FNESU COMMUNITY NEWS

On Tuesday, November 14th, our three FNESU Teachers of the Year (David Bensel, Sophie Skrobialowski-Wall, and Sarah Stebbins) were recognized along with other Outstanding Educators across the state at the 43rd Annual Vermont Outstanding Educator Day. This was a wonderful night to celebrate our outstanding educators and we couldn’t be more proud and thankful to have them on our team in FNESU!

In today's rapidly changing world, the role of education extends far beyond academic achievement. Social Emotional Learning (SEL) is crucial for students' overall well-being and success in school, work, and life. Social Emotional Learning focuses on equipping students with the skills they need to understand and manage their emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. These skills are not only essential for personal well-being but also for academic success.

Research has shown that students who have strong social and emotional skills are better equipped to handle the demands of the classroom. When students are able to regulate their emotions and manage stress, they are more focused and engaged in their learning. Additionally, students with strong social awareness and relationship skills are better able to collaborate with peers, communicate effectively, and resolve conflicts constructively, all of which are vital for academic achievement.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) framework provides a comprehensive approach to promoting SEL in schools. It emphasizes five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By integrating SEL into the curriculum and school culture, educators can help students develop the skills they need to succeed academically, build positive relationships, and navigate the complexities of the world around them. Ultimately, teaching SEL skills in schools contributes to creating a more supportive and inclusive learning environment where all students can reach their full potential.

In FNESU we have developed SEL Priority Standards that are aligned to the CASEL framework.

As a community, it is essential for us to recognize the importance of Social Emotional Learning in our schools and support efforts to integrate SEL into the educational experience. By doing so, we can contribute to the development of well-rounded, resilient, and successful students who are prepared to thrive in both their academic and personal lives.

Callie graduated from Saint Michael’s College in 2013. She began her career with us in Bakersfield as a fifth grade teacher, then spent 7 years as an elementary & middle school literacy teacher at Westford School & earned her Master’s from Southern New Hampshire University before transitioning to her new FNESU role of part-time social-emotional coordinator. She has deep roots in the community– her family owns Goss Funeral Services in Enosburg & Swanton.

A classroom teacher at heart, Callie was drawn to this role because her classrooms were communities where social skills and emotional regulation was interwoven with reading and writing. She believes when it’s done well, social-emotional learning isn’t a block of our schedule but simply how we lead children– and it has the potential to make our teaching effective and our jobs joyful. Everything– empathy, conversation skills, problem-solving– can be broken down into learnable parts that can be modeled and coached to our students. Social-emotional learning helps our kids access school.

So far, Callie has supported new teachers in developing classroom routines, modeled SEL lessons, and worked with teachers to understand how homegrown tools can enhance the social-emotional learning that’s already happening in their classrooms. She’s excited about launching a districtwide SEL team at the end of November to include a variety of voices and roles in SEL conversations related to priority standards, screeners, and curriculum.

For news & updates on her work and our district’s SEL journey, add @SELfnesuVT on Instagram!

We are so proud and honored that Enosburg Falls High School has a JROTC program for our students. Because of the great work and dedication the Cadets and Instructors display, The Department of the Army annually recognizes the EFHS JROTC program with the coveted "Honor Unit with Distinction (HUD)". EFHS is one of only three schools in the state of Vermont that offers a JROTC program to high school students (the other two schools are North Country High in Newport and Spaulding High in Barre).

There are 46 Cadets in the program this year. If a student completes a minimum of two academic years of JROTC, that student can then choose to join any branch of the military and they will enter at a higher pay grade. The JROTC program meets every day as a regular class and their days are generally met with two days of classroom instruction, two days of physical training, and one day of community service.

At last month's Enosburgh-Richford UUSD School Board Meeting, Lieutenant Colonel Robert Monette, Sergeant First Class Luke Shippert, and Battalion Commander Cyrus Blaney highlighted their recent trip riding on a Black Hawk helicopter. During this adventure, Cadets were able to take a 15 minute ride around the town of Enosburg. Please click on the picture to view JROTC's highlight video from the ER UUSD meeting.

One of the characteristics within the FNESU Portrait of a Learner is being a Creative Thinker. Being a CREATIVE THINKER is the ability to look at something in a new way.

Basic Reading Skills can be defined as a set of skills that develop students’ understanding and

knowledge of print concepts, phonological awareness, phonics and word recognition, word

composition (spelling), and fluency.

What can help: Most children pick up the broad skill of phonological awareness naturally, by being exposed to books, songs, and rhymes. However, some children have a harder time with these natural skills. In fact, one of the early signs of reading difficulties is trouble with rhyming, counting syllables, or identifying the first sound in a word. The best way to help children with these skills is through specific instruction and practice. Children have to be taught how to identify and work with sounds. You can also build phonological awareness at home through activities like word games and reading to your child.

Helpful strategies:

• Read at home

• Play word games

• Think aloud - model what you are thinking when you read

• Vocabulary - use a variety of words, challenge your student to think of another word that means the same thing, or what would be the opposite of that word?

• Reread books - building fluency is important and rereading books can help a student become more automatic with word recognition

Mary Ellis, Instruction & Learning Support Specialist

One effective way to spark curiosity and critical thinking is a routine called "Notice and Wonder". Simply pick an interesting object, image, or situation, and ask your child what they notice about it. Then, ask what they wonder about based on their observations. This routine not only helps children develop their observational and analytical skills but also cultivates a love for asking questions and exploring the world around them. So, next time you're on a walk, at a ball game, or even making dinner, give "Notice and Wonder" a try. It’s also a great routine when they’re solving math problems to get them thinking!

Many people don't know that FNESU offers virtual, hybrid, personalized options that all of our learners can access. There are many reasons that a learner or families might need or want more flexibility in their educational opportunities.

• The K-6 program offers live virtual instruction in academic areas and social emotional learning skills. It focuses on leveraging technology and integrated, project-based experiences.
• The middle school program offers an opportunity to develop academic independence and self-direction through advising and self-paced academic opportunities.
• The high school program builds a personalized high school experience based on interests and goals through advising. Learners at this level have access to a wide variety of traditional as well as self-designed options.

Any learner enrolled in an FNESU school has access to Flexible Pathways Academy. Click on the picture to access our website for more information.

Computer Science Education Week, taking place from December 4th to 10th, is a global initiative aimed at inspiring students to engage in computer science related activities.

As described on the CSEdWeek site:

COMPUTER SCIENCE EDUCATION WEEK IS AN ANNUAL CALL TO ACTION TO INSPIRE K-12 STUDENTS TO LEARN COMPUTER SCIENCE, ADVOCATE FOR EQUITY, AND CELEBRATE THE CONTRIBUTIONS OF STUDENTS, TEACHERS, AND PARTNERS TO THE FIELD.

https://www.csedweek.org/

At the heart of this week lies the Hour of Code, a worldwide movement that exposes learners to coding and computational thinking. The Hour of Code demystifies the complexities of coding, making it accessible and enjoyable for everyone, regardless of prior experience. https://hourofcode.com/us

Why should students learn to code? It's not just about creating future programmers; it's about fostering problem-solving skills, creativity, and a better understanding of the digital landscape that surrounds us.

https://teachyourkidscode.com/why-coding-is-important-to-learn/

While some teachers will participate in Hour of Code projects with their students, there are plenty of free activities that learners of all ages can participate in at home as well. Most of them are available year round; not just during Computer Science Education Week. If you are worried about too much screen time, which is a valid concern, there are “unplugged” activities that can be done without a device. Check out some great options on the Teach Your Kids Code website.

https://teachyourkidscode.com/

Additional Resources

https://code.org/

Heather Moore, LEAPS Afterschool and Summer Program Director

The BEMS LEAPS program showed off their school spirit this fall with a new Cheer program. This program was designed and led by members of the high school Cheer Team, some of which were former BEMS students themselves. This program brought out many skills - from dance and gymnastics to school spirit and stretching. Youth had a wonderful time connecting with their peers and getting to know teen mentors.

Getting kids outdoors and creative is a major theme in all of our LEAPS sites. LEAPS staff and BEMS paraeducator, Mary Keefe, gave students the opportunity to get creative out in the woods building fairy houses and inventive games. On bad weather days, this group made the most of inside time with cooperative games building their own toys.

Last summer, BEMS was able to welcome back their elementary LEAPS program after a several year hiatus. During camp, youth made bird houses, explored multiple languages, went for hikes, engineered, and read books out in the sunshine. Campers also explored the local historical society and H. F. Brigham library. Middle schoolers attend the summer camp at EFMHS along with youth from EFMHS and Sheldon.

This wonderful program is coordinated by Rachel Huff. Rachel has been a long-time LEAPS staff member who made the transition to Site Coordinator last winter. Many of our staff also work at BEMS during the school day and enjoy being able to see future/former students in an out-of-the classroom setting. BEMS LEAPS is also thankful for the various parent and volunteers that connect this program with the greater community.

Dawn Reed, Food Services Director

On Wednesday, November 15th community members and families were invited to come and enjoy a turkey dinner with all the fixings with the students. Richford Elementary provided a wonderful meal that was enjoyed by many. The kitchen staff worked very hard to prepare this meal for 300 people. We have a great team at RES who work hard to make sure students are getting great tasting and healthy meals. MaryJane Harrness has been working at RES for well over 10 years. She is a hard worker who goes above and beyond to make sure students are fed each day. Pam Royea has been in RES as a food service worker for about 3 years, however she is not a new face in the school setting. Pam has been a Berkshire Bus Driver for many years as well. Jill Tatro is in her second year with the FNESU Food Service team. She is a very familiar face in the Richford Community. Richford Elementary serves around 120 students each day.

Thanks for the opportunity to share an essay that will hopefully give students, teachers, and families a better sense of “this time of year” from the perspective of the Abenaki of Missisquoi, the tribe which has inhabited this part of Vermont for thousands of years. It is very important to understand there are hundreds of Native tribes throughout the country, and each of them interpret events differently, as there is no one generic Native voice.

Please click on the picture to read this informative essay.

Michelle Irish, Director for the Advancement of Educational Equity

Procedures and practices for supporting multilingual students

in FNESU schools

(DRAFT)

Traducción al español disponible AQUÍ

Since our school district consolidation in 2019, the FNESU board has been working to create an organizational mission, vision, goals, a strategic plan, and develop a Portrait of a Learner that represents the necessary skills and attributes we want all students to be proficient with by the time they graduate from our FNESU schools. The focus of our work has been on improving the systems in all our schools for the good of all our students. The work of the FNESU board and our leaders has been centered on educational equity and the important work of creating more equitable systems in all our schools. We are driven by the belief that “all means all” and that it is our collective responsibility to build a system where all students can come to school and feel safe, proud, a deep sense of belonging, and engaged in rigorous and meaningful learning opportunities that result in positive outcomes for all learners.

The FNESU board has set three (3) goals to guide our work and direction. We are working to ensure that by 2027:

• All students are reading on grade level by the end of third grade.

• All students will complete high school by demonstrating proficiency in graduation requirements as reflected in their Personalized Learning Plan.

• All students will demonstrate proficiency by the end of each grade level band on the Social-Emotional Learning (SEL) priority standards.

In 2018, the Vermont Legislature passed Act 173, an act related to enhancing the “effectiveness, availability, and equity of services provided to all students who require additional support in Vermont’s schools.” This law is grounded in evidence-based best practice and supports the work we have been doing over the past five (5) years. The work includes coordinating our curriculum, developing a local comprehensive assessment plan, ensuring an effective Multi-Tiered System of Support, and providing needs-based professional learning.

Emerging Multilingual Learners are students who are fluent in languages other than English. Multilingual learners may be recent newcomers to the United States, many were born here. Many have had several years of formal education either in the US or in their home country, some may have experienced educational disruption or have had no opportunity for formal schooling at all. All multilingual learners bring linguistic, cultural, experiential and social emotional strengths and assets to our classrooms. We can create a welcoming, asset-based learning environment for multilingual students and their families by:

• Exploring and nurturing students’ and families’ cultural identities.

• Ensuring high expectations and language-rich opportunities for questioning, dialogue and reflection.

• Encouraging students to use all of their ways of talking, being and knowing to communicate their thinking.

• Providing learning materials that reflect the identities and experiences of all students.

• Focusing on learning acceleration by identifying what students already know and build on their social, cultural and linguistic capabilities.

This program ensures that students who are unhoused or living in temporary housing have equal access to the same free, appropriate public education provided to other Vermont children, with the opportunity to meet the same challenging State academic standards. The EHCY program is authorized under the McKinney-Vento Homeless Assistance Act, as amended by the Every Student Succeeds Act, and seeks to identify and address the challenges that children and youth who are unhoused or living in temporary housing may face in enrolling, attending, and succeeding in school.

A student who lives in any of the following situations is considered unhoused or living in temporary housing under the McKinney-Vento Act:

• Doubled up (with friends or relatives because they cannot find or afford housing)

• A shelter or transitional shelter,

• A hotel/motel,

• A car, bus or train,

• A park or public place, or

• An abandoned building

This includes unaccompanied youth who do not have a fixed, adequate, and regular nighttime residence. Unaccompanied youth are students not in the physical custody of their parent or legal guardian; this includes young people who

• have run away from home,

• have been kicked out of their homes, or

• have been abandoned by parents.

There is no age limit for unaccompanied youth, but these students are most often in their teens.

Student Rights Under the McKinney-Vento Act, a student who is unhoused or living in temporary housing has the right to:

• A free public education

• To stay in their current school or choose to attend a zoned school

• Not be denied immediate school enrollment because of their temporary housing status or they lack enrollment documentation

• Transportation services to and from school

• Continue to receive special education services regardless of school transfer Services comparable to those offered to other students

Get Help

FNESU McKinney-Vento Coordinator: Michelle Irish

802-933-1936

michelle.irish@fnesu.org

Every school has a school-based McKinney-Vento Liaison. Reach out to your school principal, counselor or school registrar to get help.

The school based liaison can help you with:

• Enrolling your child in school

• Understanding your transportation options

• Finding resources to support your child's education

Anyone can make a referral. You can access the referral form here.

Managing health issues can help students go to school every day, on time! Click on the picture for a video that explains the importance of attendance, how it is linked to health, and ways to promote regular attendance.

What caregivers can do to help promote regular attendance:

• Set a regular bedtime and morning routine.

• Lay out clothes and pack backpacks the night before.

• Don’t let your child stay home unless she is truly sick. Keep in mind complaints of a stomach ache or headache can be a sign of anxiety and not a reason to stay home.

• If your child seems anxious about going to school, talk to teachers, school counselors, or other parents for advice on how to make her feel comfortable and excited about learning.

• Develop some backup plans for getting to school if something comes up. Call on a family member, a neighbor or another parent.

• Avoid medical appointments and extended trips when school is in session.

Parent and family engagement is a key component of an effective, comprehensive approach to reducing chronic absence. Parents are essential partners in promoting good attendance because they have the power to:

• Make getting children to school on time every day a top priority

• Alert schools and community agencies to barriers that keep kids from attending class

• Ask for and monitor data on chronic absence

• Demand action to address systemic barriers that may be causing large numbers of students to miss too much school.

FNESU Students over age 13, as well as all employees and their dependents, over age 13, have the ability to receive 12 months of online messaging and live video mental health support at no cost by registering at talkspace.com/fnesu. Employees and dependents 18+ also have the ability to participate in virtual psychiatry services. Talkspace communication is confidential and secure. FNESU will never know who uses the service or for what purpose.

http://www.fnesu.net/employment-opportunities.html

Click on the picture of FNESU staff to see a list of all employment opportunities!

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