th place
New Englands
Women: Division I State Champions, 3rd place New
Englands
SOCCER
Teams: Men – Division I State Champions; Record: 12-1-1
Women – Division I State Champions; Record: 12-1-1
FIELD HOCKEY
Team: Runner-Up State Champions; Record: 6-6-2
FOOTBALL
Team: Record: 4-3-0
Many of our student athletes achieve All New England,
All State, and/or All League status
Student Participation in Activities and
Serving Their Communities
Sports Participation – 1007 athletes participated in sports,
of which 278 participated in more than one sport
Intramurals, Activities, and Fitness Center – over 1600
students participated in one or more club and/or activity
Fall Drama Production – 72 students
Spring Drama Production - 33 students
Band and Vocal – 166 students
Volunteerism and Community Service
CVU students volunteer in our community in a variety of
community service endeavors. Academic Internship (17), a
community psychology class (24), and Grad Challenge (338) are
three examples of academic avenues for community
involvement. Several advisories undertake a community-giving
endeavor, donating goods or resources to an organization of
choice. In the fall, advisories contributed to a food drive, picked
apples and donated them to local food shelves and in December
donated to Toys for Kids. Other advisories visited the Ronald
McDonald House and cooked dinner for them. Groups such as
Amnesty International (50), Key Club (117), National Honor
Society, Class Councils, FBLA (30), and individual sports teams,
to name a few, contribute to non-profit organizations. Other
examples of community involvement include student
participation in COTSWalk, Camp Ta-kum-ta, raising funds to
support projects in Africa and Central America, tree-planting
with Nature Conservancy, and organizing a fundraiser for Make-
A-Wish Foundation and research for Crohn’s disease. In
addition, many Grad Challenge projects (75) may have a
volunteer service component to them.
There are approximately 60 students in the National Honor
Society at CVU. Each academic quarter they are required to give
10 hours of independent community service. As a group, they
recycle in the building, host a lasagna charity dinner, and
participate in the annual American Cancer Society daffodil sale
fundraiser.
DUO Service Learning is a community service program at CVU
that grants credit for student volunteer involvement. Students
may earn credit for longer-term volunteering other than
through Grad Challenge and Academic Internship. These
numbers reflect only those students who choose to earn credit
for their volunteerism. Several CVU students volunteer at local
fire and rescue squads but choose not to earn credit. Current
DUO involvement includes:
22 students in the Buddy Program first semester; expect
60 second semester
8 students earning credit for community-based service,
including being assistants to teachers at the elementary
and high school
The CVU Shadow Program, an endeavor that matches students
with people in careers or jobs in the community, includes
training, shadowing and a reflection and thank you note. This
fall 22 students participated in Shadow Days.
Additionally, a new web page resource for community volunteer
opportunities has been developed. This student-monitored web
page is updated with volunteer information and opportunities
to connect with non-profit organizations and events. Linked to
the CVU home page, this resource serves students and
advisories as well as our community at-large.
36

CHITTENDEN SOUTH SUPERVISORY UNION
ASSESSMENTS/SERVICES
Proposed Budget
Adopted
2009-2010
Adopted
2010-2011
Adopted
2011-12
Adopted
2012-13
Proposed
2013-2014
Champlain Valley Union High School
Office of the Supt. $234,573 $244,644 $223,554 $237,010 $247,958
SU Board $6,163
Human Resources $125,316 $127,144 $121,810 $129,124 $130,259
Fiscal Services $146,349 $152,407 $133,527 $139,073 $143,700
Student Services Admin. $20,996 $22,064 $21,809 $19,335 $22,447
Summary – Core Services $527,234 $546,259 $500,700 $524,542 $550,527
Technology $183,786 $219,654 $241,322 $249,657 $244,773
Early Learning Partnership - - - -
Courier Service $6,408 - - - -
CY Programs $21,596 $20,433 $20,334 $85,350
Food Services $385,941 $463,452 $458,157 $440,103 $489,214
Transportation $446,424 $645,241 $488,644 $558,164 $626,368
Psychological Services $92,155 $97,287 $96,243 $102,230 $106,516
Occupational Therapy $11,818 $12,294 $12,423 $13,600 $14,312
English Language Learners $83,296 $123,813 $121,173 $123,713 $131,312
Math Coordinators - - - - -
Summary – Purchased Services $1,209,828 $1,583,337 $1,438,395 $1,507,801 $1,697,845
TOTAL $1,737,062 $2,129,596 $1,939,095 $2,032,343 $2,248,372
39

Chittenden South Supervisory Union
5420 Shelburne Road, Suite 300
Shelburne, VT 05482
IMPORTANT DATES
CVU
CHARLOTTE
HINESBURG
SHELBURNE
Articles voted evening of March 4, 5:00 p.m. at CVU
Australian ballot vote on Town Meeting Day, March 5. VOTE IN YOUR RESPECTIVE
TOWNS.
Articles voted Monday evening, March 4
Australian ballot vote on Town Meeting Day, March 5
Vote for School Budget at the Annual School Meeting on March 11 at 7:00 p.m.
Articles voted Monday evening, March 4
Australian ballot vote on March 5
ST. GEORGE Vote for School Budget on Town Meeting Day, March 5
WILLISTON
Annual Meeting on Monday evening, March 4
Australian ballot vote on March 5
****SEE YOUR LOCAL TOWN REPORTS FOR FURTHER INFORMATION****