Weybridge Family News

Monday, May 20, 12:00-2:45 - Combined band/choral rehearsal at MUHS

Monday, May 20, 6:30 - Combined band/choral concert at MUHS (6:00 call)

Tuesday, May 21, 8:15 - Listening Circle/s with Rebecca Haslam (Megan Sutton will be present for these.)

Tuesday, May 21, 10:00 - Presentation about the sun with Rich Wolfson (Benjamin F. Wissler Professor Emeritus of Physics) as lead-up to our engineering project - all are welcome.

Wednesday May 22nd, 2:45-4:15-Capoeira after school activity

Friday, May 24, 11:20 - Memorial Day Picnic at the Fire Station - all invited

Monday, May 27 - No school/Memorial Day

Tuesday, 5/28, 8:30 - Vermont Symphony Orchestra (VSO) string ensemble concert/presentation - all are welcome

May 28-June 3 - Engineering Project

Wednesday May 29th, 2:45-4:15-Capoeira after school activity

Wednesday, May 29, 2:00 - WES chorus and band concert - all invited.

Thursday, May 30, 10:15-11:30 - K/1 trip to Monument Farm main barn

Tuesday, June 4 - Dress rehearsal - Midsummer Night’s Dream - all are welcome

Wednesday, June 5, 8:30-1:10 - 5th grade move-up activities at MUMS

Wednesday June 5th, 2:45-4:15-Capoeira after school activity

Thursday, June 6, 6:30 - Evening performance - Midsummer Night’s Dream - all are welcome

Friday, June 7, 10:00-2:00 - Branbury picnic - all are welcome

Monday, June 10 - Rain date picnic

Tuesday, June 11 - Weybridge move-up for grades 2 and 3

Wednesday, June 12, 8:30-2:45 - Petra Cliffs - Grade 5

Thursday, June 13 - 11:20 - Graduation luncheon

Thursday, June 13 - 6:30 - Graduation

Friday, June 14 - Official Last day of school - Talent show

ACSD School Board Meetings - 208 Charles Avenue, Middlebury

Monday, June 10, 6:30-8:30

Monday, June 24, 6:30-8:30

Below you will find the form to complete before Monday morning at 7:30am for ordering breakfast and lunch for your student/s. Click on the button and help your child make their food choices for the week. Thank you

Dear Families,

2/3 and 4/5 went on spectacular field trips this Thursday - 2/3 to the OMYA marble quarry and 4/5 on a bus tour of Monument Farms. Thanks to Mel and Jenn LaRocque, a Salisbury teacher, for organizing the OMYA trip, and Barbara and Randy Palmer for mapping out and guiding the Monument Farm trip. Also to Annie Murphy for instigating the field trip and accompanying the class.

We had an excellent FOWE meeting this week. The meetings always provide an opportunity for incredibly thoughtful and thought-provoking conversations about education. It is so helpful to me to hear your questions.

After school supervision - Once again, please be sure that you are supervising your children on the playground. Yesterday I discovered a child urinating up against the building. The school is open until 3:00. Before heading onto the playground, please check with your child if they need to go to the bathroom. If they do need to use the bathroom, please accompany them into the building. We will, on our end, work on having students use the bathroom before dismissal. Thank you. Reminder: Your child should be in eyesight at all times. Thank you.

After school Capoeira - We do need a parent who has been cleared to volunteer in the school to attend each session. Here is the link to sign up. Thanks to Pete Wilhelm for volunteering for the first two sessions.

Lunch volunteers - We had full coverage again this week! Thank you. Next week we need help Monday and Friday. Friday, 5/24 is our annual Memorial Day barbecue picnic down at the Fire Station. Barbara can use extra help that day. Please email me cjohnston@acsdvt.org or sign up directly here if you can help with lunch prep and service, 11:00-12:00 Folks have begun to sign up for days through the end of school.

Best, Christina

If you would like your child to participate please

read and fill out this consent form.

Listening Circles will draw upon a (condensed version of) questions below. Context notes are included in brief; opportunities for further discussion and clarification will be offered as needed.

1. How big of a problem are racism or other forms of identity-based harm at school? How do you know?

1. How does the school respond? What is helpful or not helpful? What do you need in order to move on and feel okay?

Context: Some people respond more seriously than other people to certain things. Someone’s idea of what is ‘just a joke’ can feel much more serious to someone else. What are some things that adults do that are particularly helpful in restoring a sense of calm, safety, and community?

1. Do you know what to do if you need help? If you felt like you (or a friend) were being treated unfairly because of your race or other aspect of your identity at school, what would you do?

1. What are you learning about racism or bias or identity at school?

Context: Students might speak to curriculum, assemblies, books, conversations, rules, values, responses to harm, etc.

1. How can we help make sure everyone feels valued, safe, and knows they are an important part of the ACSD community? What else do you want adults at school to know? What needs to change?Slides for ACSD Elementary Listening Circles

Depending on the tech setup in each school, I will display these slides if possible to share with students. Prompts and questions will be used to anchor and guide our elementary listening circles.

The following description accompanies the student slides for parents and families.

Location & Format

Listening Circles will be held at each elementary school and include any students and staff who provide (parental) consent and wish to attend. We will physically gather in a circle so everyone can see each other. I will invite students into the discussion with an opening conversation including some context for the discussion around racism and bias-based harm (see below). The Listening Circle format is different from a regular conversation in that participants each get a turn responding to a prompt or question posed by the facilitator. With equity of airtime, each participant can share their input and be heard by others rather than engaging in a back and forth or responding to someone else. In each round, I will pose a question, showing it on screen if possible, read it aloud, provide relevant context, explain and unpack as needed, and invite a participant to begin the round of responses. The speaker will hold a ‘talking piece’ which signals it is their turn to speak and be heard, and serves as a reminder to others to be actively listening. When they finish, they pass the talking piece to the left and the process continues around the circle. Participants can pass at any time and will have the opportunity to speak each round. There will be no audio or or video recording of these discussions. As the facilitator, I will be taking notes manually. At the end of the circle I will thank participants for contributing to the LCP and inform them of any next steps.

Introduction to Dr. Rebecca Eunmi Haslam

I will start by welcoming participants and introducing myself so people have a sense of who I am and what I do. I will spare them the details (included here) and briefly highlight just the following for students:

• I taught elementary school in Burlington for 12 years. I taught 5th, 4th, 3rd, and 1st grade.

• I’m a professor at St. Michael’s College working with college students who want to be teachers, and current teachers who are working on master’s degrees and more!

• I visit schools and help people talk about things like identity, fairness, justice, and making sure everyone feels safe and included at school. This is why I’m here with you today.

Introduction to the Listening Circles Project: Purpose & Goals

After introducing myself to students, I will share the purpose and goals of the Listening Circles Project. Language and context will be designed for elementary students’ understanding and access while acknowledging the vast range of experiences with, and understanding of, racism and other forms of bias-based harm. It will sound something like,

“The purpose of the Listening Circles Project (LCP) is to help make sure all students and staff feel safe and valued at school. ACSD leaders and I are working to better understand why there have been more incidents of specific kinds of harm that have to do with someone’s race, where they come from, what they look like, their gender, language, religion, or other parts of their identity. The LCP is an opportunity for you to share about your experiences with racism and identity-based harm at school, and your thoughts about what schools can do better. My hope is that the LCP opens conversations, builds trust and connection, and leads to action steps big and small.”

I will do my best to clarify language and offer opportunities for questions along the way. This brief introduction and the examples that follow are intended for elementary age students and do not claim to adequately address the systemic, structural, cultural, institutional, historical, temporal contexts or applications of racism and other forms of bias within or beyond school. The goal of this brief introduction is to provide students with an entry point into the conversation through examples that are unfortunately relevant and familiar to students at school. Helping students understand the complex topics of racism and bias is not possible to do quickly; my hope is to help support students' understanding of these core concepts (racism and bias-based harm) so they understand the context and stated purposes of the LCP.

Opening Conversation

Depending on time, group size, age, interpersonal dynamics, and other factors, I will open with a question like, “How do you know something is fair or unfair?” If the group is students in grades 3-5, the opening question might ask something more specific like, “How are racism and bias different from joking or teasing?” In smaller groups, this will be conversational in format. If the group is large, I will invite participants to ‘turn and talk’ with each other. The intent of this opening question is to get students thinking, talking, and ready for our deeper discussion next.

Examples of Racism & Bias at School

I will offer up some examples that are familiar to many students already, highlighting the ways racism and bias are different from other kinds of ‘joking’, teasing, or harm. I will help students understand the difference between ‘intent and impact,’ or how what someone means isn’t always how it lands, and invite them to consider the importance of both.

Examples:

• Jokes about slavery

• Talking or joking about hurting or hating people because they are a certain religion, race, gender, speak a certain language, or another part of their identity

• Comparing people to animals or objects in ways that are meant to be embarrassing and make someone feel less than human

• Leaving people out or treating them a different way based on their identity

These examples may help participants consider what is ‘normalized’ at school, even when it feels wrong (e.g. frequent use of the n-word or other serious slurs; inaction in response to serious harm). It is important for students to consider why they perceive certain things to be ‘normal,’ serious, just a joke, worthy of intervention, or no big deal, and how those beliefs are rooted in their own identities, experiences, and perspectives. In order to teach empathy across difference, students need opportunities to uncover some of their own thinking.

Norms for Listening Circles

I will set the tone for the LCP and share some brief, simple norms focused on anonymity (e.g. leave names out of any examples; speak for yourself) and some that are specific to the circle format (e.g. respond to the prompt rather than to each other; use the talking piece to speak; it’s okay to pass). I will facilitate the discussion and hold the group accountable to the norms required for a meaningful circle. A school counselor or other staff member will be present in each circle so students will also have a familiar person there.

Circle Discussion Questions and Conte

Next Steps

I would like to offer opportunities for follow up conversations and for participants to share input more anonymously. A survey will be offered to staff participants following the circles. If your student would like to share more, either via small group, interview, or another way, please email rebecca@seedtheway.com and ncarter@acsdvt.org and we will work together on next steps.

Thank You

Thank you for your interest in this project, which has the potential to improve school experiences and outcomes for all members of ACSD, and potentially offer insight and recommendations that could benefit other schools working on similarly ambitious, important goals in their local communities. I appreciate your engagement, questions, support, and partnership, and welcome you to contact me at rebecca@seedtheway.com.

Dear Incoming MUMS 6th Grade Parent/Caregiver:

We look forward to welcoming you to MUMS on Thursday, May 23rd for the 6th Grade Transition Night! This event will begin at 6 p.m. in the Cafeteria, followed by a meet and greet in the gym.

We will share an overview of:

• Ways we create community and team connections
• How we support all learners academically and emotionally
• The nuts and bolts of how our school operates
• International Baccalaureate Middle Years Program (MYP)
• Athletics and Extracurriculars

Following the presentation there will be an opportunity to meet with teachers, tour the building, connect with Friends of MUMS, and learn about clubs and athletics. This program is for adults only; students will have an opportunity to participate in a Step Up Day on June 5th.

We hope to see you on May 23rd!

Best,

MUMS Counseling Team

The Weybridge Energy Committee (WEC) is hosting the third annual Eco-Fair Saturday, May 18, from 9:30 to 11:30 AM at the Weybridge Elementary School, 2790 Weybridge Road, Weybridge.

There will be a demonstration of electric vehicles, a free flower and vegetable seed share/swap, demonstrations of electric lawn and garden equipment, information on home energy efficiency, weatherization, and composting, and more. Refreshments and children’s activities will be available.

Participants for the seed share/swap who wish to bring seeds are asked to label any seeds not in commercial packaging. Pollinator Pathway Weybridge (PPWey) will have a table with information on protecting our native pollinators, planting native plants, and more.

All are welcome from any town to this free, rain or shine event.

This year’s Eco-Fair is dedicated to Dan Wright, founding member since 2012, of the Weybridge Energy Committee.

For more information about this event, please email Fran Putnam at franputnam24@gmail.com.

Are you a resident of Weybridge? Do you care about protecting and enhancing the natural environment? Do you want to connect with neighbors who feel the same? The Weybridge Conservation Commission (WCC) is seeking new members/volunteers and would love to hear from you. The WCC acts as a voice for conservation in the town of Weybridge, serving the Selectboard and residents on matters relating to land and natural resource conservation, and making recommendations for use of the Town Conservation Fund. The WCC meets once per month at the Town Office or on Zoom.

If you're interested but aren't sure you can commit to joining monthly meetings, the WCC would be happy to help match you with an engagement activity that meets your interests and availability. To learn more, reach out to Alison Nurok at alison.nurok@gmail.com, Gioia Kuss at gioiakk@gmail.com, or Carolyn Weir at carolyn.f.weir@gmail.com.

Hi,

Every Fourth Grader can get a free pass for themselves and their families to all the national parks/lands in the US. Here's a link if you'd like to share with your students.

https://everykidoutdoors.gov/index.htm

Best,

Brandi

WHO WE ARE:

The Addison Central Special Education Parent Advisory Council (SEPAC) is an organization led by parents (defined broadly) that focuses on improving the education and experiences of students with special needs and disabilities in the Addison Central School District (ACSD). (Learn more at: www.AddisonCentralSEPAC.org)

WHAT WE DO:

• Support families through information, events, and community.

• Collect community input and help district leaders understand the concerns of families and students.

• Collaborate with ACSD to improve district policies and practices.

STAY IN THE KNOW!

Don’t miss out on SEPAC resources and events! Sign up for updates at the link below.