Monday, December 12, 2016

The spirit of giving is all around us!

U-32 student services has provided a bulletin board offering support to the whole school community recommending individuals take what they need:



Photo courtesy Cairsten Keese.



Faculty, Staff and Students have multiple ways in which they can support their community during the holiday season:

Student Council Winter Clothing Drive.

U-32 Student Council is organizing a Winter Clothing Drive! There will be a TA competition held from Monday, December 12th through Friday, December 16th. The TA that collects the most clothes will win pizza! The drive will continue into Saturday, December 17th for the rest of the community. From 9-11 am, on Saturday, community members are encouraged to drop off clean clothing: jackets, shirts, pants, gloves, hats, etc. Then from 12-3, all are welcome to come and choose from the free, donated clothes. Leftover clothing will be donated to the Vermont Refugee Resettlement Program and the local Goodwill Store.

Giving Tree - Faculty & Staff


The holidays are coming and we are once again sponsoring the U-32 Giving Tree.  For the past two years, we have asked adult TAs for to offer suggestions of students in need, this year we asked parents/guardians directly .  At the beginning of December, a tree was placed in the mailroom with stars listing U-32 students’ needs/wishes.  Faculty and staff have been invited to take one of the stars to fulfill a wish.  

Toy Joy

U-32 is accepting donations of gently used toys, puppets, games, puzzles, books etc to Toy Joy. Collection boxes are located in the atrium by the Kiosk, on the second floor by top of atrium stairs, and in the Middle School outside Amy M's office.  In the past we have filled the pickup truck, please help us stuff the truck again this year.  All items must be collected by 7:45am on Friday Dec 16.  After TA on Dec 16 all toys will be delivered in hopes of bringing some holiday joy to those who depend on this annual, wonderful, service project.  

Saturday, November 26, 2016

Youth Ambassadors in the Muslim World: The U-32 and YES Abroad Connection

Written by: Karen Liebermann

One student at at time, one year at a time, U32 has been cultivating youth ambassadors in countries with significant Muslim populations.  This is made possible by the Kennedy-Lugar YES Abroad Program, an exchange program sponsored by the US Department of State.  YES was started in the aftermath of September 11, 2001, as an effort to increase dialogue and mutual understanding between people of the US and people of countries with significant Muslim populations. Initially, it was a way for students from abroad to live and study in the US, but in 2007, it was expanded to include US students.  Each year, 65 American students win this scholarship to study abroad in a country that has a significant Muslim population, and U32 students have a great record of being selected for this fully funded school year exchange program.  Students can spend their junior, senior or gap years immersed in another culture.  

In 2013-14, Quinn McVeigh (class of 2015) travelled to Oman, making lasting connections with her host family.  In 2014-15, Katie Ware spent her junior year in the  Philippines and Rachael Phillips (class of 2015) spent her senior year in Sarajevo,  Bosnia.  Last year, Kanwara “Pui” Limakara from Thailand, came to U32 on a YES exchange (the program that brings students from countries with significant Muslim populations here to the US).  

On exchange currently, in Dakar, Senegal, is Cricket Liebermann. Cricket has been in Senegal since September 1st and will return in June of 2017.  She’s in school at the Senegalese American Bilingual School in Dakar, and is getting involved in the community, playing softball on the school team and taking dance classes.  Of this experience so far, Cricket says

“Having the chance to study abroad in Senegal has made me grow in so many ways.  Just over two months ago, I arrived in Dakar and everyday since then I have been learning, exploring, meeting new people, immersing myself in the culture.  I can say for sure that exchange has changed the way I see and interpret so many things. It is truly a life changing experience.”



Cricket is blogging about her experience this year through vttodakar.wordpress.com and is happy to answer any questions about what its like to apply, and to be on exchange through this program.

Think you might be the next U32 ambassador?  Check out the YES Abroad website  (http://www.yes-abroad.org/) for application information.  The deadline for applying for the 2017-18 year is December 1st, 2016.  This year’s students are abroad in Bosnia and Herzegovina, Bulgaria, Ghana, India, Indonesia, Jordan, Macedonia, Malaysia, Morocco, the Philippines, Senegal, and Thailand.

Tuesday, November 22, 2016

Geology & Central Vermont Culture Ninth Grade Field Trip

Written by & photos by: Brian Albee & Alison Gauthier


How does the Geology of Central VT affect the people who live here?
In turn, how do the people affect the landscape and rock formations of this area?


On October 28, 2016, the Ninth Grade student body traveled around Central Vermont in search of our local Geology and Culture. Learners were on three buses that traveled to Rock of Ages (Graniteville), Hope Cemetery (Barre) and an Old Slate Quarry (Northfield).
  • The Earth Science objective for this trip was: I will be able to create a unique model about a geological product found in Central Vermont.
  • The Global Studies objective for this trip was: I will be able to discuss/understand the relationship between humans and the geological features of this area.

Due to the rainy and snowy weather, each bus had a unique experience at each of the locations. The following summaries reflect what most of the buses (and their learners) saw and were exposed to.

At Rock of Ages, learners saw the Smith quarry and received some information about how the granite arrived in that location (Geology) and how the rock is extracted. Then learners saw the fabricating shop where the employees were hard-at-work making gravestones and sculptures. Some of the learners went into the Rock of Ages information center to watch a video about the history of the granite industry in Central VT and how the granite was formed. Each left with a sample of granite from the fabricating shop. Here are some quotes about the Rock of Ages experience from the learners:


“This was the place where we were closest to the actual important implementation of granite in our industry. Very in the moment and real learning. Also looked really cool.”

“I liked seeing the workers make the headstones”

“Rock of ages has a lot of different information about the granite and we also got to go into the area of where they cut the granite and they shape it and they also put letters on the stone and a bunch of other things, we also got to keep a piece of granite that was probably broken off of the stone that they carved.”

“It was really cool to see the snow covered piles of rocks, and look down into the quarry.”


“I felt like everything was right in front of me, so I could visualise the rocks being formed. And with the surroundings of the quarry, I could put the pieces together, like if granite was an intrusive or extrusive igneous rock.”




At the Hope Cemetery, learners had a tour by a phenomenal volunteer from the Barre Historical Society. She explained the history of Barre granite and the people that worked here; their stories, trials and tribulations. She explained the impact of the Spanish Flu in Central VT and pointed out notable gravestones and mausoleums. Here are some things that the learners said regarding the Hope Cemetery:

“The guide was very entertaining and kept me engaged in what she was telling us”

“I liked learning things at Hope Cemetery because it was about social studies and the stories we learned were interesting.”

“It was a nice place to be! I liked seeing the different headstones, and it was just in general a calm and pretty place.”

“It was cool to learn about the different stories behind each stone.”

“I liked to learn there because it was interesting to learn about the stories of how the stones came to be and connecting it back to the pros and cons of being a worker in granite quarries.”

“I loved hearing about all the stories, that happened before I was born.”


 


In Northfield, learners visited the Old Slate Quarry. The tour at this location was led by the head of the Geology department at Norwich University. He explained the history of the slate/phyllite in Central VT and how it originally formed. He went into depth about the Geological processes that occurred to form the rock, and then how it came to be in Central VT (actual original rock was formed thousands of miles away). Here are some quotes from learners related to the Old Slate Quarry:

“I like it because It was partially hands on and there was the visual aspect of seeing the rock layers in the ground vertically was really helpful”

“We were able to see a quarry in person, and we were able to interact, and see and identify different rocks. We also got to see a lot of landscaping from where we were, and from when we were hiking up to it.”

“I learned about how the rocks in the Quarry were made from the pressure of the tectonic plates.”

“The college professor was very informative about the place and how it related to the unit we are doing.”

“It was interesting seeing the quarry and what type of rock was in there.”


 


Monday, November 14, 2016

MS Restorative Practice Training

One of the goals of the U-32 Continuous Improvement Plan (CIP) is:
Create a safe, caring learning community where all stakeholders are respected.


U-32 strives to create an organization where all stakeholders in the school, including students, staff and families are valued, communication is clear, decision-making is transparent and all members of the U-32 community are safe and respected.


One of the methods we've identified for building that community is using Restorative Practices. Over the past few years many of our staff have been trained in Restorative Practices through the International Institute for Restorative Practices (IIRP) out of Bethlehem, PA. School Counselors, Scott Harris and Ellen Cooke as well as Assistant Principal, Jody Emerson, have been trained to facilitate Restorative Practices training for IIRP. To date Scott, Ellen and Jody have trained over 40 staff members and last week, trained over 20 middle school TA representatives in empathy and proactive circles - with the goal of training students to help facilitate circles within their TA groups and to develop student voice. This training was the first of many student trainings.


Students learned about the connections they had with other middle school TA Reps and developed their capacity to collaborate through the tarp challenge (also known as the Magic Carpet).  With over 20 students on the tarp, they were able to flip it in less than 15 minutes with a number of interesting ideas, all of which were tested!



Students spent a day learning about empathy, affects and methods of facilitating proactive circles - sequential, non-sequential and fishbowl!


At the close of the training, students provided feedback to the facilitators - Scott Harris and Jody Emerson - regarding what went well...


 and what could be improved....



Monday, November 7, 2016

Middle School Bulletin Boards

How do you know you are in the middle school?  

There are always lots of great bulletin boards, be they inspirational or educational, like this one welcoming you to the middle school:


You know you are near the Spanish classroom when you arrive at this display:


You get a gist of what COREs and TAs talked with students about at the beginning of the school year from these boards:




You can see that the Visual Arts students have explored and experimented in numerous techniques in acrylic painting in order to create their own representation of how color exists in space.




You can learn about our students from their poems about themselves (not pictured here) or the books they are reading...


We even get a glimpse of what they might have learned in recent classes - science for instance:


And we know fundraising is going strong for the annual 8th grade trip to Washington, DC.


A walk through the U-32 Middle School can brighten the darkest day!

Sunday, November 6, 2016

Proficiency Based Learning Triangle


As U-32 began the move toward Proficiency Based Learning - an expectation of the Vermont Agency of Education (VT AOE) - many of our educators took part in conferences put on by the League of Innovative Schools and the Great Schools Partnership to develop their understanding of this shift in education.  When we began discussing the components of proficiency based learning, we used a graphic provided by the Great Schools Partnership.  With the support of Bill Kimball, Superintendent, and Jennifer Miller-Arsenault, Director of Curriculum and Assessment, at the Washington Central Supervisory Union (WCSU), we have adapted that graphic in order to help bring clarity to some of the words that are being used daily within our own school community.



It's important to think of the overall structure.

At the very top, the WCSU Student Learning Outcomes (SLOs) adopted by all of the boards throughout the district are what students will need to know and be able to do in order to graduate from U-32.

The SLOs have been supported by the development of content standards (by each department) and transferable skills (defined by a workgroup over the last two years).  That group included teachers, administrators, parents, students and a community member.  The group used the SLOs, along with the previously developed U-32 Core Values and Beliefs, samples provided by the VT AOE, AND feedback from the full faculty during the development process.

Performance indicators have been developed by district curriculum committees, departments and work groups over the past year and continue to be refined as teachers align their curriculum and assessments to ensure students are learning the expected content and demonstrating the skills identified as necessary for graduation.

In their day to day work, teachers support student learning by communicating clear learning targets and providing rubrics, or scales, that allow students to understand what, and why, they are learning.   Teachers also provide students with on-going feedback about their learning, and where they are in regards to demonstrating that they are meeting specific performance indicators.  Through this collaboration, teachers support students as they work toward meeting the required standards.

Much of this work represents a shift in education; school is no longer the factory model many of us remember and we are all at different levels of understanding and practice in this transition.  It is an exciting time to work in Vermont schools and only time will tell what additional changes this work will bring.

Sunday, October 30, 2016

Our First Annual World Food, Health & Wellness Event

On Friday, October 21st, with the support of Student Council, Brian Fischer (Food Services), Sandie Chaloux (Driver Ed.), Meaghan Falby (Health Educator), Brian Divelbliss (P.E.), and representatives from New Directions, the National Guard, the Montpelier Police Department and many more, we kicked off our first annual World Food, Health and Wellness afternoon.  

This was the intentional growth of an event that has run in past  years as World Food Day.  During past World Food Day events, Meaghan's classes set up stations for food tasting and information - such as how much sugar might be in your beverage, during the lunch bands.


Apple Crunch! 




New Directions Substance Jeopardy


Horticulture class exhibit (included tour of greenhouse)!



How much sugar?


Making stress balls!

Physiology & Anatomy class health check!




Down time!


This year we combined some food tasting, such as the apple crunch, and Driver Ed Turn off Texting components of previous years, with a Jr. Iron Chef competition, the National Guard climbing wall, the PE ropes course (located in the gymnasium), tours of our Greenhouse with the horticulture class, and much more.

Students were asked to give feedback via a google form after the event, here's what a few of them had to say:

"I loved making the stress balls and going to yoga. I found it extremely relaxing and it was a lovely way to end my week."

"I enjoyed the yoga portion of the day. We took a really nice walk outside before it started to rain and then after the chair yoga, we did some meditative coloring."

"I liked the impaired vision goggles, and the stress socks."

"I enjoyed the awesome food, especially the chicken pasta. I also enjoyed the jeopardy."

"I enjoyed the anatomy and physiology student run station and the food stations."

Tuesday, October 25, 2016

Hunger Mountain Hikes




Fall is a time for beautiful foliage, shortened daylight hours and, if you are a 7th grader at U-32, a hike up Hunger Mountain.  Leading up to the hike, 7th grade students across all three cores read a survival story about a 12 year old who gets separated from his Boy Scout group, "Lost on a Mountain in Maine" by Donn Fendler, as part of their English Language Arts study.  In their Social Studies classes they are learning about maps, especially topographical maps.  In Science their study is focused on ecology - trees, plants.  All in preparation for the elevation studies performed at three different locations along the Hunger Mountain Trail.  Those students in PE also benefit from the adventure based unit at the start of the school year, the work on the ropes course helps to prepare for climbing the rope up a steep section of rock and climbing the rocks the remainder of the trail.  All three COREs set out on the same adventure on different days and often, due to the weather and the people in their groups, have different experiences!  



Every year, after the students have come back from their hike and used the data they collected, they reflect on the experience.  I wanted to take a moment and share some of those reflections.

A Teacher's Thoughts:

Aramis: "Aramis students set out to climb Hunger Mtn. on Oct. 13.  Under gray skies, with a prediction of 100% chance of rain by the afternoon we were determined to get our science done before the wash out.  We made quick work of the logging road and then proceeded up the trail, past the barely trickling stream to our first study plot.  Tape measures were brandished, instruments calibrated, and survey plots set up.  This same strategy would be repeated less than an hour later and 1000' higher.  The first individuals up and over the summit were greeted with a 30 mph wind and the visible stratus clouds descending off the main range of the Green Mountains.  A hurried lunch and quick science readings found us thirty minutes later descending.  A light patter of sprinkles found all hikers below tree line before the sky opened up and we could experience the meditative sound of rain falling on hundreds of colorful leaves."

Student Reflections:

Athos "Working with different people and just hiking with them, made me understand a lot more about the person. What was fun for me, was a struggle for others. Understanding how people take situations like climbing up a mountain was a big milestone to this hike. Climbing was very fun and enjoyable I would definitely go back and do this hike again in the future."

Athos "This hike was memorable for me because I learned a lot, but also had a lot of fun (which is usually not the case with science in my past). I liked that we got to get outdoors and be with our friends, and still learn a lot and collect data."

Athos "when we got to the top, I was mesmerized. The beautiful colors of the changing trees, the cool view over our towns, and most of all the great memories we had."


Porthos "At every elevation we stopped as the view became a little more rewarding. And at the top of every rock we climbed the sense of accomplishment made you want to go farther. Until you reached the top and just stood there in awe. The beautiful foliage was breathtaking and to be there with your friends made it even better. You could just stand there and take pictures for hours of the mountains in the distance their red, yellow , orange, and green trees making them seem even bigger than they already are. Being at the top of that mountain really puts the world into perspective. You feel like you are on top of the world, like a goat, and a mouse at the same time. I love to hike because the feeling is unreal. "

Porthos "I’ve never hiked before and this was the best first experience. I really enjoyed it. In fact I wasn’t even that sore at the end.
It wasn’t too easy yet it wasn’t too hard, and I loved doing it with all of my friends. I think I really enjoy hiking now, and this has motivated me into hiking more often. It was a little challenging coming down on the rock part, but we got through it and then the trail coming down was a lot easier. I was very proud when we got to the top, and it was all worth it, the view was spectacular. "

Porthos "As far as group work goes, I definitely liked the stops when we did the testing, it was fun, and since our group tended to finish fairly early, it was fun to explore the places that we had stopped when we were done. I enjoyed doing the scientific processes, though I was not a fan of my main role in the group (Group leader), because I am a fairly quiet person. However I think it was a good challenge. I think that our group worked well together and that we got a lot of good data to work with! "



*Photo credits:  Bo Carey, Jody Emerson

Friday, October 21, 2016

Marine Biology


Ever wondered if marine biology was something you might be interested in? Dreamed of going to Bermuda and admiring fish?  This past July, 19 members of the 2016 Marine Biology class collected data on fish populations (http://www.reef.org/db/reports/batch/TWA/u32_2016.dat) in Bermuda at BIOS (http://www.bios.edu/) as a REEF research team.  They also visited museums, historical sites, conducted plankton tows, and explored caves.

12 of the students who attended the trip were U-32 students!  They included 
Alex Reilly, Emma Olmstead, Gabrielle Stroh, Joslyn Bolduc, Rebecca Thompson, Rena Schwartz, Gus Obeldobel, Shaina Herring, Aine Kennedy. In addition, Taylor Forest, Jade McMillan, and Andrea Symonds were student leaders and conducted independent studies on Lionfish, Mangroves, and Coral Bleaching.

The Marine biology course runs from January to July and scholarships are available for the Bermuda research trip.  Unfortunately, last year some students had to be turned away, so if you are interested please consider signing up soon!

For more information contact Brian Slopey (brianslopey@gmail.com) and/or go to this link: http://www.vtvlc.org/students/bermuda-trip/



Sunday, October 16, 2016

Thanks to our U-32 Cafe Raiders!


This past week was National School Lunch Week (October 10-14, 2016) and I wanted to take a moment to recognize our food service staff for their hard work and great meals.  



The U-32 cafeteria has seen some yummy changes this year with breakfasts that consist of lots of different options. From pancakes or french toast to smoothies, muffins, omelets and more.  There have been some exciting new lunch options as well, and our menu board has shown us that even a small spelling error can increase interest in a meal!


It goes without saying that the old favorites are still available - salad bar, pizza and custom-made sandwiches are available every day!  Thank you U-32 cafeteria staff for delivering great tasting, nutritional meals every day!


*photo credits to Amy Molina and Sue Verchereau

Monday, September 26, 2016

Building Community One Circle At a Time!


Restorative Practices through Proactive Circles

Here at U-32, Teachers have been receiving training over the past few years at facilitating circles using the Restorative Practices approach.  Most TAs use this approach on a regular basis, circling their students to check in about the past weekend or talk about an upcoming event or simply to get to know each other better.  Some of my favorite proactive prompts include:  

  • If you could only eat one food for an entire year, what would you choose?
  • If you could have one superpower, what would it be?
  • If you could switch places with one family member for a day, who would it be?
  •  What are the 3 most important qualities in a friend?
This TA group was discussing cell phone use at school:

We hope that the building of many small communities throughout the building in TAs will also help to grow the whole U-32 school community.

Restorative Practices System of Response
Restorative Practices are also being used at U-32 as a method of responding to incidents of harm within our school community.  When investigating an incident we use questions related to the restorative process.  They are:
  • What happened?
  • What were you thinking of at the time?
  • What have you thought about since?
  • Who has been affected by what happened?  In what way?
  • What do you think needs to happen to make things right?
This process gets at the heart of what happened and why while focusing on remediation instead of blame.  The initial investigation often leads to a broader conversation involving both victims and potential offenders. In the past students have seen apology as the only way to make amends.  This process is clear that an apology is not part of the requirement nor is it an expectation, the expectation is that no one knows the outcome until the group discusses what happened and puts forth possible methods for solution. This process opens the door for students to take responsibility for their actions and to develop empathy with those who have been harmed.  It helps our community to heal and grow after harm or hurt.

This year we are excited to begin training a number of students in restorative practices.  The intent behind training students is that student will also begin facilitating proactive circles in TA and this training will allow us to begin to set the foundation for development of a restorative justice panel here at the school, giving students a greater voice in their school community.

Friday, September 9, 2016

What's this about Proficiency?

This year students throughout the state will be facing a new system of scoring...at least it's new at the middle/high school level.  Instead of letter grades, students will be looking at a proficiency scales from 1 to 4 that will help them determine whether they have met the standards that they will be expected to meet in order to graduate.  Here at U-32 this will be most obvious for students in grades 7-9, but the classroom grading system may also impact upperclassmen as teachers transition into the system that all Vermont students will graduate under in 2020 and beyond.

How will this affect your student?

In May 2016, all of the School Boards in the Washington Central Supervisory Union (WCSU) adopted their Student Learning Outcomes (SLOs).  Our SLOs include:

Core knowledge of essential academic subjects, including:

  • Literacy
  • Mathematical Content and Practices
  • Scientific Inquiry and Content Knowledge
  • Global Citizenship
  • Physical Education and Health
  • Artistic Expression
  • Financial Literacy
Transferable skills and behaviors that prepare them for lifelong learning and success, including:
  • Creative and Practical Problem Solving
  • Effective and Expressive Communication
  • Engaged Citizenship
  • Working Independently and Collaboratively
  • Informed, Integrated and Critical Thinking
  • Self-Awareness and Self-Direction
While the Boards were working on defining student learning outcomes, teachers worked to document curriculum and define standards that students would need to meet in order to graduate from U-32.  There are   standards for every area of core knowledge and each of the transferable skills are also standard.  An example of a standard for core knowledge is our Literacy Standard #1:  Reading:  Comprehend, interpret, analyze, and evaluate a wide range and level of complex literary and informational texts.  Teachers worked last year to define performance indicators for each standard.  An example of a performance indicator for Literacy Standard #1 is:  "Determine the central ideas of the text and provide an objective summary."

When accessing the Infinite Campus (IC) portal, you may notice that your student's assignment involves multiple standards and therefore they might receive multiple scores from 1-4 (beginning to advanced).  Students will be scored on their ability to demonstrate specific knowledge and skills, not whether the assignment was completed and turned in.  Our new system will assess what they actually know and can do!

Open House Presentation from the Principal

Thursday, September 1, 2016

Changes in the U-32 Cafe!

Students should look forward to some changes in the food service program this year.  Our long time food service director, Rick Hungerford, has retired.  Though his smile and good humor will be missed, we are excited to welcome Brian Fischer to U-32.

Brian has been involved with every part of food service from sales training and procurement to distribution, not to mention a chef.  This will be his first school based position but judging from the food he served at the August School Board meeting, our inservice meals and the first few days of school, we are all in for a treat!


Brian says the road to U-32 was the one "less traveled, it was about the journey, not the destination, in the end he basically stumbled upon a terrific opportunity and took it."  Brian is excited to face the challenge of meeting federal requirements while serving "not just edible food, but enjoyable food" for students and staff.  When asked about the best way to give feedback, Brian stated that feedback will be requested of students at least four times this year via surveys and he hopes you take advantage of those opportunities to voice your opinion in order to affect positive change.  However, you are welcome to stop during the lunch band and let any of the cafeteria folks know how you feel about the food.  Verbal face to face feedback is great , such as "this was awesome!" or, "could you...?"  That said, during the rush of lunch a request that is detailed may be a bit much and could be forgotten later, but by all means make an appointment and Brian will be happy to sit down and talk.  Brian hopes to get back to the basics in his work as food service director this year.  That means cooking from scratch, raw ingredients, and fresh produce that is local whenever possible.  He hopes to transform the cafeteria into a space with a bistro atmosphere showcasing eclectic and ethnic foods.  Brian is also planning on engaging students on social media including facebook, instagram, twitter and the occasional youtube instructional videos.  He looks forward to working with Branching Out and Pilot students who are working on food related projects.  Brian hopes to learn as much as possible about the U-32 school community so that the changes made are appropriate to our needs.

Check out this month's menu!

Tuesday, August 30, 2016

Letters to Graduates

Last night was "Meet your TA night" here at U-32.  If you've had a student begin U-32 in the 7th grade you may remember that night.  This year we decided to begin a new tradition.  We asked parents to take a few minutes and to write a letter to their 7th grader which the student will have delivered to them upon graduation from U-32.

The request went as follows:
Please take a few minutes and write your 7th grader a letter to be opened on Graduation Day in June of 2022!!!!!  Please then put it in an envelope, seal it and write your student's name and TA on the front.  We will put these safely away for the next 6 years and bring them out on that special evening.

If you aren't sure what to write and need some extra time, please feel free to take an envelope and paper with you to write at home at your leisure.  But, please don't forget.  We want each of our students to walk off that stage with an envelope and a diploma!  Once it is done, please mail it to Amy Molina, c/o (your student name here), U-32, 930 Gallison Hill Rd, Montpelier, VT 05602.

Thanks for helping us to start a fun new tradition at U-32.



One parent asked if they could also do this for their older student - absolutely.  Last year at graduation we started a new tradition of TA's handing their seniors an envelope.  Last year's envelopes held cards from teachers, TAs and/or other adults in the building who wanted to write something to the student.  We are happy to add parent letters to those envelopes!  If you have a student here at U-32 who has not yet graduated, please consider writing them a letter to be included in their graduation day memories.  Please mail as directed above!