Report to the Board of Trustees

2023 Reports

I learned late Friday afternoon that the MES has been designated as a school in need of Comprehensive Supports. Given the long weekend, I had to wait until Tuesday to understand what this meant. I was able to schedule a call with a representative from the VT Agency of Education.

MTSD Director of Data and Assessment, Tammy Boone, and I met with our assigned Vermont Agency of Education Quality Coordinator, Nicole Whitney to understand the designation. This report aims  to explain - in the simplest of terms, the designation to you and what it means for Milton Elementary School. It is important to note that I am sharing this information with all faculty and staff and you in advance of the VT AOE’s press release which is scheduled to happen tomorrow. reasons. Foremost, I do not want people to be taken by surprise. Second, I want people to understand the context of the designation and what it means for our district.  

Fast Facts:

  1. As the result of ESSA (Every Student Succeeds Act) of 2015, States were Federally required to have an approved plan that in part, included assurances for continuous school improvement for Title I Schools in order to continue to receive Federal Title Funds. For many States this was not a new practice. 
  2. Vermont was one of the last States in the U.S, to put in place a system to monitor school performance for Title I Schools and designate schools for Comprehensive Supports.
  3. This process began in 2018 when fifteen VT schools were designated. A designation is for 3 years.
  4. Designation is determined by 2 consecutive years of comparative data based on a formula that weights performance and sets a percent change. The initial formula weighted the performance data and amount of change at 50%.  
  5. Given Covid, VT received a waiver and the initial 3 year timeline was pushed out. Schools designated in 2018, now had until 2023 to show growth. Of the initial 15 schools identified, I believe 13 are being released this year.
  6. Given Covid, the new designation - which was supposed to happen in 2021, is happening now. 
  7. Given Covid, the 15 schools that have been newly identified (including MES) are being identified based on their difference in growth using the 2018-2019 and 2021-2022 data. This 3 year gap in comparison is because in 2019-2020 there was no testing and the 2020-2021 data was waived). 
  8. Given Covid, the State also adjusted the formula; they weighted the performance data at 75% and the amount of change at 25%. 

The Difference Between Comprehensive Supports and Equity Supports

  1. The system the State uses to report accountability is called the VT Annual Snapshot.There are five measurements - academic proficiency, high quality staffing, personalization, safe, healthy schools and investment priorities.
  2. The Annual Snapshot includes an equity measurement in each of these 5 areas.
  3. A school identified for Comprehensive Supports is based just on academic proficiency whereas, a school identified for Equity Supports shows need based on a formula that incorporates all areas. 
  4. Currently, a school identified for Comprehensive Supports receives additional funding and VT AOE technical support for 3 years. 
  5. A school identified as in need of Equity Support only receives monitoring. If they are not able to improve in the designated equity area after 2 years, in year 3, they will move to Comprehensive Support. 
  6. Schools in need of Equity Support were not directly contacted. Instead a memo was issued by the VT AOE  stating that determinations are based on several performance metrics demonstrating a substantial gap between historically marginalized and historically privileged student groups. A list with every school’s score was attached to the memo with no further explanation.  

Impact of the designation for Comprehensive Support for MES

  1. MES will receive additional funds for the next 3 years to be used specifically for systems and structures for teaching and learning that lead to improved student achievement
  2. MES (and the District) will receive the services of an Education Quality Coordinator from the VT Agency of Education. This person will help with:
    1. The planning and implementation of our Comprehensive Needs Assessment
    2. The development of our Continuous Improvement Plan specific to the areas of Literacy and Math  
    3. Identifying and implementing best practices in professional development for teaching and learning in Literacy and Math
  3. MES (and the District) Team will meet monthly with the EQ Coordinator
  4. The Superintendent will meet quarterly with the EQ Coordinator

Fortunately,  the MTSD and MES have been looking closely at our data - even throughout Covid. We did not wait to become a designated school to begin making changes. Instead, for the last two years, through the Comprehensive Needs Assessment and Continuous Improvement Plan process, we have been evaluating the effectiveness of existing structures using the ‘stop / continue’ model while also putting new structures in place to address learning loss and gaps at MES and District wide. Our most recent data (Spring 20223) which has not been released publicly yet, shows that we are already making gains.  

Some of the structures we have put in place to improve teaching and learning, aligned to the MES Vision of Student Learning include:

  1. Instructional Coaches
  2. A newly aligned Literacy and Math curricula 
  3. A newly aligned PreK curriculum
  4. Adding Kindergarten to Early Literacy intervention services
  5. Consultation services with Partners for Literacy Learning, Springboard (Early Literacy and Family Engagement) and the All Learners Network (math)
  6. Professional Learning Communities
  7. Book Study Groups specific to Universal Design for Learning, Math and Literacy instruction
  8. Faculty embedded professional development for instructional strategies in Universal Design for Learning, Literacy (ISA - Interactive Strategies Approach) and Math as well as regular data sessions
  9. A math course for all new math teachers
  10. Restructuring leadership roles to include more emphasis on instructional leadership
  11. Learning Walks and Data Snaps

It is important to note, Milton Elementary School has a very strong foundation. It has outstanding administrators, teachers and support staff. In addition, we have amazing learners. Collectively, we recognize that improving student performance is our greatest priority and every member of the organization is committed to this work. We are on the right path.  

August Policy Notifications:

  1. A22 - Notice of Non-Discrimination 
    1. Coordinators
      1. Title VI: Amy Rex, Superintendent
      2. Title VII: Terry Mazza, Director of Human Resources
      3. Title IX: Lynne Manley, Director of Curriculum and Instruction
      4. 504: Timothy Dunn, Director of Student Services
  2. C7 - Attendance
    1. The School Board of Trustees are to appoint a Truancy Office.
    2. Recommendation - Building Principal at each school
      1. MES - Kylene Flowers
      2. MMS - Brandy Brown and Kurt Vogelpohl
      3. MHS - Anne Blake and Mary Jane Stinson
  3. C10 - Prevention Harassment, Hazing and Bullying
    1. Designated Reporters 
      1. MES:
        1. School Counselors - Tracie Hultgren and TBH
        2. Administrators - Kylene Flowers, Craig Dwyer, Fieh Chan 
      2. MMS
        1. School Counselors - Sean Riehl and Nichole Wehman
        2. Administrators - Brandy Brown, Megan Smith, Kurt Vogelpohl
      3. MHS
        1. School Counselors - Nicole Martel, Jennifer Haas, Matt Rector
        2. Administrators - Anne Blake and Mary Jane Stinson
  4. C14 -Section 504 and ADA Grievance Protocol for Students and Staff
    1. Designated 504 Coordinator
      1. MTSD: Timothy Dunn, Director of Student Services
      2. MES: Kylene Flowers, Principal
      3. MMS: Megan Smith, Director of Continuum of Support Services
      4. MHS: Anne Blake, Principal or Mary Jane Stinson, Principal
  5. C70 - Use of Restraint and Seclusion
    1. Notification for the implementation of administrative procedures
    2. Any recommendations for changes - none
    3. Training
      1. District Trainer: Timothy Dunn, Director of Student Services
      2. Approved VT Agency of Education Training: Handle with Care
      3. Principals identify staff to be trained

Lifting Student Learning

Summer Program

All summer services are in full swing including Extended School Year Services, MES LEAP and MMS Lifting Student Learning. In addition this year, we are providing tutoring. Later this summer, the MES Kinder Camp and the  MHS Transition Academy will take place. One new program is SpringBoard. This is a pilot program funded through the VT Agency of Education:

The Vermont Agency of Education is partnering with Springboard Collaborative to provide an afterschool and summer solution for Vermont School Districts seeking a high-quality literacy program. We’re thrilled to offer a program that trains teachers, leverages families, and supports children to grow as readers.

The program components are outlined below. At the end of the summer, I will meet with the principal, school-based program leader and teachers to review results and determine if we should and can provide an afterschool program. 

Teaching and Learning Environment

In the spring of 2022, through a dialogue centered on workforce shortages, workplace retention, and ensuring a workforce that is equipped with the knowledge and skills to adequately respond to the changing needs of students, the  MTSD Administration and  MESA President initiated a District Committee toward improving the school working and learning environment for all members of the organization. 


The first task of the committee was to develop a purpose statement. 


The term school culture generally refers to the beliefs, perceptions, relationships, attitudes, and the written and unwritten rules that shape and influence every aspect of how a school functions.

The purpose of the MTSD Culture Committee is to promote and support shared ownership of a healthy teaching and learning environment. A culture of learning is the foundation for what we want the student and adult experience to be. A culture of learning:

  • Begins with a shift of mind - from seeing ourselves as separate from each other to seeing ourselves as integral, interconnected individuals of a system (district). (adapted from Senge 1996, 37),
  • Models the value of learning through consistent, high expectations across the organization, and
  • Strives to create and build upon 
  • Positive, trusting relationships (among colleagues, students, administrators, families)
  • Systems for effective communication and organizational predictability 
  • Practices of mutual support and shared accountability 

The MTSD Culture Committee, through a cycle of data collection, analysis, action planning and stewardship enables the organization (stakeholders) to reflect and grow.  

The second task was to engage in data collection. As a starting point, they administered the Panorama Faculty and Staff Climate Survey. After a lengthy data analysis process, the committee identified action areas in each school and for the district as a whole. Action items were identified based on the areas of focus when considering school culture; which are: Relationships; Systems; Mutual Accountability; Communication; and Culture of Learning.


High Level Action Items 

  • District: Supervision and Evaluation System
  • MES: Feedback Loops; Systems Communication; Productive Dialogue and Trust Building; and Faculty Input and Facilitation of Professional Learning 
  • MMS: Peer Collaboration and Feedback; System Resources; Professional Learning and Universal Design for Learning
  • MHS: Peer Observation; Student Engagement Strategies; Equity and Diversity Professional Learning; Systems for Student Management


Next Steps

  • Expand the District Committee to include a broader representation from each school
  • Create school-based mini action plans - one or two critical action items that each school could reasonably focus on and make progress
  • Identify one District action item and create a plan
  • Set aside the October in-service day to conduct a school-based data analysis session and identity the one or two critical action items along with processes for making progress 

ARP-ESSER Grant Allocations - FY24

With a grants manager, the grant work in the district has been delayed. Business office personnel have stepped up to learn and support the financial administrative tasks and the reporting to AOE. While District Directors have taken over managing vendor outreach and contracts for their subsequent IDEA-B and Consolidated Federal Grants. I have taken over the ESSER work and just submitted an amendment for the 2023-24 school year, including concept preapproval for a new HVAC project. 


Once we are able to reconcile the final usage for ESSER II and ESSER III from last year, we will have a better understanding of the remaining funds of ESSER III. Below are the strategies we have submitted for this school year and these allocations are covered. The reconciliation will determine if we have any remaining funds beyond what is already earmarked below.




Covid response and vulnerable populations

ARP ESSER Estimated Allocation

1 Reading Specialist

Academic Success

Increasing district reading interventionists from 4 to 6 to ensure all identified students have access to high quality reading intervention services for school years: 

Salary & Benefits


2 Math Interventionist

Academic Success

Increasing district math interventionists to ensure all identified students have access to high quality reading intervention services for school years

Salary & Benefits


Curriculum Coordinator

Academic Success and Student Engagement

To support the strengthening of all curricula, and assessment that is used to show student growth and learning for school years:

Salary & Benefits


Summer Programming

(ARP Esser Summer) 

Academic Success, Student Engagement, Social Emotional and Wellbeing

To provide direct instruction, experiential opportunities to build community and strengthen the connection to school as well as address students’ social emotional needs, health and wellbeing.


For 2 Years

Innovation Lab/Flexible Pathways Program

Academic Success, Student Engagement, Social Emotional and Wellbeing

Program development to  increase student engagement and success in preparing for post-secondary college and career opportunities for school years

(MMS teacher funded via Stronger Connections grant - 2 years)


Behavior Services Support

Academic Success, Student Engagement, Social Emotional and Wellbeing

Build the capacity of the school and its behavior intervention teams in supporting the social-emotional learning of students, staff, and community to create a safe and engaging learning environment. 


Great Schools Partnership

Academic Success, Student Engagement, Social Emotional and Wellbeing

Consultation to support leadership and teacher development in evidence-based instruction practices to improve student outcomes


Panorama Climate Survey Tool

Academic Success, Student Engagement, Social Emotional and Wellbeing

Data collection tool to determine strengths and gaps for all functions of the organization - workforce satisfaction; teaching and learning; family engagement. 


Measured Ed.

Academic Success, Student Engagement, Social Emotional and Wellbeing

Consultation for Student Information Systems data collection and integration support to ensure accuracy, faculty access and use, and to meet the required State reporting criteria.



Safe and Healthy Operations

Prevent Covid-19




Heating and Ventilation

Safe and Healthy Operations

To continue to improve air quality and ventilation systems in a student program - Notch: a continuum of supports at 2 Herrick Ave



School Safety

On Wednesday, June 6, 2023 Milton Elementary and Middle had to be evacuated. Although this situation did not turn out to be a legitimate critical incident, the exercise was extremely beneficial to the MTSD Safety Team and our Milton Emergency Responders. After the incident, we collected feedback from all faculty and staff involved and then we conducted a debrief with Milton Emergency Responders. As a result, we were able to identify areas of strengths and areas in need of improvement. In addition, we generated ideas for enhancing our practices to better prepare all stakeholders in the event of an emergency.


Below is just a partial list of the +/- and action items




  • Feedback from staff and parents
  • Great support from emergency responders
  • Extra staff from MMS went to relocation
  • Having not done a whole building drill, it went really well
  • One designated person to communicate was smooth
  • Bus drivers were very responsive
  • Admin help in searching the building
  • No predetermined roles for Admin at the evacuation sight - commander; communicator; pick up…
  • No predetermined roles for staff at the evacuation sight
  • Business staff didn’t know what was happening
  • Staff were not receiving the family text updates
  • Traffic plan wasn’t clear


Action Items:

  • Printed town and school maps at each location
  • Printed communication flow charts
  • Printed site and command center assignments
  • Training - custodial, food services, district office 
  • Gear - bullhorns; additional radios; vests; go buckets; van keys, medical go bag at district office
  • Revisit zones
  • Accessibility plans

These items will be revisited by the District Safety Committee at our first meeting in August as we prepare for the new school year.


Follow up - July 13, 2023

As a result of our conversation at the last meeting related to staff turnover, we have changed our exit form to include options for an exit interview (Director of HR; Superintendent; Building or Department Supervisor). The interview will be required and we will draft a set of questions to be used consistently regardless of who you interview with. All interviews are confidential and responses will be themed. In addition, the form will be submitted to every departing employee no matter the time of year they leave.

Legislative Update

Universal Meals

Governor Scott allowed an act relating to school food programs and universal school meals to become law without signature. Act 64 of 2023 permanently funds universal school meals through a $29 million appropriation from the Education Fund. Implementation will be broadly the same as Act 151 from School Year 22-23. The AOE will be issuing full implementation guidance this summer.

Tax Rate

  • Tax rate for non homestead property: $1.391 (FY23 was $1.466; FY22 was $1.612)
  • $13M is reserved within the Education Fund to offset education property tax increases in FY25


Act 78 of 2023 - sections of the law that are specific to PK-12  policy and relevant fiscal matters are summarized below.

Funds to support the School Construction Aid Task Force - Report due January 2024

  • review the results of the statewide school facilities inventory and conditions assessment and the school construction funding report required by Act 72 (2021)
  • study issues relating to school construction aid, including: 
    • the needs, both programmatic and health and safety, of statewide school construction projects;
    • funding options for a statewide school construction program and criteria for prioritizing school construction funding; and
    • the appropriate state action level for response to PCB contamination in a school


  • moves the testing deadline out two years from July 1, 2025 to July 1, 2027
  • provides funding for the costs associated with remediation and removal of PCB contaminants, and, if necessary, associated relocation costs

Summer and After School Grants

  • Sales of Cannabis will be used to fund grants to districts
  • AOE will administer the grant program

Act 76 of 2023 Childcare and PreKindergarten

This law assigns school districts with the responsibility of ensuring equitable prekindergarten access for children who are four years of age on the date by which the child’s school district requires kindergarten students to have attained five years of age or who are five years of age and not yet enrolled in kindergarten.

The law creates the Prekindergarten Education Implementation Committee with the following deliverables: 

  • Assist AOE in improving and expanding accessible, affordable, and high-quality prekindergarten education for children on a full-day basis on or before July 1, 2026, either through a public school or contracted with a private provider (or both). 
  • Issue a written report in December of 2023 to the General Assembly regarding whether the cost of educating a prekindergarten student is the same as educating a kindergarten student in the context of a full school day. The report will include the following:
  • Conduct data collection and analysis related to weights and numbers (schools will need to submit data to AOE in August of 2023)
  • December 2024 - 
    • submit a report with recommendations to legislature for expanding access through the public school system or private providers under contract with the school district or both
    • provide districts with a model contract to use for contracting with private providers.

Act 29 of 2023 School Safety

3 new required policies

  • F3 Fire and Emergency Preparedness Drills and 
  • F4 Access Control and Visitor Management
  • Threat Assessment - not yet created

Safety Operations

  • All hazards manual 

Threat assessment requirements, including

  • Staff training to include bias training
  • Data collection and reporting requirements (8 areas currently; however, it is up to the Secretary of Education if additional components are necessary) related to the completion of and outcomes of ALL behavioral threat assessments and manifestation determination 

Bill was amended to add the creation of a study group that will study the current protections for students against harassment and discrimination in schools and make recommendations for legislative action on the following issues:  

  • Eliminating the severe and pervasive standard for harassment and discrimination for students in educational institutions; 
  • Compulsory education attendance requirements for students who have been victims of harassment; and 
  • The resources required for schools to develop harassment prevention initiatives as well as support for students who have experienced harassment. 


PCB - Lawsuit

The lawsuit that is being pursued by the State is different from the one being pursued by the private firm. The firm is seeking the money that districts will have to spend because of the PCBs.  The group will control whether and how much districts will settle for and the group will get the money from the litigation. This is similar to the JULE lawsuit we participated in. As a result of the litigation, MTSD directly received $16,000 toward vaping prevention and intervention. 

The State PCB suit is in its name - not on behalf of Districts.  It will get the money and it may or may not go to schools.  At this point, it looks like the State will seek the money it appropriated to reimburse districts for the costs, about $16 million.  

FAQ for Schools on State of VT PCB Lawsuit

Staffing - End of Year Report

Existing Staff - not including unfilled positions



Core Teachers


Non SpEd
































Turn Over















School based personnel =333

Total Turnover = 53

Vacancies *indicates grant position







1 - Classroom Teacher, 

1 - Literacy/Math Interventionist*, 

2 -  Guidance Counselors

1 - Behavior Services Coordinator

1 - Behavior Interventionist,

3 Special Needs Programming Specialist, 

2 Paraprofessionals and 

1 part-time food service


1- HHB Coordinator,

1 - Math Interventionist*,  

1 - Special Educator/FFL

1 - Behavior Interventionist

2 - Intensive Needs Programming Specialist


1 - Health

1 - Permanent Sub

1- Intensive Needs Programming Specialist

District based personnel = 18

Total Turnover = 2

  • 2 vacancies
    • Grant Manager / Financial Assistant
    • Board Secretary
  • 1 grant position not being filled

Of this number, 23 staff members completed the exit questionnaire and 7 of those also conducted exit interviews with me. Although turnover is typically from year end to year end, on occasion it occurs early or part way through the year. Typically those that leave early or mid-year leave because of extenuating circumstances and do not participate in the survey or an interview. 

The results indicate that there is not any one stand out factor contributing to turn over. Based on comments in the survey and my exit interviews, one theme that stands out to me is the belief that although there are many rewarding aspects of working in the district, the challenges associated with the work are different and/or the demands have become untenable especially when trying to manage raising a family. 

Snapshot of other districts regionally - professional staff only. Due to the timing of this survey, districts did not have SS #s. Those with lower turnover are the smaller districts. 

Professional Staff


Middle School

High School

























Strategies for Recruitment

  • Social Media
  • Various on-line platforms - local and National
    • SchoolSpring
    • Indeed 
    • Seven Days
    • National Minority Update
  • Physical Signs
  • Word of Mouth
  • Principals reaching out to colleges and universities
  • Supporting personnel interested in pursuing a different career path
  • Branding


Snapshot of Survey Results

  • 15 of the 23 are not from VT
  • 13 of the 23 live 10 miles or more from Milton
  • 17 of the 23 have a Masters Degree

Lifting and Leveraging Student Learning

  1. Professional Learning Communities

In the MTSD, excellent classroom instruction that is universally designed, culturally and linguistically responsive, and results in improved student achievement for every student is our primary focus. Professional Learning Communities - or PLC is one structure that supports professional learning and growth toward our goal of improved student outcomes. MTSD PLC Overview

Our early release time allows us to have a predictable and consistent approach for teachers to meet and engage in inquiry and action  planning to grow their instructional practices and collaboratively establish a clear connection between teacher learning and student growth.

With the help of ESSER funds, we have been working with the Great Schools Partnership. They provide training and on-going support to leaders, PLC teacher facilitators and the PLC itself. Throughout the 2023-24 school year, they will work directly with facilitators to help plan agendas that productively engage teachers in authentic work of the PLC.

  1. Panorama

The MTSD has administered 2 Panorama surveys this spring - 1 to families and 1 to faculty and staff. The family survey recently closed and the results have been shared with school leaders. Principals will review the data over the summer and then with faculty and staff during pre-service. Collectively they will identify goals and action steps and report out to their families after the start of the school year. A district wide presentation will be given to the Board in September.

The staff and teacher survey is part of a district wide initiative to improve the teaching and learning environment across the District and is being led by the  MTSD Culture Committee.. The purpose of the MTSD Culture Committee is to promote and support shared ownership of a healthy teaching and learning environment. A culture of learning is the foundation for what we want the student and adult experience to be. In part, the components of a high performing, positive school culture include: clear purpose (mission and vision); collaboration among all stakeholders; active, on-going professional learning (PLCs and PD); shared responsibility for teaching and learning.

The MTSD Culture committee is in the midst of analyzing the data. It is their intention to provide all faculty and staff with an overview of the data along with a ‘where to’ next plan in early June.

  1. Discipline Policy and Procedures

The MTSD F1 Policy and Procedures: Student Conduct and Discipline are over 10 years old and no longer align with the law or with evidenced-based practices. Representatives from the Leadership Team have been working on a draft that follows the structure of the new VSBA model policy. They presented their draft to the full Leadership Team on May 16 for feedback. Once the group makes the necessary revisions, they will present the draft to members of the faculty and staff for input. The final step will be community input. It will be essential to have the newly revised procedures ready for the start of the school year.

Operations - Grants

  1. New Awards Received
    1. Kylene Flowers submitted a grant request to cover the costs of the equipment stations for the Monarch room along with funds to have a consultant do training with staff 
    1. Jon Adams, Ben Sevey and Ryan Bushey submitted an application for additional equipment for the Milton Innovation Center
    2. 3D Metal Printer; CNC gantry Milling Machine; Tooling
    1. Kody Weaver and  his students submitted an application to the National Foundation for Governors’ Fitness Councils - Don’t Quit grant and received $100,000 in fitness equipment.
    2. The installation will happen over the summer and there will be a ribbon cutting ceremony in October.
    3. MMS Student Staff Video Submission
    1. $125,000 per summer
    2. Transportation, Staffing and Supplies
    1. $10,000 VT Children’s Trust Foundation
    2. $15,000 Educate Innovate
    3. $100,000
    4. $250,000 ARP ESSER Summer Award 2 year grant
  2. Pending Award
    1. Over 2 years
    2. MMS Continuum of Support Staffing
    1. $250,000 Stronger Connections Grant 
  3. Current Grant Writing
    1. Waiting for decision on Stronger Connections
    2. Public input for proposed uses
    3. Final submission
    1. IDEA-B
    2. McKinney-Vento
    3. Consolidated Federal (Title) Grants
    4. ARP-ESSER

Lifting Student Learning


Over the last 2 months, the MTSD has been administering the State required assessments in grades 3-9 for English Language Arts, Math and Science. These assessments are closely aligned with Vermont standards and meet or exceed all metric standards for state summative assessments. 


Despite the challenges districts have faced in the administration of the new VTCAP, the MTSD has worked to ensure that the testing conditions are well supported and can be the very best they can be for our students. In particular, Tammy Boone, Kasey Miller, and Rob Whitcomb have worked tirelessly updating manuals, training teachers, preparing materials and servicing technology for this new administration. I would also like to thank all our teachers and support staff for their patience and flexibility as we navigate the new assessment.

In a recent memo responding to concerns from across the State about the validity of the results, interim Secretary of Education Bouchey communicated that statewide assessment results are an important part of our assessment landscape in Vermont, but they are only one part. Vermont does not use state summative assessments for individual decision-making about students or educators. State assessments are just one tool in our collective toolbox; it is therefore important that you also focus on your Local Comprehensive Assessment Systems (LCAS) and other measurements of student proficiency. The new summative assessments will provide us important data to be sure, but it will just be one set of data, providing us a snapshot of student success, within a larger system dedicated to the success of all Vermont learners. 

Legislative Update

The legislative session is coming to a close this week. This is a dynamic time and changes are often made to bills that are under active consideration. Below is an update on the status of education bills as of April 21.

  1. H483 amends the statutes governing the approval of private schools to require that any approved private school (excluding therapeutic schools) that intends to accept public tuition must be located in Vermont or within 25 miles of the Vermont border (excluding Canada) and must comply with many public school regulations including, enrollment, special education, attendance, testing, and reporting. This bill has passed the house and is in the senate. The requirements are outlined in this summary of the bill 
  2. S.56 - An act relating to child care and early childhood education originated in Senate Health & Welfare. The bill was approved by the House Human Services Committee on April 19, and will be considered in the House Education, House Ways and Means and House Appropriations Committees before going to the House Floor.  This bill focuses on childcare, and includes a study on PreK.
  3. H.486 and S.124 were introduced as companion bills that established a school construction aid task force to examine, evaluate, and report on issues relating to school construction aid.  After review and analysis by the House Education Committee, a pause to the PCB testing program was added to H.486, and that version of the bill passed out of the House before crossover.  S.124 was added to the Appropriations Bill and is no longer a stand alone bill.  The Senate Education Committee has possession of H.486. 
  4. H. 165 - An act relating to school food programs and universal school meals would make the universal school meals program permanent and funded through an appropriation from the Education Fund. There is talk now that universal meals will just be extended for another year - versus be permanent or that the governor will veto the bill.
  5. S. 138 - An act relating to school safety proposes is still active with possible changes to the threat assessment requirements.

A summary of education bills that are signed into law will be included in a report prior to the start of the next school year.  

Lifting Student Learning Literacy Update

  1. MMS has started receiving training in the development of Literacy Profiles for under prepared readers. Through the administration of various assessments, literacy specialists and special educators will be able to create a literacy profile for each under prepared reader. The profiles outline:
    1. The characteristics of the specific reading challenge(s)
    2. Interventions to consider and best practices for progress monitoring
    3. Classroom considerations - what strategies should be used in the classroom to support skill development
  2. Third grade teachers continue their professional development in literacy strategies related to word meaning. With support of consultants from VT Partners in Literacy Learning, teachers receive training twice monthly during early release. I was able to join in and observe last week. The focus was on how to use reader and text level variables to support comprehension.  
  3. At all levels, grade level and content teams are reviewing the Winter STAR reading results and identifying next steps for classroom instruction. Meanwhile the Leadership Team and Curriculum Team Leaders are identifying intervention changes or pushpoints that can be done from now until the end of the year to improve student outcomes in both math and literacy. 

Operations - Safety Update

  1. MMS Dance Event
    1. On January 31, 2023 members of the Milton Police Department, Public Safety Department, District Administration and Principals met to conduct a ‘table top’ activity of the MMS Dance event. 
    2. As a result of the activity, next steps for strengthening our safety procedures were identified, including:
      1. Review school day safety procedures and adapt them for after school activities including building use by guests. Procedural elements include
        1. Communication
        2. Response
        3. Closure
      2. Identify training needs and create a training plan
      3. Researching options for upgrading / modernizing our systems to communicate with incident command personnel both on and offsite
  2. MHS/BFA Basketball Event
    1. HERE  is the link to the letter I sent to MTSD staff and families on Friday, February 3. It outlines the status of the BFA Fairfax response. It also outlines the measures the MHS Athletic program has put in place for the remainder of the season with BFA Fairfax; that is:
      1. Fairfax players will only be allowed 2 guest fans each to attend on their behalf.
      2. BFA Administration will vet the list of the fans and provide the MTSD Athletic Director with a copy.
      3. BFA Fairfax will send 1 administrator and at least 1 other staff member to support MTSD Athletic Director in monitoring BFA fan entrance according to the list and provide additional supervision throughout the game.
      4. All BFA fans will be directed to a predetermined portion of the bleachers in the first section inside the door.
      5. The MTSD will provide additional supervision and support, including the Student Resource Officer.

Legislative Update

As of this report, 198 bills are being introduced to the session. 

  1. House Ways and Means Committee 
    1. HWMC has begun its work on the Ed Fund. In the coming weeks, the committee will need to make some decisions on what to do with the roughly $64 million in unreserved/ unallocated funds from FY2023. 
    2. Two reports related to the implementation of an income-based education tax system have been submitted to the HWMC and they are taking testimony You can read the reports by linking here: Department of Taxes Income-Based Education Tax Report 2023, and Report from the Income-Based Education Tax Study Committee.
  2. Other education related bills that are an extension of last session bills that have funding implications include:
    1. Universal Meals
      1. Act 151 extended the universal meals program for one year using $29 million from surplus in the Education Fund.  
      2. AOE has prepared a legislative report on the impact and status of implementation
      3. JFO is preparing a report examining possible revenue sources, including revenue estimates.  
    2. Early Childhood
      1.  The Rand report, Vermont Early Care and Education Financing Study, was issue, and we should expect to see bills in the coming weeks
    3. School Facilities
      1. The initial inventory report from last year indicated an aging physical infrastructure for schools with many buildings and systems approaching the end of their useful life and the need for action by the General Assembly
      2. A more comprehensive facilities assessment report is due in October of 2023.
      3. Testimony on PCB testing will continue and it is likely that amendments to existing legislation will be made.
      4. It is likely that bills related to school construction aid will also be introduced
  3. Miscellaneous Bills 
    1. School Safety Draft Bill includes requirements for schools to:
      1. Adopt a policy mandating options-based response drills;
      2. All-hazards emergency operation plans;
      3. Access control and visitor management policy that, at minimum, requires that all school sites and offices lock exterior doors during the school day, and require all visitors sign in at a centralized location; and
      4. For schools to create a behavioral threat assessment team
    2. New Topics
      1. H.42 - An act relating to academic freedom of public educators
      2. S.10 - An act relating to the installation of water bottle filling stations in schools
      3. S.18 - An act relating to banning flavored tobacco products and e-liquids
      4. S.34 - An act relating to kindergarten enrollment age

Lifting Student Learning Literacy Update

  1. MMS has started receiving training in the development of Literacy Profiles for under prepared readers. Through the administration of various assessments, literacy specialists and special educators will be able to create a literacy profile for each under prepared reader. The profiles outline:
    1. The characteristics of the specific reading challenge(s)
    2. Interventions to consider and best practices for progress monitoring
    3. Classroom considerations - what strategies should be used in the classroom to support skill development
  2. Third grade teachers continue their professional development in literacy strategies related to word meaning. With support of consultants from VT Partners in Literacy Learning, teachers receive training twice monthly during early release. I was able to join in and observe last week. The focus was on how to use reader and text level variables to support comprehension.  
  3. At all levels, grade level and content teams are reviewing the Winter STAR reading results and identifying next steps for classroom instruction. Meanwhile the Leadership Team and Curriculum Team Leaders are identifying intervention changes or pushpoints that can be done from now until the end of the year to improve student outcomes in both math and literacy. 

Operations - Safety Update

  1. MMS Dance Event
    1. On January 31, 2023 members of the Milton Police Department, Public Safety Department, District Administration and Principals met to conduct a ‘table top’ activity of the MMS Dance event. 
    2. As a result of the activity, next steps for strengthening our safety procedures were identified, including:
      1. Review school day safety procedures and adapt them for after school activities including building use by guests. Procedural elements include
        1. Communication
        2. Response
        3. Closure
      2. Identify training needs and create a training plan
      3. Researching options for upgrading / modernizing our systems to communicate with incident command personnel both on and offsite
  2. MHS/BFA Basketball Event
    1. HERE  is the link to the letter I sent to MTSD staff and families on Friday, February 3. It outlines the status of the BFA Fairfax response. It also outlines the measures the MHS Athletic program has put in place for the remainder of the season with BFA Fairfax; that is:
      1. Fairfax players will only be allowed 2 guest fans each to attend on their behalf.
      2. BFA Administration will vet the list of the fans and provide the MTSD Athletic Director with a copy.
      3. BFA Fairfax will send 1 administrator and at least 1 other staff member to support MTSD Athletic Director in monitoring BFA fan entrance according to the list and provide additional supervision throughout the game.
      4. All BFA fans will be directed to a predetermined portion of the bleachers in the first section inside the door.
      5. The MTSD will provide additional supervision and support, including the Student Resource Officer.

Legislative Update

As of this report, 198 bills are being introduced to the session. 

  1. House Ways and Means Committee 
    1. HWMC has begun its work on the Ed Fund. In the coming weeks, the committee will need to make some decisions on what to do with the roughly $64 million in unreserved/ unallocated funds from FY2023. 
    2. Two reports related to the implementation of an income-based education tax system have been submitted to the HWMC and they are taking testimony You can read the reports by linking here: Department of Taxes Income-Based Education Tax Report 2023, and Report from the Income-Based Education Tax Study Committee.
  2. Other education related bills that are an extension of last session bills that have funding implications include:
    1. Universal Meals
      1. Act 151 extended the universal meals program for one year using $29 million from surplus in the Education Fund.  
      2. AOE has prepared a legislative report on the impact and status of implementation
      3. JFO is preparing a report examining possible revenue sources, including revenue estimates.  
    2. Early Childhood
      1.  The Rand report, Vermont Early Care and Education Financing Study, was issue, and we should expect to see bills in the coming weeks
    3. School Facilities
      1. The initial inventory report from last year indicated an aging physical infrastructure for schools with many buildings and systems approaching the end of their useful life and the need for action by the General Assembly
      2. A more comprehensive facilities assessment report is due in October of 2023.
      3. Testimony on PCB testing will continue and it is likely that amendments to existing legislation will be made.
      4. It is likely that bills related to school construction aid will also be introduced
  3. Miscellaneous Bills 
    1. School Safety Draft Bill includes requirements for schools to:
      1. Adopt a policy mandating options-based response drills;
      2. All-hazards emergency operation plans;
      3. Access control and visitor management policy that, at minimum, requires that all school sites and offices lock exterior doors during the school day, and require all visitors sign in at a centralized location; and
      4. For schools to create a behavioral threat assessment team
    2. New Topics
      1. H.42 - An act relating to academic freedom of public educators
      2. S.10 - An act relating to the installation of water bottle filling stations in schools
      3. S.18 - An act relating to banning flavored tobacco products and e-liquids
      4. S.34 - An act relating to kindergarten enrollment age

Lifting Student Learning

New State Assessment for ELA, Math and Science (VTCAP)

Information and support for administering the new State Assessment this spring has been delayed. Training for District Assessment Administrators was supposed to be in December; it is now scheduled for February. Test manuals and guides are still not available. We have received technical guidance to test our network and ensure that it will allow access to all components of the on-line services associated with the assessment.

Once the MTSD Assessment Coordinator receives training, she will meet with principals and information technology technicians to develop a training plan for test administrators along with a schedule. Most testing will occur in April and May. The short turnaround time for training teachers in test administration generates a great deal of stress. Teachers want to create the best conditions possible for high stakes testing. They want to be confident in their abilities to problem solve and support students. It is unfortunate that the transition from SBAC to VTCAP was not better planned by the State. 

Student Proficiency - Follow Up

In November, the MTSD Board of Trustees reviewed current student data related to English Language Arts, math and science proficiency. Earlier this fall, I described one approach to how - as a system, the MTSD was using high leverage leadership practices to promote teacher collaboration and support excellent classroom instruction to improve student outcomes. As we head into the second half of the year, I will describe the various intervention methods used at each school. 


Herrick Avenue Project Committee Update

On November 7, 2022 the Herrick Avenue Project Committee hosted a Community Forum to:

  1. Share information regarding the condition of Herrick Avenue Facility
    1. Herrick Avenue Project - Infrastructure Priorities
  2. Outline 5 possible options for renovating and/or rebuilding
  3. Answer questions and gather input from community members

As a result of this forum and data collected from a widely circulated survey, respondents identified the following priorities for the MTSD Board to consider when setting the direction for a Herrick Avenue project:

  1. Priority #1 - Consider the option the provides the best possible educational space for the learning needs of students both now and in the foreseeable future 
  2. Priority #2 - Consider an option that is the least disruptive to teaching and learning 
  3. Priority #3 - Consider the option that allows the MTSD to control costs to the greatest extent possible

The results of the survey can be viewed HERE

Based on the Herrick Avenue Facilities Evaluation, dialogue regarding the needs for teaching and learning and community input, the Herrick Avenue Project Committee narrowed the scope of options from 5 to 3. The Herrick Project Committee is in the process of preparing for a Special MTSD Board of Trustees meeting. At this meeting, the Board and community will be presented with a greater level of detail of the 3 options and how the 3 priorities play out within each of them. After a Q&A period, the Board will begin a discussion as to the direction the district should take with this project. The Special meeting will be Wednesday, February 15th @ 6:30 pm in the MHS Library. 

State Level

Legislative Update

Although the session just began there has already been activity related to education. H.42, which includes a provision that would suspend the requirement for mandatory, specified ballot language 16 VSA 563 (11) (D) for school district budget approval articles, is on the fast track to passage. Since its inception, this mandatory language has proven to be very confusing to voters. Spending per equalized pupil is based on a complicated formula, and the percent increase or decrease over the current year doesn’t have a direct correlation on the tax rate. For example, this year the MTSD education spending per pupil increased by 11% over last year, yet the tax rate is decreasing. Unfortunately, the language leads people to believe that if there is an increase or decrease in education spending per equalized pupil then the tax rate will increase or decrease as well when in fact, the very opposite could be true. Although the bill is likely to be signed into law as soon as January 23rd, it will be too late to change the ballot language this year. 

Shall the voters of the school district approve the school board to expend $ ______ , which is the amount the school board has determined to be necessary for the ensuing fiscal year? It is estimated that this proposed budget, if approved, will result in education spending of $______ per equalized pupil. This projected spending per equalized pupil is ______ % higher/lower than spending for the current year.

2022 Reports


  1. Grants

The grant work continues to be very active. We have two significant grants related to improving air ventilation for Milton High School. One grant includes new HVAC - heating and cooling systems for classrooms, the library and the auditorium totaling $800,000 and is sponsored through Efficiency VT and the Agency of Education. We have received final project approval and will begin the final steps in the contract process with Control Technologies. 

The other grant includes new HVAC for the Milton Innovation Center totaling $220,000 and is sponsored through our allocated ARP-ESSER funds. We have received the initial concept approval and are now awaiting final project approval. This allocation will decrease the total amount of the renovation project’s impact on the MTSD Capital Reserve fund.

Finally, a new competitive grant with a longer performance period was recently released by the U.S. Department of Energy. It is specific to school districts and is related to improving energy efficiency. We hope to submit an application to support the Herrick Ave Renovation / Building project.  

Recently, the VT Agency of Education released a  competitive grant for summer programming and we are currently working on submitting an application to extend our Lifting Student Learning summer program. This program would be similar to the types of programs we have operated over the last two summers; however, we hope that more staff will be available and we can make these programs more robust.

Last summer we received a competitive grant for a Substance Abuse Professional. After several rounds of posting the position, we have finally found a candidate. Through the grant, this person will be able to work full time for the remainder of the year. Their focus will be supporting students with cessation programming and counseling with students who have one or more infractions related to alcohol and drugs. Typically this type of support is managed through outside agencies; however, they have not had the capacity and when they do have availability, it is often a hardship for our students to attend scheduled appointments located in Burlington. 

As we know, the ESSER and other related Covid-19 funding sources are beginning to dry up. As a result, we need to begin to think strategically about the existing grant funded positions and which ones are having the most impact on student learning. At our last meeting, I shared a proposal for three positions - 1 in each school; it is linked below.

  1. FY24 Budget
    1. Rationale New Positions - FY24
    2. On the morning of Friday, December 9th, Business Managers across the State met to review district budget plans and discussed expenditure percent increases and the factors that were contributing to the increases - a few fast facts
      1. Expenditure increases across the State range from 0-20%.
      2. The average increase is 7.5 % with most districts in the 6-9% range.
      3. The predicted education spending increase is 8.3% and the State hopes to have updated equalized pupil numbers to us by December 15th - hopefully, we will have the CLA by then too.
      4. Factors contributing to the increases:
        1.  Health Insurance
        2. Salaries
        3. Student Supports
        4. Capital Expenses
        5. Ending of ESSER
        6. Contracted Services and Transportation

State Level

In the afternoon of Friday, December 9th, Business Managers, Directors of Student Services and Superintendent from across the State met in an unheated room to receive technical information about the implementation of ACT 173 as it relates to changes in the documentation process for Maintenance of Effort and receipt of the Special Education Block Grant. We also received an overview of the impact of ACT 27; that is the change in the pupil weights and the change from using equalized pupils to using long term average daily membership in determining education spending. 

In terms of ACT 173, although the State will provide templates for documentation, these will be very conservative and limit the ability for districts to use the Block Grant flexibility as intended. As a result, Districts were advised yesterday to ‘create’ their own methods of documentation to include a set of procedures based on Technical Guidance from the AOE. Furthermore, districts will be required to generate their own reports to submit to the AOE. This once again, adds another layer of responsibility to districts for reporting to the AOE. 

The detailed overview of the new weights and the change (to be implemented in the FY25 budget planning) from equalized pupils to long term average daily membership in determining education spending was very interesting. Brad James (AOE), provided several examples - using the same numbers, that showed us the difference in outcomes between the two models. It is my hope that the VT AOE will share the examples with us as I think it would be worthwhile for the Board to see them to better understand the change and potential impact. Brad did say that he hopes to provide comparables for each district for FY23 and FY24 that shows the difference between the two models.

Last, we ended the day with a quick overview of forecasted legislation for School Safety. The four areas include:

  1. State requirements for access controls to school buildings (summer of 2024)
  2. State requirement for option drills (summer of 2023)
  3. State requirements for Behavior Threat Assessment teams along with the submission of required reports (summer of 2024)
  4. Options based Emergency Plans - to be reviewed and updated annually (summer of 2024)

As you can see, these requirements add another layer of oversight for required actions, including plan documentation and submission of reports. Although we have access controls to buildings now, I am not sure if they will meet the new requirements - so depending on what this looks like, we may need to plan for cost related changes. 

We already conduct option drills as we have been using ALICE since 2018. We also have an Option based Emergency Plan - so depending on State requirements, it is likely few changes will need to be made here within. 

Our MTSD Safety Team is currently reviewing our approach to Behavior Threat Assessments and ensuring that each school has a trained team and that there is a consistent approach across the schools. Additional support and guidance from the State is undoubtedly welcomed.

Lifting Student Learning

Student Voice and Flexible Learning

Across our campus there are multiple opportunities for middle and high school students to engage in flexible learning and student leadership opportunities. MHS is harnessing student voice and using it to justify and create meaningful change within the school. In partnership with UP for Learning, youth and adult groups led by student facilitators are meeting 2X/month during lunch and advisory. During these blocks students are engaging in  numerous projects that improve or enhance curriculum, equity and restorative practices.

  • The curriculum group is currently working to enhance the school’s Program of Studies as well as improve student autonomy with regard to managing their own high school experience. 
  • The equity group plans to develop a curriculum that revolves around becoming an upstander, for HIVEs to engage in at MHS. This will include activities that focus on gender- identity, race/ racism as well as mental health access. 
  • The restorative practices group will look to continue to develop and incorporate student-led circles in HIVEs and provide feedback on the Tier II practices the school is putting into place in January. The group continues to grow and gain influence which supports the need to do this work with our student body instead of to our student body.  

Proudly, MHS was featured in the 2022 UP for Learning Annual Report

Meanwhile, on Personalized Learning Wednesdays, our MMS students are mixing up the day and finding joy through self-selected ‘clubs and committees’, an equity driven opportunity to engage all students beyond the typical course of study.  There are over 20 options for students to choose from including, Cartography, Net Games, Music Club, LGBQT Club, School Newspaper, and Coding.

Community Engagement Follow Up 

As a result of the MTSD Community Perception survey results, each school has identified a set of action steps to increase family engagement. 


  • Monthly Community Connections: Connect for Respect, Title I, SEE Curriculum…
  • Family Nights: Back-to-School BBQ/Open House, Family Night, STEM Night
  • Monthly PTA Meetings and Events: Connect for Respect, Book Fair, Cocoa and Canvases, Color Run, Family Game Night  
  • Parent Volunteers: Google form sent to all families (by grade level) to gather input and connect with families as to the ways they would like to be involved with their child's education.
  • Trimester School-Wide Assemblies: Planned and organized by our Celebrations Committee and aligned with our SEE Curriculum.  
  • Monthly Family Newsletters and frequent social media posts.



  • Back To School BBQ-August
  • Family Survey-August
  • Student led portfolio conferences-November & April

Ongoing Activities:

  • Student of the month Assemblies
  • Volunteer info shared & sign-up/survey shared
  • Monthly Community Connections
  • Weekly Family Memos
  • Social media posts-improve to a minimum of 2 a week
  • 5 positive communications by each teacher each week
  • Weekly team newsletters
  • Weekly submission of scores into PowerSchool


  • End of trimester survey 


  • 9th Grade Welcome and BBQ 5:00-6:00 pm (Social)
  • Day of Service - Volunteer Opportunity
  • Ice Cream Social/Open House gr 9-12 6:30-7:30 (Social and Informational)
  • Class of 2026 held a ‘meet and greet’ tent at Homecoming games
  • VSAC Night for Senior Families - Financial Aid/Forms (Informational)
  • Annual Faculty vs Senior Ultimate Frisbee game
  • College Application Nights for Seniors


Parent Conferences with Hive Teacher and Student - “Make sure your PLP reflects how you learn/Vision of a Graduate” (Collaboration)

Junior Parent Night



District Operations

Herrick Avenue Facilities Project

On Monday, November 7th, the Herrick Avenue Facilities Project Committee hosted a Community Forum. Approximately 25 community members attended in person while 3 people attended via Zoom. The ‘Committee’ presented an overview of the project WHY, and this included facility history, evaluation results, educational challenges and needs and a video tour. Trucexcullins then presented 5 ‘Options’ for the direction the community could take in determining next steps.

The Herrick Avenue Project page on the website will be updated with all the presentation materials along with a new survey seeking input on the 5 options. As a result of the community dialogue, we will also create a FAQ and Considerations document.

Based on the results of the first survey and the community dialogue, there is a strong consensus that something needs to be done soon to improve the learning experience for our elementary and middle school students. The community is ready to engage in a process to collectively figure out the best way to approach the problem. It was a very positive forum. 

Lifting Student Learning

Personalized Learning

As I mentioned in previous reports, we have several structures in place designed to improve instructional practices and student achievement. 

  1. Professional Learning Communities (PLCs) are an evidenced-based practice for professional learning and growth centered on improving learning outcomes for all students including academic, social/emotional, and physical development. PLCs meet during early release time. Each PLC has a trained teacher facilitator and a supporting administrator (principal or district office leader). I attend the Unified Arts PLC in each building.
  2. The Cycle of Inquiry is an evidenced-based process that is also being used between principals and individual teachers. Each principal is assigned a District Leader to support them. I am supporting Co-Principals Blake and Stinson.  In this process,
    1. The Principal and teacher meet and collaboratively identify an instructional area of focus for feedback.
    2. The Principal conducts classroom visits and gathers evidence for feedback and then has a follow up with the teacher using the conversation architecture.
    3. Principal conducts a final cycle visit.
    4. The teacher reflects on the feedback and makes decisions about next steps for growing their practice.

Last week, I observed amazing connections between the Unified Arts PLCs and student learning in the classroom. At Milton High School in particular, the UA PLC is focused on creating flexible pathways for students anchored by community collaboration and a design process resulting in higher student engagement, achievement and social-emotional wellness. While doing classroom learning walks over the last few weeks, I have observed this in action. In addition, I have had many conversations with students about their experience. In Design Studio - a new class in the Innovation Lab, students selected a project to practice newly learned skills using either the laser cutter or 3D printer. I was impressed by the array of projects and how each student - depending on their project, also had to independently acquire additional knowledge and skills to get the outcome they wanted. One student was learning PhotoShop while another was watching a video to design gears to make his fan work.  

State Board of Education

The VT State Board of Education is responsible for making regulations governing: attendance and records of attendance of all pupils, standards for student performance, adult basic education programs, approval of independent schools, disbursement of funds, and equal access for all Vermont students to a quality education. 

On Wednesday, October 19th, Lynne Manley, Wilmer Chavarria and Michael Abbott presented to the VT State Board of Education at the invitation of Dr. Patrick Brown of UVM. Their presentation centered on Equity, Diversity and Inclusion efforts at MTSD. Lynne began with a broad overview of district efforts that began at Milton Highschool in the early 2000's, and that became part of the districts Comprehensive Improvement Plan and Strategic Plan in 2017, and continue today. Michael Abbott spoke for Allie Vega, High School Librarian and Rowland Fellow, about MHS racial equity work and student initiatives, and Wilmer gave an overview of the district-wide policy and procedure work that is ongoing. Members of the State Board on the sub-committee asked many questions about the role of Teacher Licensing and Education Quality Standards in supporting equity work at the district level.  

VT School Board / VT Superintendent Association Conference

On October 20 and 21, Trustees Metcalf and Stout traveled with me to the Fall VSBA/VSA Annual Conference. The theme of the conference was “How are the Children?” Keynote speaker, Kay Douglas, Senior Consultant for Texas School Boards. She provided a high level overview of how VT children are doing and then outlined the responsibilities of School Board and Superintendents to work collaboratively toward a student centered shared vision. 

In the afternoon, Trustee Stout and I had a sneak preview of the framework the VT School Board Association is selecting to create a Leading for Equity Workbook for Boards. On Friday afternoon, we attended a workshop overviewing the implementation of ACT 72 - School Facilities Legislation which includes requirements for facilities inventories and assessments, directors of facilities in every district, a capital plan, and radon testing. In addition, it includes language for Facility Standards to be incorporated into the existing Education Quality Standards for all VT Schools. Overall, the conference was very worthwhile. 

Lifting Student Learning

Cycle of Inquiry

In my last report, I highlighted the Cycle of Inquiry, a structure we have in place that allows teachers, support staff and administrators to learn, work and grow together so that we can improve our professional practices and increase student achievement. During early release time, teachers with the support of  trained teacher facilitators  meet in Professional Learning Communities (PLCs) to engage in the Cycle of Inquiry. I also highlighted an example of this practice from one of the Milton Elementary School’s PLC.

In addition to teacher PLCs, principals engage in the Cycle of Inquiry with individual teachers and Tier III Specialists, and I engage in the Cycle of Inquiry with Principals. As part of my participation in the Principal Supervisor Academy sponsored by the Center for Educational Leadership, I am learning new ways to engage with Principals in order to improve the student learning experience and their achievement outcomes. In part, I am working with principals one to one to:

  1. Identify a high priority student learning problem and the teaching and learning factors that may be contributing to it. 
  2. Gather and analyze data together to identify a contributing principal and principal supervisor problem of practice, write a theory of action, and develop a plan to include evidence of success and how it will be measured. 
  3. Implement the plan and analyze the impact. 

Through the support of my assigned Center for Educational Leadership coach, I am currently working with one principal to learn and grow this practice. Later this year, I will share a more detailed presentation as to what this work looks like. 

District Assessment Measure

This week the Vermont Agency of Education announced that it has selected a new vendor to implement the Federally required, peer reviewed State assessment in the areas ELA, math and science. Since the 2013/2014 school year, the State has contracted with the Smarter Balanced Assessment Consortium. The new vendor is Cognia. The AOE selected Cognia for the following key reasons: 

  1. Cognia demonstrated a superior approach to integrating principles of diversity, equity and inclusion into the assessment development process and implementation procedures. 
  2. The assessment includes superior accessibility features and is highly adaptable due to the organization’s use of enhanced technology. 
  3. Cognia provides a comprehensive suite of resources, including benchmark assessments, annual summative assessments, robust item banks, advanced accessibility features and accommodations as well as a detailed implementation and training plan and strong customer support services. 
  4. Cognia provides an enhanced interface for test set up, delivery and performance including intuitive engagement for educators, students and families. 

The AOE and Cognia have developed a training and implementation plan that will support SU/SDs during the transition. A detailed overview of this plan will be shared, including timelines, in the coming weeks. 

Cognia will perform a study using results from the first administration of the new assessment to show comparability of results between the new assessment and our former assessments, developed with the Smarter Balanced Assessment Consortium (ELA, math) and Cambium (science).

State News:

On Thursday, September 22nd, the Vermont Superintendents Association held its first All Members meeting of the year. There are 51 superintendents in Vermont and this year, the Association welcomed 14 new superintendents; a 28% turnover from last year.  After welcoming our new colleagues, we spent time in small groups examining current problems of practice, sharing expertise, and brainstorming sustainable solutions. In the afternoon, the Director of VSA, Jeff Francis, provided us with status updates on key education related legislative action. We discussed the existing and potential impact on operations, and then closed the meeting out by working in small groups to identify needs we had to successfully navigate, prepare for and/or implement the most recent legislation.

Of particular interest to the MTSD is the legislation related to PCBs. Two districts that were tested in the first round and received results that required closing portions of their facilities shared their story - mainly that they were facing unfunded PCB expenses and were  not eligible for the emergency PCB dollars set aside by the Education Fund. At this point, it is unclear to superintendents as to the circumstances that warrant access to these funds and/or how decisions will be made.

Another topic of interest was ACT 173. I am pleased with our District’s progress in developing a District approach to comprehensive systems of support for students who are struggling. Many districts delayed this work during Covid and are feeling the pinch. The funding change associated with ACT 173 continues to be a concern for us though. The shift from a reimbursement funding model for special education to a census-based block grant (per student) represents a significant decrease in State special education dollars and will create a gap in revenue. The  new pupil weighting may help mitigate this gap to some extent; however, we have not received the new projections yet and the new weights will not be applied until FY25. Another challenge is that the AOE is still in the process of releasing guidance about how districts will document costs in support of special education for the purpose of Federal Maintenance of Effort. The concern is that the process will continue to be very cumbersome, limiting the time and flexibility of the shrinking special education labor force.

Next week is the VSA/VSBA Fall Conference. The theme is “How Are Students Doing?” and the alignment with the work of Boards.

Lifting Student Learning

As we close out our first month of school, our staff and students continue to be enthusiastic, focused and healthy. Excellent classroom instruction that is universally designed, culturally and linguistically responsive and results in improved student achievement for every student - especially in literacy and math, is currently the primary focus of the district.

We continue to use structures that allow teachers, support staff and administrators to learn, work and grow together so that we can improve our professional practices and increase student achievement. Each school has reviewed student achievement data and identified an area of focus. Additionally, grade levels and departments are setting goals to support this focus. 

One structure we have in place is the Cycle of Inquiry. This structure is taking place at the school level (district office leaders with principals), the grade or department level (Professional Learning Communities), and the classroom level (principals or coaches with teachers). These cycles all center around each school's goals for increasing student achievement.

The Cycle of Inquiry is the process of 

  1. Examining, trends, patterns, and root causes with others
  2. Designing evidenced-based strategies based on existing knowledge and skills and/or the acquisition of new knowledge and skills
  3. Implementing the plan
  4. Gathering evidence (student data),  reflecting on their performance, and identifying next steps

Last week during our first early release day, Professional Learning Communities (PLCs) met for the first time.  Each PLC has (or will soon) set a goal related to their school’s area of focus.  To understand how PLCs improve student learning see the example below from Milton Elementary School.

School Goal: MES will increase the number of students reading at or above grade level by the end of 2022-2023 school year by focusing on the understanding of word meaning and analysis across texts as a part of the systematic approach to teaching reading.

Grade Level PLC Goal: Students will increase their application of grade level phonics and word analysis skills. (RF.2.3) By the end of the 6 week cycle, 90% of students will be proficient at identifying and applying digraphs within text or word lists. 

Teachers in this grade level conducted a pre-assessment of digraphs and then during their PLC time, they collectively analyzed the results and made some inferences. As a result of this process, they identified both whole group and small group strategies along with methods to monitor student progress. Teachers will continue to examine the data and identify the strategies that are getting the best results and make adjustments in their practice as needed. 

Every PLC has a trained teacher facilitator and a supporting administrator (principal or district office leader). They also use common practices like an established agenda, norms or agreements and a protocol to ensure efficiency of time, focus of purpose and equity of voice.  

Operations and State News


The VSBA has issued revisions to two policies that we recently approved - Notice of Non-Discrimination and Students Who are Homeless, the committee will revise with the required changes and bring back to the Board in the next set of policies to approve. 

The next set of revised policies will come before the Board for a first read on November 10th. The Equity Policy continues to be on track for revisions. The revised draft will be shared in advance of the community forum which will be held on Tuesday, December 6th. Details will be forthcoming.  The revised draft should be ready for a first read by early January. 

Vermont Superintendents Association

The first all members meeting for the VT Superintendents Association is scheduled for Thursday, September 22nd. 

Lifting Student Learning

The MTSD faculty participated in five days of pre-service prior to welcoming back all students on Wednesday, August 31st. These days included a wide variety of activities, including:

  • Welcoming new faculty and building community within the organization
  • A review of student achievement data in order to set Professional Learning Community goals and/or develop rosters for acceleration blocks
  • Training and preparation for our newly revised system for Educational Support Teams (EST)
  • Curriculum planning
  • Classroom preparations

In addition to school based days, there was one District day. On this day, we welcomed all faculty and staff in the MHS auditorium, honored our Teachers of the Year - Lisa Ransom, Elementary School Special Educator and Paul Curtis, Drama Teacher, and concluded with an overview of ALiCE from Officer Porter.

I also conducted three separate presentations - one for each school, related to the new B8: Electronic Communications Between Employees and Students. A memo regarding B8 will also go out to parents before the end of the month. 

Students Return - YEAH

We had an amazing first 3 days. Although there was still a great deal of excitement and positive energy, students returned in a much different way this year. Seemingly they are more focused and ready to settle into the routines of learning than they were last year. 

New Staffing Configuration

In June of 2022, I outlined a new staffing configuration plan so that we could have another layer of support for student services while expanding opportunities for principals to provide instructional leadership to teachers. As a reminder - these positions were not new additions to the budget, instead they were part of a reconfiguration plan for either existing or vacant positions. We have successfully completed the reconfiguration and filled all necessary positions.

Two positions have been reconfigured to provide an additional layer to Student Services:

  1. Ashley Fitzgerald has been named the Assistant Director of Student Services. Ashley has served as an elementary school speech language pathologist. In addition, for the last two years she has provided direct support to the Milton Elementary School Leadership Team (MELT) serving as a mentor and extra layer of support for Special Educators and Individual Education Plan (IEP) compliance. The Director of Student Services and MELT have drafted a transition plan to ensure Ashhley’s current responsibilities are covered while she begins her new duties. Ashley’s high level duties include:
    1. K-12 504 Compliance 
    2. Provide direct support to MES Special Educators related to compliance as well as with eligibility and approval of special education services
    3. Support K-12 SpEd mentoring
    4. Support implementation of AOE Special Education Rule Changes
  2. Kris Schoembs has been named the MHS Student Services Coordinator. Kris has served as a long time MHS Special Educator and comes to the position with a plethora of teacher leadership experience and special education knowledge. Her high level duties include:
    1. Provides leadership and coordination 504 and Special Education programming
    2. Cases manages majority of 504 plans
    3. Provides an extra layer of support to students with 504 plans including but not limited, academic services, social emotional support, connecting to services, and family engagement

In addition to Student Services, several positions were reconfigured to provide another layer of support in Behavioral Prevention and Intervention services.

  1. Chris Taylor has been named the MES Behavior Services Coordinator. Chris has served as a building base Behavior Interventionist for the last four years. His new role will provide coordination and support to the school’s behavior prevention and response structure and thus enhance its effectiveness. His high level duties include:
    1. Support development multidisciplinary behavior plans at grade level for students not served by an IEP or 504
    2. Ensure coordination and training of individual and building base Behavior Interventionists
    3. Oversight of Phoenix Room and behavior planning
  2. Zach Jerome and Carol Cushing have been named the MMS and MHS Restorative Practices and Behavior Services Coordinator for their respective buildings. Their high level duties include:
    1. Supports discipline response including reteaching and repair to harm
    2. Ensures coordination and training of individual and building base Behavior Interventionists
    3. Support training for Tier I and Tier II Restorative Practices for MHS faculty and staff
  3. Shelby Haselman is a newly hired MES staff member who has been appointed as the Phoenix Room Behavior/Restorative Practices Educator. This has been an unfilled position for several years. Her high level duties include:
    1. Provide behavior plan support and education to students who have been removed from the classroom
    2. Support repairing harm as applicable
    3. Oversee students’ transition back to the classroom
  4. Craig Dwyer is a newly hired ME/MS staff member and will serve as a full time coordinator for the Prevention and Response to Hazing, Harassment and Bullying. 


The first Herrick Ave School Facilities Project meeting was held on Thursday, September 1st in the MEMS Library. After a short presentation, the committee took a tour to examine the layout and condition of the building. The members of the committee received a copy of the Herrick Facilities Evaluation Plan and Concept Design to review before the next meeting on October 6, 2022. Future agenda items include visiting the newly renovated Winooski School and planning a community informational meeting. 

State and Federal News

On Wednesday, August 31st, I attended a town hall meeting hosted by the U.S Department of Education and the U.S Department of Labor related to staffing shortages in education. The agencies are collectively launching a new platform for recruitment, calling for State Education Agencies to use their ESSER Funds to increase wages (note, many States have Statewide contracts / staffing pay grids which would allow this type of action.), and to create paid Teacher Apprenticeship programs to support individuals interested in becoming teachers but who can not afford to enter College / University programs.

At the State level, VEHI - or the Vermont Education Health Initiative will be conducting surveys and focus groups with Vermont educators and school staff around the state this Fall. The information gathered will be used to develop targeted health and wellness programs for school district staff. These programs will build on the existing PATH Forward initiative.  $1.395 million of Vermont's ARP ESSER funding is earmarked to support this initiative. These funds come from the “State set-aside,” funds designated to the AOE to support statewide education recovery needs.

For the first time in two years, our summer work has not been consumed by Covid-19. This summer has felt incredibly purposeful and productive.  Summer is always a busy time for the District Office and School Leaders, and this summer - instead of designing schools around the pandemic, we have been able to focus on strengthening systems to improve teaching and learning and the structures to support them. 

At the District level, we continue to evaluate our information and reporting systems to ensure accurate and efficient operations. We are also growing internal organizational capacity across all systems to meet ongoing challenges in the workforce. Documented procedures related to all four categories - Human Resources; Policy; Administrative; and now Health also continues to make steady progress. 

In addition, the Consolidated Federal Grant (Title funds) and the IDEA-B (special education) grant require a great deal of attention in the summer. For both of these grants, the FY22 close out reports are due as well as the new FY23 applications. Beginning in the spring, the Director of Curriculum and Student Services respectively collaborate with school leaders to assess and identify needs aligned with our continuous improvement plan goals. Then the grant applications are prepared and submitted.  After a lot of back and forth with the VT Agency of Education and once the grant strategies are accepted, throughout the remainder of the summer, Lynne and Tim prepare materials and vendor contracts for the start of the school year. They also support the Business Manager in filing the close out reports. 

The Leadership Team (district office leaders and principals) have had three, full day retreats this summer along with numerous individual meetings. This work has focused on a multitude of topics, including:

  1. Academic Success
    1. Systems approach for instructional leadership
      1. Educational Support Team makeover
      2. Instructional focus and principal learning walks
      3. Layers of instruction 
    2. Educator learning and support
      1. New teacher mentoring program makeover
      2. Role of instructional coaches
      3. Professional Learning Communities (PLC) facilitator training
      4. Rule changes in Special Education 
  2. Health and Social Emotional Well Being 
    1. Integration and the effective coordination of services (school counselors, social workers, school based clinicians and school to home liaison)
    2. SEE curriculum implementation
    3. Systems for a safe and inclusive learning environment
      1. Restorative approaches
      2. Title IX and Hazing, Harassment and Bullying (HHB) education
  3. Families
    1. Family engagement 
    2. School safety

In addition, the school principals have been on site most of the summer supporting summer programming while also planning for the upcoming school year. Currently they are putting the finishing touches on their annual school based improvement plans, teacher pre-service activities, student schedules, and school handbooks. They also continue to recruit and hire for existing vacancies.

Everyone is looking forward to the return of faculty, staff and students. 

Staffing shortages continue to be an important topic both Nationally and Statewide. On Thursday, July 21st the Vermont Superintendents Association held a meeting to discuss existing shortages as well as short term strategies to prepare for the upcoming school year. 7 Days also recently published an article on the issue Seven Days article.

As of July 21st, the MTSD:

  1. 2.5 vacancies at the District Office along with one 1.0 unfilled, new position
  2. 3.0 special education vacancies
  3. 2.0 speech language specialist vacancies
  4. 16 support staff vacancies (instructional assistants, intensive needs specialists, behavior interventionists, food services)
  5. We have 13 employees that are on provisional licenses - 7 of those are new teachers with licenses still pending from the VT AOE (they are very backed up)
  6. We have lost a bus route due to driver shortages at Mountain Transit

Generally, fewer young people going into teaching and housing shortages and high cost of living makes recruiting from out of state difficult. Many districts, including us, are working on developing contingency plans to address these shortages in the short term. In addition, the VT Agency of Education has commissioned a study, due at the end of the year, to look at how the State might modify licensing regulations and enhance the secondary school / college pipeline for teacher preparatory programs in order to address workforce shortages. 


Policy Committee Timeline

Given the amount of policy work to be done, the MTSD Board of Trustees Policy Committee has decided to separate the work into two different meetings; that is a monthly equity policy focus meeting and bi-monthly all VSBA/MTSD policy review and revision meetings. 

The Equity Policy meetings will be conducted on the same Thursday as the first regular scheduled board of the month - typically this is the 2nd Thursday of the month with the exception of the changes due to the holidays in November and December. The Equity Policy meeting will be held in the MHS Library from 4:30-5:30.

Although it is difficult to gauge how much time the committee will need reviewing and revising the Equity Policy, we have put together a tentative recommended schedule for input by the full Board. Regardless of our timeline, once we publish a schedule, it will be important for everyone - in order to have the most up to date information, to refer to the agenda that is warned and posted in advance of each meeting.

  • August - Sections 3 A and B
  • September - Sections 3 C and D
  • October - Sections E and F
  • November - Section 2
  • December - Submit for First Read

Based on this timeline, the MTSD Board of Trustees could plan for two community forums intended to answer questions and receive input on sections of draft revisions. One could be in late September / early October and the other in mid to late November.

The next all VSBA/MTSD policy review and revision meeting is on August 5th in the MTSD District Office from 8:00 - 10:00 a.m. At this meeting, subsequent meetings to be held in October, December, February, April, and June will be scheduled. 

Legislative Summary


PCBs work in schools:

  • Funding: at the close of FY22, $22 million is reserved within the Education Fund for purposes of funding the investigation, testing, assessment, remediation, and removal of PCBs in schools.  
  • Disbursement Plan: on or before January 15, 2023, the Agencies of Education and Natural Resources, and the Department of Health must submit a written plan to the General Assembly laying out a process for the disbursement of monies for PCBs work.  
  • Emergency contingency: Notwithstanding the above, in the event of a significant health threat based on the concentration and location of PCBs in schools, the Emergency Board is authorized to make monies available, not to exceed $2.5 million. 


Act 173 and Pupil Weighting

  • Elimination of the equalization ratio and using long-term weighted ADM count as the pupil count for calculating education spending per pupil
  • Change in poverty determination - a pupil is from an economically deprived background from qualification for nutrition benefits to eligibility based upon family income of 185 percent or less of the current year Federal Poverty Level.  This change will take effect at the beginning of the 2023–24 school year.  All schools will collect income bracket information using a universal income declaration form. 
  • Recalibration the weights not less than every five years
  • Recalibration of weights::
  • Grade level weights: prekindergarten = negative 0.54; grades 6-8 = 0.36; grades 9-12 = 0.39
  • Economically deprived background weight: 1.03
  • EL weight: 2.49
  • Weight for pupils living in low population density school districts -
    1. 35 or fewer, apply a weight of 0.15
    2. 36 and 56, apply a weight of 0.12 
    3. 56 and 101, apply a weight of 0.07

Districts that gain tax capacity under the new weights get the advantage in year 1. For districts seeing diminished tax capacity, if the increase in rates from FY24 to FY25 is greater than 5%, they are protected by a maximum allowable increase of 5% for up to 5 years.

Requirement  to meet school district quality standards adopted by rule of the AOE regarding the business, facilities management, and governance practices of school districts. 


Act 114 - Teacher Retirement

Under Act 114, VSTRS participants will be assigned a contribution rate in FY23 based on the appropriate tier within a contribution band and with a similar approach taken in  FY24. Starting in FY25, there will be a shift to marginal contribution rates. 

Act 78 - Temporary Open Meeting Law Adjustment

  • Allows a meeting of a public body to be held fully remotely without needing to designate a physical meeting location and without requiring staff to be physically present at a location.
    • Post meeting access
    • Allow for participation
    • Record meetings (unless not possible to do otherwise)
    • If staffing shortages exist, may extend the time limit for the posting of minutes to not more than 10 days from the date of the meeting
    • Expires January 2023

Two Miscellaneous Education Bills

Act 166

  • PCB and Radon testing expectations and support

Includes work to be done by the VT AOE and various organizations that result in written reports with recommendations to be considered for legislative action, including but not limited to:

  • Statewide calendar
  • Standard entrance age threshold for public school kindergarten attendance
  • Statewide remote learning policy

Act 175

  • Special Education
    • Amends 16 V.S.A. § 2961 to set the amount of the census grant as either the average amount an SU received for fiscal years 2018, 2019, and 2020, or the average amount it received for fiscal years 2019, 2020, and 2021, whichever amount is greater, from the State for special education (for fiscal year 2023).
    • delays the implementation of rules 2362 and 2362.2.5 until July 1, 2023 in order to allow educators and staff time to adequately prepare for the delivery of special education services as required under the State Board of Education special education rules series 2360, which will otherwise take effect on July 1, 2022.

  • Requires the AOE to report on and make recommendations to ensure that Holocaust education is included in the educational programs provided to students in public schools.

  • Creates an Income-Based Education Tax Study Committee to study and make recommendations


Act 151 - Universal Meals

Extends the universal meals program in Vermont for one year using $29 million from surplus in the Education Fund, giving the General Assembly time to collect and review participation rates and other relevant data, and to consider possible revenue sources for the program going forward.

Act 111 - Collective Bargaining

  • Amends 16 V.S.A. § 1752 so that a teacher who is employed under a collective bargaining agreement that provides just cause rights can proceed directly to submitting a grievance under the collective bargaining agreement without first requesting a hearing before the school board.
  • Adds 16 V.S.A. § 1986, which protects teachers, administrators, or other employees of a school district or supervisory union when they testify to the General Assembly, a committee of the General Assembly, or the State Board of Education from retaliation from their employer, except that a witness may be disciplined by the individual’s employer for divulging confidential information.

Lifting Student Learning

As we eased out of the pandemic this spring, the leadership team has evaluated existing personnel structures to specifically identify assets and gaps in effectively responding to the needs of students and staff in the aftermath of Covid-19; that is, to improve the academic performance, the social-emotional well being and mental health of our students while also increasing district capacity to implement components of Act 173, provide targeted instructional leadership, and support and retain the workforce. 

As a result of this opportunity, we changed our staffing structure at the district level and within each of the schools. These changes are specific to student services, behavior management, social emotional learning and restorative practices. The changes take advantage of unfilled vacancies, different approaches to sustaining several areas of focus, and grant funds.

District Level:

  1. Replace the vacant SEL Coordinator with an Assistant Director of Student Services
    1. Increase our existing Consolidated Grant Funds allocation for consultation services that build capacity in sustaining the implementation of the  SEE curriculum and DESSA assessment within each building.
    2. Focus of the Director of Student Services
      1. PreK-12 Intensive Needs compliance and oversight
      2. MES/MMS/MHS Special Education compliance lead
      3. Lead Systemic multidisciplinary implementation with Admin/SLP/SpEd/ISN/SEL PreK-12
      4. Tier III SEL student programming oversight
      5. Oversight of the implementation of AOE Special Education Rule Changes
    3. Focus of the Assistant Director of Student Services  
      1. K-12 504 Compliance 
      2. Provide direct support to MES Special Educators related to compliance as well as with eligibility and approval of special education services
      3. Support K-12 SpEd mentoring (13 or ⅓  of our special educators and speech language pathologist are new to the district next fall or will be in their 2nd year) 
      4. Support implementation of AOE Special Education Rule Changes
  2. School Level
    1. MES
      1. Fill vacant MTSS Coordinator position with Behavior Services Coordinator
        1. Support development multidisciplinary behavior plans at grade level for students not served by an IEP or 504
        2. Ensure coordination and training of individual and building base Behavior Interventionists
        3. Oversight of Phoenix Room and behavior planning
      2. Fill vacant Behavior Interventionist position with Phoenix Room Behavior/Restorative Practices Educator
        1. Provide behavior plan support and education to students who have been removed from the classroom
        2. Support repairing harm as applicable
        3. Oversee students’ transition back to the classroom
    2. MMS
      1. Replace the HHB/RP Coordinator with a full time HHB Coordinator
        1. Supports the increase in complaints at the elementary and middle level
        2. Increases capacity of both schools to provide more prevention education
      2. Add Restorative Practices / Behavior Services Coordinator
        1. Supports discipline response including reteaching and repair to harm
        2. Ensures coordination and training of individual and building base Behavior Interventionists
        3. Oversight of Student Support room and behavior planning
    3. MHS
      1. Replace an individual behavior interventionist with a school-based behavior interventionist 
      2. Promote school-based behavior interventionist to Restorative Practices / Behavior Services Coordinator
        1. Supports discipline response including reteaching and repair to harm
        2. Ensures coordination and training of individual and building base Behavior Interventionists
        3. Support training for Tier I and Tier II Restorative Practices for MHS faculty and staff

  1. Add (grant funds) a MHS Student Services Coordinator
    1. Provides leadership and coordination 504 and Special Education programming
    2. Cases manages majority of 504 plans
    3. Provides an extra layer of support to students with 504 plans including but not limited, academic services, social emotional support, connecting to services, and family engagement

School Safety

In the meeting packet are several documents related to school safety, including the 2018-2020 ALiCE Action Plan that the MTSD ALiCE Committee created and executed. It is important note the following:

  1. Some information / components of the plan have been removed for security purposes
  2. Many of the resources that were created as a result of this plan are still intact - templates, family communications… and continue to be used as needed
  3. The training components continue
    1. We continue to contract with ALiCE and have access to the online training
    2. We continue to education and active drills with all staff and students

This plan is specific to ALiCE is does not include other MTSD practices related to safety, included, but not limited to:

  1. Monthly drills
  2. Monthly safety meetings at each campus
  3. Table top trainings with Milton Emergency Planners
  4. Other safety related trainings
    1. HHB and Title IX
    2. Threat Assessment 
    3. De-escalation 
    4. Trauma Informed Practices

Next year, the committee will be revitalized after being on Covid hiatus. It will revise and update the action plan to reflect current needs. In addition, we have contacted Rob Evans, Vermont School Safety Liaison, to conduct a security assessment at both campuses. 


As noted in our last meeting, we did not receive the Department of Public Service Heating and Ventilation Grant; however, we were notified that we are in the cue for the Efficiency VT Heating and Ventilation Grant and we have amended that grant to focus entirely on MHS. The rationale is that we are not investing in major projects at Herrick until we have an understanding of the master plan for that location. The HVAC work identified in the grant for MHS includes ventilation in the library and auditorium as well as new heating and cooling units in all the classrooms.

We have applied for two Federal grants related to school safety. These are just preliminary applications. They include items to improve building security. It is important to note that Student Resource Officers are not viable grant strategies. 

Lifting Student Learning

As we close out the school year, I would like to circle back to our October 28, 2021 meeting on school climate in the time of Covid and our April meeting with the MTSD Strategic Plan Progress Report. In part, both of these meetings highlighted the extraordinary leadership, teaching and learning that is happening across the district while also speaking to the challenges that are either a result of Covid-19 and/or have been exacerbated by it. 

As we eased out of the pandemic this spring, the leadership team has evaluated existing personnel structures to specifically identify assets and gaps in effectively responding to the needs of students and staff in the aftermath of Covid-19; that is, to improve the academic performance, the social-emotional well being and mental health of our students while also increasing district capacity to implement components of Act 173, provide targeted instructional leadership, and support and retain the workforce. 

As a result of this opportunity, we are considering changes to our staffing structure at the district level and within each of the schools. These changes are specific to student services, behavior management, social emotional learning and restorative practices. The changes take advantage of unfilled vacancies, different approaches to sustaining several areas of focus, and grant funds. Although we have a sound understanding of our needs these changes are still in draft form. In part, discussions are still happening as we get feedback from relevant staff and draft position descriptions. In part, the changes are contingent on filling positions. Details to come at our next meeting. 

Panorama Update

Panorama provides schools with Nationally normed, on-line surveys to measure and support schools in understanding the perceptions of students and families. This data collection will help us evaluate current strategies that schools are using to improve teaching and learning, school climate and safety. The tool will also be a new data point for monitoring progress. 


We administered the first set of family surveys in April. Last week, Erik Johnson conducted a training with District and School leaders on how to navigate the platform while Tammy helped us understand the results in relation to National comparisons. Next steps will include district office and principals:

  • Analyzing the data and theming the comments
  • Developing a plan to share the results with the faculty, staff, board,  and community
  • Engaging faculty and staff in a process to set a family engagement goal aligned with the MTSD Vision of Learning for next year

This work will occur over the summer.

Grant Updates

  1. On June 1, 2022, we submitted our Phase III State required “Recovery Plan”. Once we receive final approval, we will be able to create and submit our ARP ESSER budget plan.
  2. We received notification from the Department of Public Service that we did not receive the matching Heating and Ventilation Grant. As a reminder this was a $250,000 grant that we submitted to replace the heating system in the high school. The notification stated that there were many applications and the committee chose the schools who had the greatest needs and poverty rates. We are still waiting to hear from Efficiency VT as it relates to the other HVAC grant. This one targets completing the elementary school ventilation system and adding air conditioning to the high school library and auditorium.

School Safety

On Thursday, June 2nd, I was invited to serve as a panelist at the Milton / Colchester Rotary School Safety Community Forum. The forum began with an introduction by Robert Evans, Vermont School Safety Liaison. He provided the audience with an overview of how this arm of the VT Agency of Education supports schools. In addition, Michael Schirling, the current Commissioner of Public Safety, provided a brief overview of how this department interfaces with other agencies to ensure a coordinated approach to safety across the state. The forum was video recorded by LCATV and it is now available Rotary Community Forum on School Safety

Lifting Student Learning

Grant Award

The MTSD was awarded a $45,000.00 grant for Substance Misuse Prevention and Early Intervention Services. This money will be used for a Substance Abuse Professional. This person would be on-site 1-2 days a week to support the implementation of prevention education and to provide substance misuse counseling services to identified students.


This year, we had unprecedented staffing challenges. This included, 

  1. 11 unfilled support staff positions, 
  2. 1 unfilled teacher level position, and
  3. 6 teachers who left midyear. Of the 6 teachers who left midyear, 2 were not filled and 4 took considerable time to fill. 

In addition, we had a very poor substitute teacher pool. Often, teachers covered for each other, special educators and speech language pathologists covered for support staff and/or support staff doubled up and split their time. Principals in each of the buildings spent a considerable amount of time every morning identifying the needs and gaps, asking for volunteers to fill those gaps, and putting the proverbial pieces of the puzzle together to ensure everyday the picture for coverage was complete. One saving grace was that each building had a full time floating substitute teacher. For two years, we have been able to support these positions because of Covid-19 cost savings related to field trips, transportation, athletics, professional development, and staff vacancies.

The Principals would very much like to be able to continue with these full time substitute teacher positions. To this end, we have a proposal. Due to the aforementioned staffing challenges, we have underspent our salaries and benefits line items by $929,329  as of 5/23/22. Given these savings, we propose paying for two FY22 positions from the general fund instead of ESSER II. This would allow us to extend the use of our ESSER II grant and to include the 3 full time substitute teachers. It might look a little like this:

Fund / FY






Director Student Management


ESSER II - Change to GF

Covid Cost Savings


Salary + Benefits ($109,665.92)

MMS Social Worker


ESSER II - Change to GF Covid Cost Savings


Salary + Benefits 


3 Full Time Substitutes

General Fund

Covid Cost Savings

General Fund

Covid Cost Savings


Total Salary + Benefits 


Procedures Update

Steady progress continues with procedures. We have five categories for procedures - policy, human resources, health, finance/grants, and administrative. Since April, we have revised and/or created 10 HR, 2 health, 1 finance and 9 policy procedures. One significant body of work was athletic and co-curricular procedures.  The Director of Equity and Educational Support Systems facilitated a committee of coaches, students, parents, and administrators to study both current MTSD and VPA policies related to athletics and co-curricular programming and review the existing procedures. The committee broke out into smaller working groups to focus on a specific area and draft revised and/or new procedures. The committee eventually came together and reviewed each other’s work and gave feedback so final revisions could be made. Although this extensive set of procedures will exist in one manual separate handbooks will be created to address the specific areas: rules for coaches; rules for student athletes and co-curricular activities; general administration of athletic programming and rules of clubs. A process for an annual review of the manual will be put into place. 


Thirteen bills that relate to education have passed the general assembly. Several important ones include:

  1. H.737 sets the yield rates as follows for FY23. This does not include any impact of the CLA, so at this time, I do not know how much of a decrease Milton tax payers will see. We initially projected a zero tax increase; however, it is likely to be a decrease:
    1. property dollar equivalent yield shall be $13,314.00 (FY22 is $11,317)
    2. the income dollar equivalent yield shall be $15,948.00 (FY22 is $13,770)
    3. the tax rate for non-homestead property shall be $1.466 (FY22 is $1.612)
    4. estimated average homestead tax rate = $1.385 (FY22 is $1.523)
    5. 14 cent decrease in average homestead property tax rate and in the non-homestead property tax rate
  2. S100 - Universal Meals Since March 2020, Vermont schools have been receiving full federal funding for universal meals; this ends in June. S.100 extends the universal meals program in Vermont for one year using $29 million from surplus in the Education Fund.  
  3. S287 - Updates and adds new pupil weights for FY 2025
    1. Grade level weights - slight adjustment
    2. Economically deprived background weight - increased adjustment 1.03 
    3. EL weight - new
    4. Weight for pupils living in low population density school districts - new
    5. Weight for pupils attending small schools - new

Other changes include:

  • The bill moves us from equalized pupils to weighted long-term membership.
  • Suspends the excess spending threshold, hold harmless provision, and the school budget ballot language requirement in 16 VSA § 563(11)(D) for fiscal years 2024 through 2029
  • Use of a universal income declaration form to collect household income bracket information
  • Expansion of the Education Quality Standards to include business; facilities management; and governance to be evaluated against new metrics established by the Secretary
  • An examination of the CTE funding system and related topics
  • Report on an Income-Based Tax System for funding education

  1. S.286 is legislation that codifies the recommendations of the Pension Benefits, Design and Funding Task Force. The bill will also establish a marginal, progressive increase in participant contribution. This concept proved problematic in terms of implementation by school district central offices; therefore, a fixed contribution percentage will be assigned to ranges of compensation levels while interested parties figure out how to implement the progressive contributions by FY25.
  2. S.283 Miscellaneous Education Bill has a number of random extensions and studies to be completed on various topics. Of interest is the Act 173 Block Census Grant  - it sets the amount for FY23 as either the average amount received for FY18 - 20, or the average amount it received for FY19-21, whichever amount is greater.

Lifting Student Learning

Currently there is significant focus on our Lifting Student Learning (Continuous Improvement Plan).  The VT Agency of Education requires that all districts evaluate the effectiveness of the implementation of the strategic actions and activities of the existing plan for 2021-2022 school year. Additionally, we need to identify what modifications to those strategies we intend to make based upon the Needs Assessment we just completed. This information must be submitted by June 1, 2022. In the meantime, we also need to finalize the 2022-23 draft, solicit stakeholder feedback and then prepare a final draft to submit in early August. 




There has also been a great deal of activity in the grants office. 

  1. ESSER Grants
    1. The final submission for ESSER I has been completed. The performance period for this grant ends on September 30th. We successfully maximized the full amount of this grant. It included salaries for several positions, summer programming for last year, and professional development funds. 
    2. We continue to make amendments to ESSER II while drawing down funds.  
    3. The MTSD ARP ESSER Plan  was approved by the VT Agency of Education. This allows us to begin the process of building the budget in the grant management system and then drawing on the funds.. 
  2. McKinney Vento (Homeless Children and Youth Program) Grant recently went through the Agency of Education monitoring process. The process ensures that we are adhering to all the requirements of the grant, including the follow through of identified activities, use of funds, and reporting outcomes. In addition to sufficiently meeting all the requirements, we were recognized for our diligent and thorough submission and the outstanding work we are doing to support students experiencing homelessness. We could not do this excellent work without the commitment of time and energy of Jen Saunders with support from Sydney, our grants manager and Kasey, the homeless assistant. 
  3. This week we submitted two additional grants:
    1. Heating System Upgrades for a total of $275,000
    2. Substance Misuse and Prevention for a total of $45,000
  4. The Consolidated Federal Grants (Title grants) are also in the process of being written for FY23.  The strategies for these grants are directly related to both the MTSD Strategic Plan and the Lifting Student Learning Plan. These grants ensure equitable access to services toward improving student outcomes. They also support professional learning related to those services.

Facilities Master Planning

On May 3rd, Truexcullin presented a first, quick look at the  facilities evaluation to the district master planning leadership team. Given the facilities inventory all districts recently submitted, we were not surprised to see that our buildings will need a great deal of attention in the years to come. A strategic approach along with thoughtful decision making will be essential so that the community can maximize their investments toward viable education facilities in the years to come.

On May 17th, the MTSD Board of Trustee Finance/Facilities Committee will take a deeper look at the evaluation. They will also determine the next steps in terms of sharing this information with the full Board and other Stakeholders along with a process for how the district and community will conduct long term, comprehensive facilities management planning. 

Facilities Master Planning Update

On April 5th, we held our monthly meeting with Truexcullins and they provided us with a progress update on the MTSD Master Facilities Planning project. 

  1. Truexcullins informed us that the Facility Evaluation Project cost estimate is underway. As a reminder, this is the cost of ownership of the buildings required to ensure the vitality - safe, predictable, and efficient operations of all systems within the buildings (internal and external structures). These are broken out into 3 categories:
    1. Health Safety Welfare (code requirements)
    2. Approaching/Past Estimated Life Span - Replacement - Energy Efficiencies
    3. All else -- including improvements to functionality

This information will be shared with us at our next meeting on May 3rd. Finance and Facility committee representatives, Long and Metcalf will attend. At this meeting, we will also discuss next steps in presenting this information to the public along with a process for engaging stakeholders in future planning.

  1. Truexcullins also presented Concept Design Floor plans for each school; these draft plans were based on the stakeholder engagement process during the fall of 2021. This process included two community forums and many interviews with various staff and student groups at each school.  Two sets of concept designs were presented - one with additions and one without. Principals are reviewing the designs and will provide additional feedback prior to the May meeting. This information will help inform the final cost estimates.
  2. As part of the Master Facilities Planning Project, it is recommended that we conduct a statistical forecasting demographic study. This information projects enrollments and provides other important information to help with decision making for the future. We were able to find a reputable organization locally - Statistical Forecasting LLC, led by Richard S. Grip Ed.D., Executive Director, who possesses a doctorate in educational statistics and measurement from Rutgers University (NJ). The cost of the study is not included in our contract with Truexcullins and it is estimated to be $8,000-$12,000 dollars depending on the level of service provided. The study will be discussed at our next meeting with Truexcullins. The study would not be able to be conducted until next fall. 

Vision of Learning

Safe and inclusion learning environments is one of the MTSD Vision of Learning pillars. As we know, a school’s learning environment is a reflection of the larger community. The MTSD partners with Milton leaders and community members in developing a future that fosters positive growth, civic engagement and sustainability for all. “Belonging in Milton” is an extension of Milton on the Move to actively promote an inclusive environment to foster a sense of community that celebrates diversity in Milton. “By fostering a shared sense of “belonging” among members of the community, we improve quality of life, enhance community well-being and drive economic growth and development.”

The premise of Inclusion Week:

In 2021, Governor Scott proclaimed the second week of May to be Inclusion Week in Vermont. Not long after, the Selectboard of the Town of Milton executed a Declaration of Inclusion, which “condemns racism and discrimination of any type and welcomes all persons, regardless of race, color, religion, national origin, sex, gender, gender identity, sexual orientation, age or disability and will protect these classes to the fullest extent of the law.” In addition, the declaration states that the Town “formally condemns discrimination in all its forms and commits to fair and equal treatment of everyone in our community. The Town of Milton is and will continue to be a place where individuals can live freely and express their opinions.“

In recognition of Inclusion Week (May 8-14, 2022) and to celebrate the first anniversary of the Town’s Declaration of Inclusion, the “Belonging in Milton” initiative was formed. This initiative is also the continuation of a discussion topic explored in the “Milton on the Move” Community Visit – a topic which many residents expressed interest in exploring further. As part of this recognition, Milton will host an Inclusion Festival on Saturday, May 7th. This will be a family-friendly event featuring food, music, art, booths/exhibits, etc. from a variety of groups and cultures. More information related to this event and other events throughout Inclusion Week will be forthcoming.  

Actions under consideration:

  1. Miscellaneous Ed Bill
    1. Delay of implementation of State Board of Education rule changes related to special education - adverse effect determination and procedures for identifying students with a specific learning disability. (H.716)
    2. Delay of timelines for facilities inventory and PCB testing (S.283)
  2. Flip to education funding - using cost equity adjustments versus weights. 
    1. The Education Senate passed the bill for a continuation of weights while making changes to the weighting formula as well as the process for determining poverty.
    2. The House Ways and Means is taking a different approach. 
    3. In a all members meeting on Monday, superintendents learned that the projections of the #s shared with us related to both formulas are illustrative but not predictive and should be ignored. Superintendents expressed their concerns with the House version:
      1. The process is not vetted
      2. It requires additional administrative oversight in a time when districts are already taxed with other legislative directives (Act 173; SSDDMS; Revisions to EQS; VTTRS; Facilities…) and the State has few resources to support us

VSBA is encouraging school board members to contact their representatives in the House to provide input on this important bill.

  1. Universal meals bill - The House Education committee decided not to create a permanent universal school meals program in statute, as proposed in earlier drafts of the bill.  Instead, the committee decided to extend the universal meals program for one-year using $29 million from the education fund surplus.  The hope is that this approach allows the universal meals program to continue for the next school year while also giving the General Assembly time to collect and review participation rates and other relevant data, and consider possible revenue sources for the program going forward. The use of the surplus is being considered in many bills, and as we know, it can only be used once.

Lifting Student Learning

VT AOE Requirements

  1. Lifting Student Learning (Continuous Improvement Plan) 
    1. Currently under revision for 2022-23 School Year
    2. Requires VT AOE approval
    3. Submission date - June 2022
    1. Submitted on March 17, 2022
    2. Requires VT AOE approval
    3. Required to be visible on our District Website
    4. Approval allows us to complete and submit our application to access our ARP ESSER funds

Professional Learning

A great deal of professional learning has been taking place this year to improve our collective capacity to provide all students with an excellent, standards-based education within an environment of belonging and care, while also addressing the impact of Covid-19 on student learning and social / emotional health and well being.

  1. Through the support of the Great Schools Partnership, schools are using Professional Learning Communities to support the efforts of every teacher to collaboratively improve their instruction and assessment practices using the Plan, Do, Study, Act (PDSA) cycle based on student data.  This includes training teachers in PLC facilitation, the use of protocols, and data collection and analysis. PLCs meet during the early release time and are organized by grade level teams; content area; and specialized groups. 
  2. Through the support of the Partners for Restorative Change, a group of leaders, teachers, and support staff have begun ‘Phase II’ of restorative practices training. Although work continues on Phase I - to understand and practice universal restorative approaches using content in order to build a community of learners in the classroom, Tier II focuses on whole school restorative approaches in responding to conflict, disruptive behavior and harm in systematic and equitable ways. 
  3. Through the support of the Pacific Education Group, leaders and teachers have been able to continue their beyond diversity training. This past Friday, teachers were able to select from a menu of on-line, interactive and highly engaging workshops on intersectionality, race, equity and inclusion. 
  4. Through the support of the Vermont Superintendents Association, district and school leaders have been participating in two year long opportunities to improve instructional practices:
    1. Universal Design for Learning with Katie Novak which is structured to build leadership capacity in supporting teachers with designing and implementing instructional practices that are linguistically and culturally responsive and address the unique needs of every child in the classroom.
    2. Learning Walks with the Center for Educational Leadership (CEL) through Washington University. Through this opportunity, we are creating a district vision, purpose, and practice for Learning Walks, this includes:
      1. Calibrating our understanding of best practices in all content areas
      2. Developing school and district culture of public practice
      3. Gathering observational data to identify expert and  problems of practice,
      4. Deeping the organizations understanding of the instructional framework
      5. Observing and analyzing teacher practice on student learning

As we begin to close out the year and prepare for next year, it will be important to stay the course; that is to continue to engage in learning that deepens and sustains our practice. Teaching is an extremely complex skill and it requires a great deal of collaboration and support. It is important that we continue to set aside time within the school day (early release) so that teachers can have structured facilitated support in refining their practice, being responsive to the learning needs of students in the moment and thus improve student outcomes.

Furthermore, in addition to addressing the impact of Covid-19 on learning, there are many other system changes that require the attention of leaders, teachers and support staff. Specifically, the revisions in Special Education, Educational Support Teams, and Curriculum. 


As the technical and safety focus to prepare, prevent and respond to Covid-19 wanes, the District Office is placing greater emphasis on improving its systems and structures. Given the conditions of the District Office - a shared business model between the district and the school and considerable changeover in the office of the superintendency and business office, a significant amount of work is necessary to create systems and close gaps. In part, this includes the development and documentation of procedures, an evaluation of reporting and analysis of task allocation.

Recently, we have been working on creating a master report spreadsheet to encompass all the reports the district is required to submit across all departments. The categories included in this report are listed below. To date, we have identified 102 reports and we still have 2 more categories to complete.


Student Services

Human Resources




Child Nutrition 

Student Assessments

School and Student Health


Another project is the development, revision, categorization and documentation of procedures. Historically, like reports, each department has been responsible for their own procedures. Like reports, without central oversight, it is impossible to monitor consistent alignment across procedures, implementation, and if revisions and/or training are necessary. This project has had fits and starts since 2019; hopefully with the support of the Director of Operations, we will finally make real progress. The office of the Superintendent is currently focused on procedures tied to policy and administrative procedures related to school functions, while the Director of Operations is focused on procedures tied to the various positions within the business office. 

Covid Context

The transition to a Mask Optional teaching and learning environment has been very smooth. Principals held faculty meetings in advance of the change and Covid Nurse Demers, with input from the Covid Steering Committee, was able to quickly put together a social story and a teacher advisory activity for all three schools along with  informational memos for families. The climate is one of joy and respect. 


Lifting Student Learning

Continuous Improvement - Lifting Student Learning Plan

In accordance with VT AOE expectations, it is time for us to review and revise our existing Lifting Student Learning plan; this is a comprehensive process that includes leaders, teachers and specialists across the district and community. It begins with a Needs Assessment in which we will review the most current student data in comparison to data collected last year. As a result, we will evaluate the existing strategies, practices and system approaches to mitigate the impact of Covid-19 and determine which ones  need to stop and/or continue, and whether there are any new ones we need to implement. 


Once the Needs Assessment is completed, smaller teams will use this information to revise the existing plan collecting input and seeking feedback along the way. It is our goal to submit our first revision to the Agency of Education by June 1, 2022. 



Panorama  Student and Family Engagement Survey Tool

Panorama provides schools with Nationally normed, on-line surveys to measure and support schools in understanding the perceptions of students and families. This data collection will help us evaluate current strategies that schools are using to improve teaching and learning, school climate and safety. The tool will also be a new data point for monitoring progress. 


As a starting point, we will administer the Family survey; it will allow MTSD to gather feedback and engage families regarding their perceptions in the following areas: Family Engagement, Family Efficacy, School Climate, Barriers to Engagement, Roles and Responsibilities (school or family) and School Safety. This survey will give us a baseline data point so that we can more effectively engage families and work toward even stronger Family-School relationships. This survey will also help us fulfill our responsibility in the area of family engagement for ARP-ESSER and Title I purposes. Next year we will expand our uses and may use the student and/or teacher survey components of the tool.


We have entered into a 3 year contract with Panorama; year 1 is being paid for using Title IV Consolidated Grant Funds and the cost is $7,534.00. The Leadership has been reviewing the tool while the Technology department is bringing the tool on-line, and Data and Assessment is unpacking the tool features for collating and sharing the data. We hope to be ready to administer the first survey to families sometime in April. 



The Canopy Project is a collaborative national effort to highlight equitable, student-centered innovation in K–12 learning environments. Milton High School was nominated by UP for Learning to become part of the Canopy Collaborative. We received notification at the end of February that we were accepted. In short, this means  

  • Recognition in a national database of innovative K–12 learning environments. Canopy Schools and their innovative practices are documented in a database that is used by school leaders, non-profits, state education leaders, researchers, and funders. MHS will be included in this database.
  • We will receive a customized report showing how our innovation work at Milton High School relates to hundreds of other K–12 learning environments around the country.
  • MHS will have access to a diverse peer network of innovative school leaders, opportunities to showcase our work and learn from others, and a regular digest with suggestions for resources, events, and sources of funding.

Legislative Update

  1. H.329 is gaining momentum. If enacted as written, this would change the definition of harassment in educational settings and create a quagmire of confusion between existing policies: Non-discrimination; Employee Harassment; Title IX; and Hazing, Harassment and Bullying, and the likelihood of needing to revise all of these policies to align. 
  2. House Education moved miscellaneous committee bill 22-0356 along to the next step. Most importantly, this bill recommends adjusting the amount district will receive from the special education consensu block grant - more than currently proposed; suspending the implementation of Rules 2362 and 2362.2.5 (adverse effect) until July 1, 2023.
  3. S.100 - an act relating to universal school breakfast and the creation of the Task Force on Universal School Lunch, which was passed by the Senate and referred to the House Education Committee last year.  Senator Pearson is a proponent of amending the bill to make both the universal school breakfast and lunch permanent.  The committee will likely take the bill up in March.  

Covid Context

Although it seems like eons ago, at the start of the school year, the VT Agency of Education and the VT School Boards Association encouraged school districts to formally adopt procedures and/or designate the superintendent of schools to carry out VT Agency of Education Covid-19 guidance for operating schools. This guidance has been issued as advisory memos. As stated by the VT Agency of Education, these formal advisory memos are issued collectively by the Agency of Education and the Vermont Department of Health and constitute the state’s official position on how to preserve the health and safety of students, staff and families.

It is important to remember that leading during a pandemic is unprecedented and although superintendents are responsible for the health and safety of students and staff, they are not health or infectious disease experts. Therefore, the MTSD Board of Trustees, in a public session last fall, voted to designate me to follow the VT AOE Covid-19 guidance. To date, this has included the practice of partnering with the Champlain Valley Superintendents Association to which MTSD is a member, and using a Covid Steering committee to interpret and apply this guidance in our schools.

Undoubtedly the longevity of the pandemic, the ever changing guidance, and the various perspectives and comfort levels of our stakeholders (staff, students and families) as it relates to the Covid procedures and practices has had an impact. Following the written guidance has allowed for a non-partisan approach that is consistent with the State and aligned with health experts. Although there is still a high level of caution among many of our stakeholders, many are also ready for a return to normalcy. The State is also moving toward a new phase of opening. I wholeheartedly appreciate the patience and respectful discourse of all stakeholders as we continue to navigate the pandemic. I am both hopeful and excited that the data is trending in a direction that will allow for a new phase of opening. 

Test at Home

The Test at Home program continues to operate effectively. Using a Dashboard approach to keep families informed of presumptive close contacts while using and deploying test kits efficiently, we are managing to keep healthy students in school and infected students returning as soon as possible. We provided all staff, students and  families with the opportunity to take home test kits and encouraged them to test prior to returning to school on March 3rd. The test at home will continue until further notice.


On February 16th, Governor Scott announced that masking for schools with an 80% vaccination rate would not be extended. It is important to note that at the time of this announcement;

  1. The change in masking would only be for schools with an 80% vaccination rate.
  2. The State will verify each school’s vaccination rate. As of February 23rd, Superintendents still had not received this data. 
  3. Bussing would operate under Federal Transportation requirements and includes mandatory masking. 

Within the MTSD, we have calculated our own rates. We have estimated that MES is around 45%; MMS is around 65% and MHS is close to the 80% rate. Once the State verifies our rates, I will put forward a plan for transitioning to optional masking at the eligible schools. Additionally, if the VT Agency of Education further modifies their position on masking, then I will be prepared to extend our optional masking plan.

Legislative Activity

Act 173 Implementation

The House Education Committee continues to take testimony on the impact of the implementation of Act 173 with an interest specific to districts who will receive a shortfall. The MTSD anticipated shortfall is $750,000. As with our proposed budget scenario, districts receiving less money under the census block grant will need to increase education spending. The committee received modeling that calculated the census block grant by taking an average of a school district’s special education funding from fiscal years 2018, 2019, and 2020, they took an average of their funding from fiscal years 2019, 2020, and 2021. This shift takes into account one year of pandemic spending and will increase the state reimbursement by about $5 million. The committee was supportive of this change and will consider this language in a bill that will hopefully move quickly through the legislative process in order to help school districts who are negatively impacted by the transition to the census block grant model.  

Pupil Weighting: English Language Learners

Last week, Senate Education finalized its work on English Language Learners, culminating in a memorandum to Senate Finance with their recommendations.  After weeks of testimony, the committee landed on a hybrid funding model that would:

  • Use a 2.49 pupil weight for all ELL students in all school districts;
  • Provide mini-grants ($25,000.00-$50,000.00 range)* to school districts with 25 or fewer ELL students, in addition to the weight, to ensure that they have sufficient resources to hire at least a part-time ELL teacher

Covid Context

After navigating unexpected guidance at the start of the new year, the MTSD has made a smooth transition from conducting contact tracing, surveillance testing and Test to Stay to a simpler model of Test at Home. Using a Dashboard approach to keep families informed of presumptive close contacts and focusing on prioritized distribution of test kits, we are maintaining sufficient supplies to keep healthy students in school and infected students returning as soon as possible. In addition, the surge has tempered and we are seeing more stable attendance rates for both staff and students.  

At the State level, the Agency of Education is beginning to center its focus on the next phase of Recovery. It is important to note, that the Delta variant and then Omicron created unexpected conditions preventing both the State and Districts from fully implementing their Lifting Student Learning plans. The State has not provided districts with the structured guidance and support that was expected and is necessary to address the impact of Covid-19 on students’ academic achievement, social emotional health and well being and engagement.  Dr. French noted as our weekly meeting that districts would begin receiving information as to the direction and support the State would be giving after the February vacation.

Lifting Student Learning

Although this has been another challenging year in terms of managing the Covid-19 context while attempting to address the impacts of Covid-19 on students, their families and staff, I believe that the efforts of our faculty and staff have set us up for success. 

We have been diligent in two areas in particular:

  1. Re-establishing routines, engaging students in learning, and creating an inclusive learning community
  2. Embedded professional development

I will provide detailed information about both of these areas in my March 10 report.

Legislative Report

The 2022 Legislative Session has begun and not surprisingly, there is a great deal of activity related to education. In addition to following up on identified tasks from previous legislative - specifically: 

  • ACT 173 and the Weighting Task Force recommendations and implementation of the Special Education Census Block grant; 
  • ACT 28 and the Advisory Council on Literacy recommendations; and
  • ACT 72 and the follow up from school facilities inventories and assessments

The Legislature also has 21 House Bills and 16 Senate Bills related to education. In future reports, I will provide information on any Bills that move forward in the legislative process. 

ACT 173 - The House Education Committee has heard testimony from many stakeholders on the implementation timeline for Act 173. Act 173 was passed in 2018 in order to enhance the effectiveness, availability and equity of services provided to students who require additional support. The General Assembly delayed its implementation last year and is considering a delay again this year.  Some stakeholders have argued for a delay; others against.

On February 2nd, the MTSD testified to the House Education Committee and submitted a MTSD Testimony on ACT 173 letter to be posted on the committee’s website. In short, we were requesting a delay to the implementation of the Special Education Census Block grant.  MTSD Testimony on February 2


Act 28: The data review by the Literacy Advisory Council showed concerning trends of overall low achievement, achievement gaps, particularly for students experiencing poverty and with disabilities, and a trend of declining achievement scores.  Although a great deal of work is underway, systems, schools, teachers, students, and families/caregivers are facing changing conditions and challenges due to the pandemic, which impacts progress.  Currently, the Council is reviewing Section 2903 of Title I6, and developing advice on the implementation and maintenance of the statewide literacy plan.

2021 Reports

COVID Context

Across the State, last week experienced spikes in case counts and hospitalization as a result of the Thanksgiving holiday and ‘moving inside’ for the winter. Although we also had a busy Covid week, we were able to keep most of the students who were close contacts in school through the Test to Stay program.  

Given the expanded role of our COVID Nurse - she is now coordinating and operating contact tracing, surveillance testing, test to stay, and data collection and State reporting, we changed our procedures for COVID positive notification. Instead of notifying all families each time there is a positive case in school, we are now just sending a weekly round up. This will include current case counts, the number of new cases, and any other additional information we need to convey.

Families of students who were close contacts will still receive direct notification informing them of their options and/or required next steps. 

The weekly roundup for the week of December 6-10 is as follows:


New Cases Week 12/6

Total Cases To Date* 












* Cases to date are defined as when a student or staff member is positive for COVID-19 and it has been determined they were infectious while at school. These numbers are just for the 2021-2022 school year.  

Other interesting data points, include:

  • Since we started the program, we have run 241 tests, which has resulted in only 1 positive and saving a total of 241 school days for the affected student group.
  • Starting out this week, we had 50 students participating in Test to Stay
  • We started surveillance testing in late October. To date we have conducted 2,276 PCR tests which have yielded only 2 positive results. 

Strong mitigation measures and high vaccination rates within the district continue to show positive results.

Vaccination Incentive

There are several benefits to high vaccination rates within the school community. In addition to keeping all members of the district safe and healthy, there are three other benefits that would ultimately improve the teaching and learning environment. When we reach the threshold of 85% vaccination rate, then:

  1. We will no longer have to conduct contact tracing. 
    1. This will eliminate any risk for quarantining asymptomatic staff or students. 
    2. It will allow the nurse and administrators to focus their time and energy on teaching and learning and addressing the educational needs of students more directly.
  2. We can begin to evaluate and perhaps consider changing procedures related to masking.
  3. Once a school reaches 85%, then they will receive a cash award from the State. Students will be invited to identify how to spend the money and it must be spent by the end of this school year. The awards for each school is as follows
    1. Milton Elementary School - $7,590.00
    2. Milton Middle School - $6,120.00
    3. Milton High School - $7,200.00

Additionally, if a school reaches 90%, then they may submit amendments to receive an additional 50% of the original award.

Legislative Update

A draft of the Report of the Task Force on Pupil Weighting was released last week. The final version is due to the legislature on December 15, 2021. It is not anticipated that any significant changes will be made to the draft before submitting it on the 15th. The report is very detailed - 70 pages including the appendices.

The Task Force will also release a summary version of the report before the end of the month which I will pass it along to you. In brief, the purpose of the Task Force was to respond to the Pupil Weighting Factors Report which was issued by a team of researchers in 2019. Essentially, this report found that our current pupil weights are insufficient and that additional weights should be added to address further inequities related to middle school students, school districts in sparsely populated areas, and small schools.

The 2021 General Assembly established the Task Force to consider how and when to implement the recommendations of the Pupil Weighting Factors Report. The Task Force drafted ‘two pathways’ for the General Assembly to consider this spring; a revision of pupil weighting and a cost equity payment model. They also made further recommendations related to the aforementioned systems, including:

  • Categorical aid for English Language Learners
  • A change to the way poverty is currently measured
  • A transition mechanism to alleviate the impact the new weights or model will have on districts
  • The creation of an oversight committee for considering and updating weights
  • An evaluation tool to monitor if the weights or cost equity model are fulfilling the intended purpose

The Task Force also included recommendations that were not part of their charge. In part, these included:

  • Implications of the intersectionality between Act 173 special education consensus block grant funding and the pupil weighting/cost equity model
  • Considerations for changing the tax policy
  • Modifying weights to include PreK after the Act 45 child care financing study is completed
  • Establishing a standard method for districts to set tuition

Although the Task Force conducted modeling to show the impact the two pathways would have on every district, it is important to emphasize that many of the other factors that play a role in determining tax rate (e.g. - common level of appraisal) were not considered.

COVID Context - Due to the Thanksgiving break, the next Covid update will be in the December 16, 2021 Superintendent’s Report.

VSBA / VSA Updates

On November 16th, the Vermont School Boards Association held a webinar and panel presentation discussing the public meeting law, public comment and strategies for preventing and/or responding to incivility. As a result of this information, the Board may want to discuss and/or consider changes to its existing policy and practice. 

Board Meetings

  1. Public Comment
    1. MTSD Current 
      1. Public Participation at Board Meetings
    2. Considerations from the  Vermont School Board Association 
      1. Person - 16 VSA sec. 554 restricts the right to speak on any issue to persons “within the district.”
        1. Consider defining # 3 to include that the person must first identify their connection to the agenda item - i.e contractor whose bid is being considered, and that the Board Chair will determine if the person is relevant to the agenda item
        2. Consider adding that a person must sign in and identify themselves
      2. Public Comment on the Agenda
        1. Consider when this will happen - i.e. before each action item is discussed or before it is voted on.
        2. Consider adding how much time a person has to speak and that the Board Chair may alter it according to the # of participants
        3. Consider adding that each person must sign in and identify which item they wish to speak to
        4. Consider adding expectations for civility - no profane or threatening language, yelling, or speaking out of turn  
      3. Public Input on Items not on the Agenda
        1. Consider adding when this will occur 
        2. The length of time
      4. Virtual Public Comment
        1. Add how they will request / sign in for public comment
        2. Required to follow same expectations of in person participants
  2. Scripting and consistent practices
  3. Emergency Planning


On November 15th, the Vermont Superintendents Association held its annual pre-legislative session meeting. The focus of the meeting was for the superintendents to identify topics related to education that were of greatest importance and need to be addressed by this legislative session. Undoubtedly, a very resounding message of no new initiatives is being made. Leaders and school districts across the state are experiencing staffing shortages which are challenging efforts to implement existing State requirements. Furthermore, the effort required to meet the unprecedented and often unpredictable needs of students as a result of the Covid-19 pandemic is exhausting the workforce. For a period of time, we simply need an uninhibited focus on student health, social emotional well being and academic learning for future success of our children without the worry of new rules, testing requirements, policy initiatives... 

Superintendents were unequivocally aligned that the Agency of Education and State Legislators need to focus their efforts on those initiatives that have been consistently ‘kicked down the road’ and do so with thoughtful consideration of the existing circumstances in the various district communities across the state. These existing initiative include:

  1. ACT 173:
    1. The question: what is the relationship between the recommended pupil weights and categorical aid and the changes to special education funding including the impact of maintenance of effort and financial support and how will this impact budgeting for FY23 and FY24?
    2. The concern that the timeline for the new rule changes for special education does not provide districts with enough time to prepare.
  2. Facilities
    1. Tasks at the district level
      1. Lead Testing
      2. PCB Testing
      3. Facilities Evaluations
      4. Storm Water
    2. Impact on district budgets are a result of those tasks
  3. Staffing Shortages
    1. Contending with existing professionally licensed shortages in identified areas
    2. Impact of shortages exacerbated by the pandemic especially in areas of maintenance, food services and transportation
    3. Aging population in VT

Beginning this month, regional superintendent groups will be meeting with their local legislators to highlight the primary needs of students and schools, to share the current state, an overview of our needs and what the legislature can do to support our work while encouraging them to firmly hold the line with existing education policy work.

The Champlain Valley Superintendents Association meeting is scheduled for December 16, 2021. 

COVID Context

Vaccination Clinic

Our November 22nd and December 13th vaccination clinics are scheduled and ready to go. It is important to note that these clinics are organized and operated by the VT Department of Health and we are just a host site. Although the premise of the host sites was to provide access to families in need, the registry was open to anyone - even if you do not live in Milton. The 200 available slots filled in a matter of days leaving many families without access to this clinic. We are working with the VT Department of Health to see if we can increase the number of vaccines and/or offer a second clinic. 


We encourage families that were not able to register to go to the VT Department of Health website - Vaccines for Children to find another location and/or make an appointment at a pharmacy.  


Contact Tracing and Testing

Cold and flu season is definitely here. Unlike the State of Emergency where outside of school there was minimal social interaction, we are seeing widespread transmission of typical fall and winter illnesses. This creates an added challenge in monitoring for COVID-19 and selecting students to quarantine especially among our youngest children.


We are scaling back on surveillance testing and preparing to start the test to stay. It is important to note that there are very specific eligibility criteria for the test to stay - students must be unvaccinated, asymptomatic and at least 5 years of age. Additionally, the test to stay will only be available if we have the supplies and staff to administer.


COVID Climate

As a follow up to our 10/28 discussion on school climate, I am proud of the administrators, teachers and staff members who have joined forces and taken a collaborative problem solving approach, bringing fresh ideas and creativity so that we make changes that will effectively meet the needs of children and transform our school climate.


Each school is employing a variety of strategies to address concerns about safety, engage families, empower students, and provide a quality learning environment. Below are a list of example strategies:

  1. Redesigning kindergarten program
  2. Increasing social emotional learning time
  3. Offering before and after school opportunities for reteaching behavioral expectations
  4. Exploring short term virtual options to address issues of safety
  5. Exploring ways with Bruce and Matt to improve the safety of facilities - playground, doors, and improved camera surveillance
  6. Communication with families - share celebrations, use data to communicate needs and provide strategies that can be used across school and home to support students
  7. Restarting pre-COVID traditions that build community, pride in school and celebrate student achievement
  8. Leverage student voice and agency to solve problems 
  9. Reviewing and perhaps altering existing structures - transitions, bathroom use, schedules...
  10. Increase education related to issues that are either resurfacing or have been exacerbated by a disruption in school - bullying and harassment; vaping; inappropriate / illegal social media activity


In addition, opportunities for supporting staff and creating stronger unity among colleagues includes:

  1. Setting aside faculty/staff meeting time to focus on wellness and/or unstructured collaboration
  2. Providing a common space for professional learning community meetings (PLCs) so that administrators can more effectively provide support
  3. Increase co-planning and teaching of SEL
  4. Strategize ways to increase restorative approaches follow up when harm is done 


Although many of these activities are already underway, others will take additional resources - especially in terms of time and human capital. Addressing the needs of students, families and staff as we emerge from the pandemic will be a lengthy process. 


Winter Activities

The Champlain Valley Superintendents Association reviewed the VT Agency of Education recommendations for conducting winter activities safely.  We came to common agreements so that procedures across school districts would be clear to participants and spectators alike contributing to ease of implementation. 


MTSD leaders will review the guidance and draft communication to share with activity advisors, coaches, participants and families this week.   


COVID Grants 

In accordance with new federal grant procurement guidelines, we have increased our micro-threshold for procurement from $10,000 to $40,000


A new requirement of the ARP-ESSER grant has recently been added. Maintenance of Equity means that:

  • School districts within an LEA (SU/SD) must not disproportionately reduce state and local per-pupil funding in high-poverty schools.
  • School districts within an LEA (SU/SD) must not disproportionately reduce the number of full-time-equivalent (FTE) staff per-pupil in high-poverty schools.

Many states, including Vermont, have identified a misfit between these requirements and education funding systems. The Agency has expressed these concerns to our partners at the US Department of Education. However, the AOE does want SU/SDs to be aware of these new requirements, particularly around staffing, as they enter discussions around local school district budgets.


AOE is working to identify those school districts that meet the definition of high-need and high poverty and, in the coming weeks, will provide more information on meeting the new MOEq requirements.


Miscellaneous News

Vermont Interagency Afterschool Youth Task Force 

The Governor recently established this new task force. The purpose of this task force is to build on the recommendations and work of the Universal After School Task Force and this summer’s Summer Matters campaign and take advantage of the opportunity to leverage ESSER funds for after school and summer programs to grow school-based and community-based programs and partnership to support the learning and growth of Vermont students. 


The task force brings together members from the Governor's Office, the Agency of Education, the Agency of Human Services and other state partners to work toward a statewide system offering universal access to safe, enriching and comprehensive options for afterschool and summer programs for Vermont youth from PreK through Grade 12. Among other things, the task force will be responsible for creating a framework to expand existing programs and create new ones, creating a baseline for safety and quality standards, ensuring equitable distribution of program statewide, and supporting a broad range of options for youth to explore, including post-secondary education, skills training, career planning, work-based learning and more. 

Consulting Services from VSBA

The Vermont Principals' Association, the Vermont School Boards Association, and the Vermont Superintendents Association have partnered to support school districts across the state with their longstanding commitment to close persistent opportunity gaps in Vermont public schools. 

To assist VSBA, VSA, and VPA members with ongoing conversations in their communities related to equity and associated topics, we are utilizing the services of Insight Education Group to develop resources (talking points, community engagement best practices, communication strategies, etc) as well as provide real-time thought partnership to superintendents, administrators, and school board chairs. (Learn more about IEG here:

To streamline requests for support to IEG, superintendents are to complete the form below when the need arises in their school districts. Superintendents can submit requests on behalf of their school board members or principals, if needed, however we ask that all requests come from VSA superintendent members to help keep the lines of communication manageable. 

Covid Context

General Update 

On Thursday, October 28th at our regularly scheduled meeting, Covid Nurse, Dorey Demers, will do a presentation that explains our current state in terms of Covid-19 testing, contact tracing, and vaccination data.

School Climate in the Time of Covid

Foremost, I continue to remain optimistic and centered on the extraordinary leadership, teaching and learning that is happening across the district. There are many reasons to be proud, hopeful, and action oriented. At the same time, I would be remiss if I did not report on the challenges we are experiencing and the impact that they are having on all members of our school community. It is important to note that these are challenges that schools across Vermont and New England are experiencing. Here in VT, superintendents are preparing for a State level conversation and call to action. These are challenges that are either a result of Covid-19 and/or have been exacerbated by it, they extend across other support service agencies and require a coordinated approach and State support; we can not do this alone. 

First, the context:

  1. Students experienced an 18 month disruption in all established routines: schooling, co-curricular activities and other peer social connections; healthcare; traditional family gatherings and travel, and so on. 
  2. During the State of Emergency - which lasted over a year, family work routines and lifestyles changed drastically. 
  3. Staff - many who have young families, have been managing their own situations at home while also supporting the needs of their students and families as we transitioned to fully remote learning to hybrid and then back to fully in person. 
  4. Workforces in every for profit, non-profit and government agency are facing unprecedented staff shortages.

Second, the direct result

  1. Many students do not have the academic and social emotional skills to navigate, and/or the emotional or physical stamina to manage 5 days of in person learning with all students present. Think about a 5 year old who did not attend preschool and/or participate in peer socialization opportunities due to Covid or a 14/15 year old 9th grader; they were 12 when they last attended school full time with their entire peer group, and so on. Then add the Covid experience to this, family hardships and/or a traumatic event. 
  2. Many families still have not returned to their pre-covid state. Many are continuing to struggle to recover. Many do not have the stamina or resources to participate and/or support their children in school.
  3. The expectations and pressure for school staff to address learning loss and social emotional well being through a trauma informed lens is greater than ever previously experienced.
  4. Shortages in personnel equate to inadequate coverage and ultimately safety concerns.

Third, the incidental impact

  1. Some students are exhibiting extreme behavior while others are being adversely affected by this behavior. These extreme behaviors require the attention of multiple staff members simultaneously (principals, school based behavior interventionists, school counselors…) for longer than usual periods of time leaving other responsibilities unaddressed.
  2. Displaced anger and frustration directed at the school emerges from family exhaustion and stress. Some families are not able to productively partner with the school to resolve issues. Some families lash out as it relates to the Covid context - vaccinations, quarantining and so on. 
  3. School staff who are trying their best to ‘do it all’, are struggling with both a high level of compassion fatigue and physical exhaustion; staff illness is on the rise and resilience is on the decline.
  4. It is impossible to get ahead of student needs. Inadequate staffing means that others are covering which interferes with planning time - the time used to not only plan for lessons, but to also collaborate with teams and develop plans to support students. It also increases fatigue which impacts performance.

Last, Next Steps

As a district we are trying to carve out time to develop plans that will support a more even tempered teaching and learning environment, including:

  1. The reallocation of staff roles
  2. Adjusting systems and structures
  3. Student specific plans
  4. Family outreach and communication 

We need help though. We need more staff, especially quality substitute teachers and intensive needs specialists. We need families to work with us. We need understanding and grace. Everyone is working extremely hard. We are doing the very best we can - and more. 

It is not unusual for people to assign blame and/or express their frustration when they either do not get the information they want or the results they expect. We continue to be amid very challenging and uncertain times with high levels of stress. It is more important than ever to pause, have grace, practice civility, and work collaboratively so that we can ensure that our students, families and staff can be safe, healthy and productive through these times.


Milton on the Move

  1. Milton on the Move. ( On October 13th, I attended the VT Council on Rural Development Milton Community Visit planning meeting. As a result, the logistics for the visit have been finalized. This is an exciting opportunity for Milton residents, business owners, municipality, and schools to come together and identify a project to Move Milton Forward. 
  2. Milton on the Move is a 3-month process to engage everyone in the city to brainstorm ideas and identify important priorities for the future. The Vermont Council on Rural Development, a neutral facilitator invited to the community by the Milton Selectboard, will facilitate the process to hear your ideas then help connect to resources and technical assistance that can help move them forward.
  3. The first session is November 17th from 4:30 to 8:30 p.m and it includes a free community dinner, childcare and transportation for those in need. The first session is divided into 3 segments: Forum 1; Community Dinner; and Forum 2. It is not necessary to attend all 3 segments to participate. 
  4. In Forum 1, there will be 3 topics to choose from. Participants will then gather around their chosen topic while a facilitator from VT Council of Rural Development guides the group through a brainstorming session related to the topic. In Forum 2, there will be 3 different topics and again, participants will choose one to participate in.
  5. Forum Topics
    1. Forum I (4:30-6:00 p.m)
      1. Milton’s Economy
      2. Addressing Individual and Family Needs
      3. Community Engagement
    2. Community Dinner (6:00 - 6:45)
    3. Forum II (7:00-8:30)
      1. Infrastructure, Broadband, Housing and Transportation
      2. Belonging in Milton
      3. Things to do in Milton: Recreation, Arts & Entertainment

Covid Context

Testing - The VT Agency of Education and the VT Department of Health continue to revise their approach and thus recommendations to districts regarding testing and contact tracing. As a result, they are providing schools with an abundance of tools - some voluntary, some not and templates for communicating with staff and families. In terms of testing, to help schools frame their thinking about these tools the COVID-19 School Testing Program is divided into two broad categories: response and surveillance testing. Response testing is just that, the use of either antigen or PCR testing done in response to a positive COVID-19 case within the school community. Surveillance testing is periodic testing (usually once a week) whose goal is to monitor for the presence of COVID-19, and potentially to facilitate the safe continuation of extracurricular activities. 

  1. Response testing includes both rapid antigen testing and PCR testing. These tools should be used in response to a positive case within the school community. They are intended for close contacts and the use case for each test type is determined primarily by the vaccination status of the close contact. 
  2. Surveillance testing is a weekly testing program that includes students and staff regardless of vaccination status and is intended to support in-person learning, including extracurricular activities, and monitor for the presence of COVID-19 among the largest unvaccinated population in our state.

The revisions for testing and contact tracing have been extremely difficult on both staff and families. The time and energy spent on attending meetings with VT AOE, VTDH, my regional superintendents association, the Vermont Nurses Association and training webinars has been extensive; some weeks, it is up to 6 hours and this does not include the time spent following up. Many hours recently have been put into communicating the changes to school leaders, revising documents, the website and helping families understand the changes. This has an indirect ripple effect throughout the organization. Frustration level is high among staff and especially families that have been impacted during contact tracing. 

Undoubtedly, one known component of this pandemic and the Covid-19 virus is that it is ever changing making it extremely difficult to put into place standard routines and procedures; at all levels, we are still trying to figure out the best path forward in keeping all students attending school in person to the greatest extent possible and keeping our communities safe. We must continue to recognize this.

In addition, it is also important to recognize the toll that the pandemic has taken on all members of our society - school personnel, students, families, and the larger community. We are tired and as a result, our ability to be resilient may be lowered.  As a district, we will continue to prioritize social and emotional well being and share resources with staff, students and families about how to manage. 

Vaccination Update

  1. Student Rates
  2. Mandatory Vaccination for Staff 
    1. School districts will be covered by the OSHA Emergency Temporary Standard (ETS) in Vermont due to the fact that Vermont has an approved OSHA State Plan. Vermont is one of 26 states and two territories with an OSHA State Plan. Vermont’s State Plan covers state and local government employees in addition to private employers. In the other states, the ETS will only apply to private sector employers. The ETS is applicable to covered employers who have more than 100 employees. The MTSD plan must be as stringent as the OSHA plan. 
    2. MTSD Plan and timeline
      1. The MTSD Board of Trustees will approve a new condition of employment; that is, by October 29, 2021 all MTSD employees, substitutes, interns, and contracted employees who are onsite regularly must either be vaccinated (single dose, or the first dose of a two dose vaccination with a second dose scheduled) or are required to mask at all times (even when the recommended masking mandate is lifted, and comply with weekly testing requirements.
      2. Letters will be issued to all employees, substitutes and contracted service providers by October 15, 2021 explaining the new condition of employment along with procedures for showing proof of vaccination
      3. New procedures will be implemented for interns and substitutes to include the new condition of employment 
      4. A clause will be added to contracted services contracts


  1. ARP-ESSER - an explanation of proposed uses for the ARP-ESSER will be outlined in our first issue of the MTSD Newsletter due out later this month. This issue will be electronic only. The proposed uses are the same ones that were outlined as a result of our meaningful consultation work last spring and summer.
  2. The Truexcullins Facilities Master Planning visioning event planning is complete. The events will coincide with a community dinner at each location. They will take place in the library at each location and be from 6:30-8:30 p.m. 
    1. Herrick Avenue - October 18th
    2. Milton High School - October 25th

In the words of Truexcullins, the purpose of the visioning workshop is to generate the Guiding Principles for the facilities master plan project by having a robust discussion about school culture with the school community. The Guiding Principles set the foundational goals for the project and act as a “north star” to guide the planning and design effort.   This exercise is aspirational, not only talking about school as it is today, but as it aspires to be as we move into the future. The work generated by the group today will be reviewed by the master planning facility committee and themes/statements will be developed, which will later be shared with the whole group. 

Covid Update

It is with regret that I report that the MTSD, to date, has had 8 positive cases. Although this number may not seem high, the implications of positive cases are significant.  Foremost is the number of students who must quarantine due to contact tracing. Last week we had to quarantine 77 students and this included three entire classrooms. These circumstances are especially disruptive for our youngest students who are just adapting to the routines of the classroom. Although we were able to provide modified remote learning to the three classrooms, we know that it is not nearly as robust as in person learning. Groups of students who are in quarantine, but whose class is not, do not have a remote option. It is the same as having an extended, excused absence with work needing to be made up.  These conditions also place unexpected hardships on families who need to scramble for childcare or otherwise may need to take paid or unpaid leave from work.  

Additionally, due to the staffing challenges at the Vermont Department of Health, school districts are left on their own to do contact tracing. As a result of VTDH shortages, notification of positive cases typically come in clusters requiring the Covid nurse and the school administrators to give their full attention to the task. This is particularly challenging for principals as they try to juggle contact tracing, the important work of day to day management, filling vacancies, and oversight of the Lifting Student Learning plan. I have never seen principals so harried this early in the school year. One piece of good news - to date, we have had no in school transmission, and we owe this to our consistent implementation of the mitigation strategies we have put in place. 

Staffing continues to be an issue. As you may know, bus driver shortages are a National problem with some states calling in the National Guard and others simply cancelling bussing altogether, and offering transportation vouchers instead. We are short one home to school bus and one vocational bus. As a result, we have combined routes to compensate for the home to school bus. For the Burlington Technical Center route, we were fortunate enough to find and hire our own driver who is using the MTSD van to transport our students. Another bussing challenge we are experiencing is with our athletic teams. Middle school athletic bussing has been cancelled entirely, and we are using Premier Transit to compensate; however, this comes at an additional cost.

We have made a few gains in filling support staff positions for educational programming; however, food services and custodial positions continue to be a struggle. 

Lifting Student Learning

The MTSD Vision of Learning brings clarity to our purpose, guides our work and hopefully inspires all stakeholders to take steps to achieve our goals. Currently there is extraordinary momentum across the district. The efforts taking place to address the impact of Covid-19 through our whole child framework in an integrated and coordinated way is exceptional and I am very encouraged by the work taking place across all three schools. 

School teams have been examining student data and as a result, acceleration block and intervention services are being planned and early release professional learning communities (PLCs) are beginning to set grade level and content area goals. District and school leaders are participating in two, year long professional development opportunities: 

  1. Leadership for Inclusive Education will focus on successful Act 173 Implementation. Using evidence-based concepts from Implementation Science, education leadership, our team will develop a plan for systemic implementation of inclusive practices using Multi-Tiered System of Supports and Universal Design for Learning as evidence-based frameworks for this work
  2. Instructional Leadership Academy with Washington State’s Center for Educational Leadership provides training and practice in conducting classroom walkthroughs, data collection and teacher feedback to improve outcomes. 

Our presentation on the MHS Innovation Lab tonight will demonstrate one way our staff and students are working together to fulfill our mission and vision to prepare all students to pursue their passions, and contribute dynamically to an ever-changing world.

I would also like to highlight another student who is taking steps to fulfill our mission and vision toward equitable and inclusive communities. Sage Maynard is using her voice and demonstrating her engagement as a scholar to challenge the status quo of Milton athletics in order to bring positive change. Sage wrote a poignant letter to the MHS Administration calling to their attention an issue of equity.  Sage’s letter brings to the forefront a long standing issue locally and globally; that is, inequities between men and women athletics. Furthermore, she petitions for a call to action. With her permission, I have copied her letter below. 

I would like to bring to attention the matter of the support given to the female sports teams. The attendance of people showing up to support and the attention that is not being shown to them is very unsettling and unacceptable, something needs to change.  As a member of YJTV I've attended most home games.  The boys games had a large student support section, while the girls games had less than 5 students attend. The low attendance could be affected by the sport teams which have practice at the same time or the lack of communication regarding the games. The Milton High School Instagram page posted 2 posts for the Varsity Football game against North Country on 9/3, Boys soccer against Hartford on 9/4, and Cross Country on 9/14. There have been numerous Girls Soccer, Golf, and Field Hockey games that have not received any attention that being game reminders and score announcements.   As a school community it's our job to support, celebrate and acknowledge our students no matter their gender.  As a part of the student body I am going to push and push to get our school to be a welcoming space for all.  The change begins with the administration and faculty and staff. If you can, attend a few games and support your students, motivate students to attend games, and lastly acknowledge and celebrate your student athletes.

On the note of equitable and inclusive communities, I would like to take this opportunity to formally introduce and welcome Wilmer Chavarria. Wilmer is the MTSD Director of Equity and Education Support Systems. At a high level, Wilmer’s role is focused on supporting the actualization of MTSD Vision of Learning as an equitable education system through policy, culture, organizational structures and equity capacity building. As a starting point, Wilmer is focused on four distinct projects:

  1. He is honing in on our Educational Support Team (EST) practices. In collaboration with principals, he will provide direction for a systematic approach that yields intended outcomes. In addition to specific guidelines, he will lead the creation of a Milton-specific Multi-tiered System of Support handbook for practitioners.
  2. He is providing consulting and coaching to leaders and various teams to reflect on curriculum materials and instructional practices through an equity lens. As an extension of this work, in collaboration with Lynne Manley and myself, he will provide the MTSD Board of Trustees with foundational working knowledge for equity in education, and serve as an ongoing resource to us when questions around DEI arise, especially those prone to controversy.
  3. He is resuming the MTSD Equity Policy Committee and reframing it as an Equity Advisory. This committee will provide regular input on important questions throughout the year, and will be instrumental in keeping a wide array of voices involved as our schools mature their work on issues of equity and belonging.
  4. He is gathering stakeholder input and carrying out qualitative research on needs and opportunities for a long-term district roadmap that will provide a cohesive, sustainable, and strategic approach to equity work for the future.

Covid Update

MTSD has signed up for surveillance testing. Dorey Demers, our Covid Nurse, has completed the training and is working with the Covid Steering Committee to figure out logistics at each school. CIS is the vendor and Green Mountain Currier will manage the test kit deliveries.Testing will take place every Monday beginning September 27, 2021. Testing will be from 8:00 - noon. Testing is voluntary and available to all staff members and any student 5 years of age or older. Registration information and testing procedures will be forthcoming. Schools are responsible for managing the onsite process and this will require staff support and thus the reallocation  of duties.

Student vaccination data collection information has been sent to all families in grades 4-12 via email and post. Attestation is voluntary. For families who decline to provide this information for eligible student(s), then those students will be considered to be unvaccinated.

Fortunately at the writing of this report, the MTSD has not received confirmation of a positive case at school, and as a result, has not had to participate in contact tracing. Many schools across the State have already had positive cases resulting in a large number of students needing to quarantine.  Given that school just started and State contact tracing systems were not adequately prepared to respond to the Delta variant in school, including updated school procedures and who to contact in the event of a positive case, schools were left to manage on their own. Without sufficient support, school leaders and Covid nurses felt unprepared to effectively or efficiently conduct the contact tracing process or respond accurately or consistently. Contact tracing issues are being addressed by VT Agency of Education, VT Department of Health and the 3rd party vendor who has been contracted by the VTDH to support schools with the contact tracing process. 

The VT Agency of Education has received an allocation of HEPA portable air purifiers through the Center for Disease Control. The MTSD has submitted a request for spaces that have no windows and/or updated ventilation. 


  1. Grant Award - The MTSD has been awarded a second grant to support homelessness. This grant is through the ARP-ESSER Homelessness allocation. The MTSD award is $41,000 and the allocation will be used for an Americorps member who will be responsible for coordinating services for our homeless families. Currently we have 26 homeless families.  
  2. The Application template and timeline for ARP-ESSER was just released last week. The application is very involved and includes many additional components compared to the ESSER II application. The grant deadline is November 2021. 

Agency of Education and Legislative Work

Superintendents met with Secretary of Education, Dan French on Thursday, September 2nd and received an overview of the Agency’s strategic planning and policy focus for the 2021-22 year. The Secretary highlighted the impact of Covid on the Agency’s strategic planning process; that is shifting attention from ACT 173 in particular to reopening school and ensuring safe and healthy schools amid the pandemic.

As we continue the process of emerging from the pandemic and managing Covid-19, the focus is on releveraging the components of ACT 173 to support the three pillars of the State’s Lifting Student Learning plan (aka - recovery), and to simultaneously focus on safe and healthy schools through building healthy and vibrant communities.

The overarching policy priority will be education quality and equity with a continued focus on the education quality standards, literacy, child nutrition, facilities maintenance and construction, and of course education funding. 

Lifting Student Learning

Preservice: August 16 - August 24

The MTSD conducted five (plus) days of Teacher / Staff Preservice. All three schools aligned professional learning and structured teacher and staff planning in accordance with our Lifting Student Learning and District Strategic Goals.

As I have shared previously, the areas identified by the VT Agency of Education for addressing student learning in the aftermath of Covid-19, nicely align with our existing Vision of Learning and MTSD Strategic Goals. As a reminder, the chart below shows the connection:

VT Agency of Education Identified Focal Areas

MTSD District Goals (short form)

Academic Achievement and Success

To foster curious and passionate learners through opportunities that further their academic knowledge and skills

Social Emotional Health and Well Being

To prioritize the health and well being of all members of the learning organization through programming that promotes care for the heart, mind and body.

Student Engagement

To cultivate engaged citizens inspired to meet the demands of a changing society through an awareness of self, others and the world around them in the local and global context.

A shortlist of pre-service activities and additional trainings include:

  1. A formal 3 day Professional Learning Community (PLC) Facilitation training conducted by the Great Schools Partnership - approximately 50 teachers and administrators attended this training to learn how to better facilitate the professional learning communities  that will be conducted during early release days
  2. New teacher day - we have approximately 40 new faculty and staff members this year
  3. PLC Time: data review setting agreements and goals
  4. Universal Design for Learning (UDL) - unit and lesson development, quality classroom instruction that meets the needs of ALL learners
  5. Activities related to the implementation of our new Social Emotional Learning curriculum through a Teacher Advisory / Morning Meeting program revision
  6. Selected Summer Professional Reading - activities for faculty and staff to discuss understanding and application from our selected summer reads related to antiracism, intersectionality and culturally responsive teaching and learning. Books included: Not Light But Fire; We Got This: Equity by Design; We Want to do More than Survive; The VTmtss Field Guide

Meaningful Consultation Surveys

  1. - Family/Community
    1. 56 respondents 
    2. 67% believe that the identified fund uses align with our State approved Lifting and Leveraging Student Learning Plan
    3. 42% believe the uses address student needs while 50% state, “to some degree”
    4. 87% believe that HVAC should be a priority for our facilities
    5. Themes - highest responses to the question, “Are there other areas that you feel we should include?”
      1. Operational - 
        1. HVAC - 8
        2. Playground - 2
      2. Academic / SEL
        1. Mental health workers / awareness / behavior support - 8 
        2. Trauma response training for staff - 5
        3. Math Support - 3
        4. After school child care, tutoring, clubs… - 8
  2. Meaningful Consultation - Staff
    1. 20 respondents
    2. 95% believe that the identified fund uses align with our State approved Lifting and Leveraging Student Learning Plan
    3. 75% believe the uses address student needs while 25% state, “to some degree”
    4. 85% believe that HVAC should be a priority for our facilities
    5. Few respondents answered the question and for those that did, their responses aligned with the above themes

Covid Update

  1. Staffing - We are starting the school year with thirteen unfilled positions and two unfilled leaves. These include support staff - behavior interventionists, intensive needs specialists, supervisory aides, food services and facilities. 
  2. At the last minute and in response to the changing conditions, we made a few adjustments and clarifications to our Covid-19 Mitigation Strategies. Given the age band for vaccination eligibility, grouping, cafeteria use and restrictions for music and physical education have slight modifications across the three schools. All mitigation measures will be communicated and reviewed with students. 
  3. School districts are still waiting for information and direction related to the 80% vaccination benchmark for eligible students.

Covid Update

Return to School

The goal of the MTSD, amid the lingering Covid-19 pandemic, is to safely maintain full, in person instruction throughout the school year. Flexibility and patience will be essential as the conditions of the pandemic continue to fluctuate. As a result, it is possible that our mitigation measures and expectations for attending school could change in accordance with viral peaks and valleys. Throughout the 2020-2021 school year, all stakeholders - staff, students and families, were incredibly supportive and cooperative in adhering to the MTSD Health and Safety procedures. I am confident that if we continue along this path then we will achieve our goal of full in person instruction for the 2021-2022 school year. 

Based on the current data, it appears that a Governor’s Order for a State of Emergency will not be necessary this year. This means that all schools in Vermont will operate in accordance with the normal regulatory framework outlined in Vermont statute, the State Board of Education rules, and the Vermont Education Quality Standards. The Vermont Agency of Education in partnership with the Vermont Department of Health will issue ‘advisory memorandums’ to school districts in order to guide them with decision-making for safely operating schools this year. In accordance with Vermont statute, 16 V.S.A. § 242 which assigns the superintendent of schools to be the chief executive officer for the school board, then I would like the MTSD Board of Trustees to affirm its delegation of authority to me to specifically interpret, apply and communicate within our local context the Covid-19 Advisory Memorandums issued collectively by VTAOE and VTDH for the 2021-2022 school year.

The first Covid-19 Advisory Memorandum was issued on August 5, 2021 and it outlines the recommended health and safety measures for opening school on August 25th. These measures include criteria for staying home when sick, wearing masks and surveillance testing. I have reviewed the memo with my regional superintendent’s association (CVSA) and the MTSD Covid Steering committee. At our regularly scheduled meeting on August 12th, I will present a plan for opening school on August 25th.

Vaccination Clinic 

The State of Vermont is resuming a push to vaccinate eligible students ages 12 through 18. They are hosting a series of 200 dose clinics in Milton to offer a vaccine opportunity to students, their parents if unvaccinated, and other unvaccinated members of the community. The vaccine offered at these clinics will be Pfizer. The clinic dates are as follows:

  • August 17th from 4:00 p.m - 8:00 p.m
  • September 7th from 4:00 p.m - 8:00 p.m
  • September 27th from 4:00 p.m - 8:00 p.m

All clinics will be in the Milton Middle School gym.  A full list of clinics across the State, clinic hours and registration information can be found at

Financial Updates


  1. Our ESSER II grant was approved last week. This grant will pay for our 2021 summer programming and many new positions this school year to support our State approved Lifting Student Learning plan. For more details, see our Lifting Student Learning ESSER Page
  2. The MTSD is a recipient of the VT AOE’s McKinney Vento Competitive Grant to support homelessness. Jen Saunders, our Homelessness Liaison and Sydney Lucia, Our Grants Manager were just notified that their application was approved. The reward of $50,000 will help provide after school tutoring, childcare, and professional development and community outreach related to the identification of students. In addition, we are also eligible through ARP-ESSER to apply for funds specific to homelessness. In part, we will be submitting an application for a full time AmeriCorps State worker. Homelessness is on the rise especially for families with school age children. Currently we have 17 confirmed homeless families and 8 unconfirmed from last year bringing our total to 25 families being served by our district.
  3. Meaningful Consultation for ARP-ESSER is producing some common themes related to services for students specific to social emotional health and improving the facilities' heating and ventilation systems. A full report will be provided on 8/26. 

Business Office

  1. In May, June and July the business office experienced significant transition in terms of employees and systems learning. Not only is this the first year that we have had to close our own books, but we had to do it within a new chart of accounts. Simultaneously, with the on-boarding of new employees and the need to establish explicit procedures in each of the domains, it was discovered that our system was set up with many inefficiencies. As a result, we have been consulting with NEMRC, our software accounting system vendor to evaluate and redesign our system to be both more efficient and accurate. One example of this is an automatic calculation of retirement deductions against gross wages versus it being done manually for every employee. Although the system’s redesign is an unbudgeted expense, the cost is minimal in comparison to the time spent doing these tasks and accounting for human errors. At this time, the total investment is $1,600.00; a cost that we believe can be absorbed by savings in other areas to date. We will continue to monitor the time and cost of these consulting services and ensure that costs can be supported by our existing budget.

  1. Likewise, in the absence of a business manager, we have procured the services of a consultant to support with the closing of the books and filing very important State required reports. Her services have been invaluable and she will continue to support us through the on-boarding and training of our new business manager. Her services will also allow us to ensure a timely audit which is scheduled to begin later this month. 

Legislative Update

  1. Topics that have resulted in laws to be reviewed and/or to take action by a committee, task force or the legislative body in 2022:
    1. Pension and Benefits
    2. Testing for PCBs in Schools
    3. Pupil Weighting - specifically a plan is to be proposed for how education is funded in order to ensure that all public school students have equitable access to educational opportunities.
    4. Equitable and Inclusive SchoolEnvironments - make recommendations on how to end suspensions and expulsions for all but the most serious student behavior, examine existing data and data practices surrounding exclusionary discipline.
    5. ACT 66 - working group for libraries; advisory council on wellness; extends timeline for the working group on Ethnic and Social Equity Studies; extends deadline on Efinance.
    6. ACT 45 - RFP for conducting a child care and early childhood education systems analysis study and making recommendations.

  1. H.426: Addressing the Needs and Conditions of School Facilities (Facilities Agenda Item for 8/26)
  2. ACT 9 - Allowable uses for ESSER dollars allocated solely to the State
  3. ACT 28 - Literacy calls for:
    1. Allocates funds to improve literacy from an instructional and systems level; 
    2. Establishes a statewide Advisory Council on Literacy to advise the Agency of Education, State Board of Education, and General Assembly on how to improve literacy outcomes across the state; and 
    3. Requires the Secretary of Education, in collaboration with the Standards Board for Professional Educators, to review teacher preparation programs and licensing and re-licensing standards as they pertain to literacy.
  4. ACT 7 - Health Care passed without the Governor’s signature. In part, it:
    1. Removes the requirement that premium percentages and out of pocket expenses for each plan tier must be the same for all participating employees
    2. Prohibits a school employee from receiving cash in lieu from one school employer

while simultaneously receiving health care benefits from the same or another school employer

The MTSD Business Office continues to be extremely busy filling vacancies, training new personnel and closing the books for the FY21 Fiscal Year. In addition, we are learning all we can about the allowable uses, application requirements and procurement procedures for each of the three Elementary and Secondary School Emergency Relief (ESSER) funds so that we can submit our applications and receive our allocation.

Last week, Sydney Lucia, our Grants Manager, Bruce Cheeseman, Director of Facilities and I attended a webinar hosted by the Vermont Agency of Education specific to the use of ESSER grants for any facilities construction work. Any projects we would like to complete using these funds has a three step approval process - concept pre-approval, project approval, and application approval. It is our intent to submit applications for our HVAC projects; however, the State has indicated that there may be additional grants, like the one we received last fall via Efficiency Vermont specific to HVAC. We will proceed slowly in the event we need to pivot our ESSER application to the Efficiency VT one, reserving ESSER for other Covid recovery costs.

Friday, July 16th was an exciting day for both innovation in education planning and facilities planning.  In the morning, I attended the MHS Innovation Lab SOAR design meeting. As a reminder, MHS is contracting with UP for Learning to help facilitate the design of the Innovation Lab. This is the  same organization who lead our MTSD visioning and strategic planning process. UP, alongside MHS sophomore, Colbie Miller, led an inspiring 3 hour planning session that included 6 students - one who zoomed in from France, 3 teachers, 2 community members, and 4 administrators.   

At this meeting, they reviewed data collected from a survey they administered in June. Began working on a communication plan and continued with mapping a vision.  This core group also attended a planning retreat in June and took a field trip to Generator - Burlington’s Maker Space. Their next planning session is July 30th. 

Although still in the dreaming and designing phase, it is the aspirations of this group to transform the former wood shop into a lab that would provide students (and eventually the community) with a space to develop career pathway skills - both soft skills and experiential technical training and/or to conduct research and development for a new or existing business. Students would be able to explore their passions in art, technology, building trades, business, science… in an independent setting that simultaneously allows for real time collaboration with either others in the space or in the world beyond the school walls. 

Later that day on the facilities side, Bruce and I met with TruexCullins, the architect firm that will lead a 10 year facilities master planning process with the district. At this meeting, we outlined a timeline for the scope of work. The facilities evaluation will begin next week while the visioning process will begin after school starts.

Lifting Learning and Leveraging Student Success 

The VT Agency of Education has approved our Lifting and Learning Plan. The Leadership Team continues to plan for next year with a focus on filling positions that will support the implementation of our Lifting Student Learning Plan. In addition, the Leadership Team has been securing resources to support professional development as outlined in the plan. 

As you know, school districts have been allocated funds from the Elementary and Secondary Emergency Relief (ESSER) to support the three domains in their Lifting Learning Plan as identified by the VT Agency of Education:

  1. Academic Achievement
  2. Social Emotional Health and Well Being
  3. Engagement and Truancy

These funds also may be used toward projects that are necessary for either maintaining or improving the health and safety conditions of the learning environment as it relates to the impact of Covid-19. Improvements to the heating and ventilation system would be an example of an acceptable use.  Written guidance for the use of ESSER has been trickling in since early April. The ESSER I and II applications have been built in the Grants Management System and the VT AOE is in the process of completing the final phases for the ARP ESSER (formerly ESSER III). The latter funding source is different from ESSER I and II in that it requires additional application components including “meaningful consultation”. The application due date is also much sooner and fast approaching. 

The meaning consultation component of ARP ESSER requires that school districts include a process for community stakeholders and school partnerships to review and provide input to the district’s funding plan prior to submitting the application - which is due August, 23, 2021.  To that end, the MTSD Board of Trustees will develop a timeline to include:

  1. The Superintendent presentation to the public of the MTSD Lifting Student Learning Plan and how funds could be used to support implementation.
  2. A public comment period and process for stakeholders to provide input.

Education Reserve Fund

Our newly formed Education Reserve Fund functions like the Capital Reserve Fund. It is a separate fund and operates in accordance with GAAP. Similarly to the Capital Reserve Fund, if there are items earmarked to the Education Reserve Fund, and the General Fund can accommodate absorbing those expenses, then the Board may approve to roll them up to the General Fund.

The Education Reserve Fund is designated to address two conditions:

  1. Unanticipated, unbudgeted expenses to address immediate programming or student needs specific to academic; social /emotional health and wellbeing; engagement. This may come in various forms, including - staffing, consultation, materials.  Any requests for approvals would need to include a means to evaluate continued need and feasibility for incorporating the goods or services into the following proposed fiscal year budget. 
  2. One time seed money to build a new program or modernize an existing one. This would include a detailed budget and plan for incorporating any staffing or maintenance expenses into the General Fund

The Board may want to consider creating a committee similar to and/or part of the Facilities/ Finance committee to draft an Education Reserve Fund plan that aligns with the MTSD Strategic Plan and soon to be created MTSD Master Facilities Plan. 

Director of Operations

In addition to filling vacancies and hiring for several new positions at the school level, we have posted for the MTSD Director of Operations. An interview team of 5 will begin interviewing next week. 

COVID Spring Update

The year is winding down and while students and teachers are focused on finishing the year, the MTSD Leadership Team continues to also be focused on summer and fall planning. Principals communicated their end of year plans for increasing in person learning with families the first of May. The primary goal for additional time in grades 7-12 is to reconnect students across the two cohorts and provide additional academic support to students in need.

Summer programming is taking shape. Each school will offer Extended School Year (ESY) services for eligible students. These services are provided to eligible special education students and the program runs half days, 4 days per week during the month of July.  In addition, each school will also offer programming designed to re-connect and re-engage students who have been most impacted by the pandemic. At each level, these programs are designed to engage students in fun learning experiences that build on skill development like problem solving and self direction while supporting their social emotional development.

In addition to the ESY program, each school is offering summer programming:

  1. MES: 
    1. Kindergarten Transition - staffing has just been secured and the details are still being worked out; however, the idea behind this program is to introduce students (PreK - age 4 and K) to the routines and practices of school and build their confidence in developing relationships. 
    2. L.E.A.P, a two week program is being offered for up to 60 students in grades 1-4. It is designed to support students to creatively solve problems, analyze situations, communicate with and respect others, and to build positive, trusting relationships within their school community.
  2. MMS: 
    1. Lifting Learning and Leveraging Student Success is a themed based camp program that is being offered for up to 100 MMS students. It will operate throughout the month of July, 3 days per week from 9-2. Each week is a different theme, including STEAM; Farm to Table; Outdoor Adventures, and Learning through Museums. 
  3. MHS:
    1. June School is a one week program to support students with credit recovery
    2. Summer Health and Wellness is a series of events spread across the summer open to any interested high school student. It includes personal wellness, flag football and volleyball. 
    3. August School is also a one week program designed to support returning virtual students or other students who have not fully engaged in academic programming this year. The focus is to build relationships and introduce students to daily practices. It will also have a social emotional component. 
    4. Transition Academy is a one week program to acclimate selected in-coming 9th grade students to high school through reading, social emotional and empowerment components.

End of year planning is also in full swing. Guidance has just been released for proms and end of year events, like graduation. Principals are working with teachers to develop end of year event proposals to bring to the COVID Steering Committee for approval. We are very much looking forward to events that allow more people to participate and connect in meaningful ways.

Lifting Learning and Leveraging Student Success 

The MTSD submitted their Needs Assessment on April 15, 2021. We have received high marks and positive feedback from the VT AOE. Since our return from April vacation, the Core Team has used the results from the Needs Assessment including the input from the Expert Teams for addressing the identified needs to draft an implementation plan.

While using tools provided by the VT AOE, the Core Team was able to use a collaborative approach to learn about what has occurred with our students and their learning and what to do next. Our process has helped to first develop a basic understanding of the current state and then a more precise understanding of the needs of each school. As a result we have identified specific and measurable goals along with a working theory of improvement actions, inclusive of an integrated set of interventions to meet them. 

A step summary:

  1. Collect data that would inform us of the current state for each domain - academic performance; social / emotional well being; and truancy and re-engagement. (March - Core Team)
  2. Conduct a data analysis and interpretation to identify basic understanding along with input for addressing needs. (April - Expert Teams)
  3. Deepen the understanding through collaborative discussions, identifying problems of practice, root causes and primary and secondary drivers. 
  4. Identify the greatest problem priority.
  5. Write a strategic, measurable and attainable goal.
  6. Draft a theory of improvement action inclusive of necessary interventions.

The Core Team has just finished steps 3-6 and drafted an implementation plan to submit to the VT AOE. Prior to submission though, we need additional stakeholder feedback. The full MTSD Leadership Team will review and answer the question - Is it clear? In addition, they will identify questions that can be used as a guide for others in giving feedback.

The plan will then be posted on our website and an invitation will be sent to staff, students, families and the MTSD Board of Trustees for comment. The comment period will be from May 17-21. 

As a reminder, at the May 27th Board meeting, the MTSD Leadership Team will share the results of our data collection and analysis and give an overview of how students are doing. 


  1. Everyone Eats - The program is still operating State wide. As of April 29th, 1 million meals had been served. The MTSD hands out 150 meals every Monday from contributing area restaurants. The program is scheduled to continue until June.
  2. SRO Contract - Katie Glover and I have met with Chief Laroche, Michaela Foody and Jess Morris to draw up the SRO contract. It needs to be collectively reviewed and approved by both the MTSD Board of Trustees and the Milton Selectboard. Our next joint meeting is not until August; therefore, the Town will put it on a Selectboard agenda for 6/21. We will need a quorum of board members to attend. 

COVID Spring Update

The MTSD COVID Steering committee has reviewed the updated guidance released by the VT AOE. The new document is called, A Strong and Healthy Year. As a result, the committee is issuing updated guidance to staff and families. Notable updates include:

  1. Health Screenings 
    1. Health screenings will need to be conducted by families prior to coming to school. Beginning May 3, 2021, temperature checks and screening questions will no longer occur upon arrival. 
    2. Upon arrival, students will be monitored for adherence to wearing a mask and hand sanitizing.
  2. Travel and Quarantining 
    1. In regards to travel, the Milton Town School District will be following the Vermont Forward Plan that has been presented by the governor.  
  3. Physical Distancing
    1. From 6ft to 3ft for students in grades 7-12 for classroom learning; eating and music still require 6ft distancing
  4. Cohort mixing
    1. Under controlled circumstances where careful contact tracing logs and seating charts are maintained, cohorts may be mixed
    2. In common areas - hallways/lockers; cafeterias; recess, cohort mixing may not occur

All other health and safety requirements remain intact, including no visitors - (community members, parents/guardians, board members). It is expected that guidance on public meetings will be issued in early June.

Principals are reviewing these changes to determine any impact they may have on assigned duties and/or any other practices within each school structure, and the extent to which each school is able to increase in person learning while also taking into consideration:

  • Sufficient staffing levels to follow the updated health/safety procedures and meet the needs of students,
  • The ability to maintain compliance with the guidance from VDH/AOE and all other VT Statutory and State Board of Education Regulatory requirements, 
  • Sufficient staffing levels and space to meet the existing Master Schedule and enrolled courses, 
  • The ability to effectively support our students through the window of high stakes testing for both SBAC and Advanced Placement,
  • Ensure that to the greatest extent possible, those students who are experiencing the greatest transition will be able to participate in milestone activities like prom and graduation.

Already the MMS and MHS principals have noted that an increase to 4 or 5 days of in person learning for students in grades 7&8 and 9-12 will not be possible. The barriers include: space and furniture; meal service and eating in inclement weather; staffing to support in person cohorts. Each school will finalize a plan to submit to the MTSD Steering committee on Wednesday, April 28th with follow up communication to families by April 30th.

MTSD Committee Updates

  1. Equity, Diversity and Inclusion - 
    1. The full committee met on April 13th and tuned two draft policies that were developed in the work groups. It was an excellent process and both of the subgroups received thoughtful feedback which will be used to create a final draft to bring to the Board in June. 
    2. In June, the MTSD Board of Trustees should discuss the future form and function of this committee
  2. District Office Reorganization - the purpose of this committee is to review the existing organizational structure of the MTSD District Office in relation to the scope of required roles and responsibilities. The committee will make a determination and/or recommendation to the Board of any changes that need to be made to ensure that the DO is appropriately and proportionately structured to meet the changing needs of public education and that it is equipped with the expertise and capacity to fulfill the MTSD Vision of Learning while adequately maintaining all legal and fiduciary requirements.
    1. The committee has met twice and is due to meet again on April 26th.
    2. The committee began with a discussion related to assets and challenges of the existing structure.
    3. Committee members then independently reviewed several other organizational structures and related job descriptions and posed questions in a shared document for further discussion.
    4. As a result of this work, we collectively developed 2 model organizational structures that we will discuss in more detail at our next meeting
    5. We anticipate bringing a recommendation to the full Board on May 13. 

Legislative Update

  1. H81 An Act Relating to Public School Health Care Benefits will likely be allowed to go into law without Governor Scott’s signature. It is my understanding that he will not sign it because he believes that a provision should have been included that allows for sliding cost share in accordance with professional licensure and salary.
  2. S.100 - Universal School Meals is still in the Senate.  The Senate Education and Agricultural committees are working on an amendment to S.100 that would establish a program for universal school breakfast with the estimated $6 million to $10 million in new costs borne by the Education Fund; a predicted 1% increase in property taxes. If the bill is approved in the Senate it will move to the House.
  3. Literacy - The House and Senate Education Committees have worked to combine and reconcile differences between their two literacy bills. The current draft of the bill now appropriates 3 million of the ESSER III Funds designated for State Education Agencies to a literacy grant program. The literacy grant program will be administered by the Agency of Education in consultation with the Act 173 Working Group and newly formed Statewide Literacy Council. The AOE will determine eligibility of SUs/SDs for the grant funding based on several criteria rather than through an application process.
  4. Weighting Update - it seems that the legislature will address the Weighting Study through S.13, which has passed the Senate and is currently under consideration of the House. The bill simply lays out a process for taking action on the weighting study inclusive of a legislative task force and funds for a consultant who is considered to be both an expert on Vermont’s education funding and tax system and nationally recognized in the field of education funding.

Reopening School Update

As of the writing of this report, the revised VT Health and Safety Guidance for Reopening Schools had not been released. 

Current COVID Conditions

As you know, case counts have been high locally. Positive cases are concentrated in Chittenden County especially among those between the ages of 16 and 30. In the past 14 days, there have been 868 positive cases in Chittenden County according to the VT Department of Health’s Dashboard. Since April 2nd, 

  • The MTSD has had to contact trace for 6 positive cases 
  • We have had to pivot to remote learning for 5 classrooms 
  • 90 students and 14 staff members have been identified as close contacts and have been excluded from in person learning or work anywhere from 2 to 14 days

It is important to note that contact tracing involves at minimum, the COVID Nurse, Superintendent and all the building administrators. It may also include an administrative assistant and the athletic director if it is related to athletics. For all the members involved, the process takes anywhere from 4-10 hours over multiple days depending on the complexity of the case.

It is also important to note that the change in the physical distancing guidance from 6 to 3 feet for students in grades 7-12 does not include a change to the contact tracing protocol that we are expected to follow. It is my understanding that the VT Department of Health will continue to consider anyone within 6 feet for 15 minutes or more over the course of 24 hours, a close contact. As a result, I have concerns that positive cases will impact a larger number of students (most staff will be fully vaccinated soon) while contact tracing will dominate administrator’s time during an especially busy period of the year.

Planning for Increase of In Person Learning

Principals at all three buildings have been assessing their current configurations. In anticipation of a change to the VT Health and Safety Guidance for Reopening Schools, they have been drafting plans as to what extent, how, and when their school may pivot to increase in person learning. All three schools must consider their local context, including the following factors:

  • Sufficient staffing levels to follow the health/safety procedures and meet the needs of students,
  • The ability to maintain compliance with the guidance from VDH/AOE and all other VT Statutory and State Board of Education Regulatory requirements, 
  • Sufficient staffing levels and space to meet the existing Master Schedule and enrolled courses, 
  • The ability to effectively support our students through the window of high stakes testing for both SBAC and Advanced Placement,
  • Ensure that to the greatest extent possible, those students who are experiencing the greatest transition will be able to participate in milestone activities like prom and graduation.

Of course, we will not know exactly what it looks like to meet these criteria until we actually receive the written guidance. 

Lifting Learning and Leveraging Opportunities for Success - Redesign vs. Recovery

Since its inception on March 15th, the Lead Team has met weekly to frame the process for conducting the State required Needs Assessment. This team identified and collected data sets in each of the three areas: Academic Achievement and Success; Engagement and Truancy; and Social Emotional Learning, Mental Health and Well-being. The Lead Team gave the data sets to the expert groups along with a process to analyze and respond to the data. The three expert teams have met twice and are preparing to share their analysis of the data along with ideas for activities we may want to implement with the Lead Team. The Lead Team will then collate the information into the template, identify priorities and select relevant activities to submit to the AOE by April 15, 2021.

In addition, a selected team of teachers and administrators have attended the first of nine sessions of a training hosted by the AOE on Data Literacy. As part of this training, we have been assigned a data literacy coach who will help us review and strategically respond to our data as an ongoing process.

A Whole Child Narrative 

Across the State, educators have been increasingly concerned by the deficit based narrative of school and learning in the time of COVID. As a result, members of the Champlain Valley Superintendents Association, Directors of Teaching and Learning and Directors of Student Services have drafted key talking points so that we can begin to shift from a deficit based narrative to an asset based one. Education research is very clear, when we label children and/or their learning conditions, it is harmful.

“John Hattie, educational researcher and author of “Visible Learning”, has collected the largest analysis of what works in education, which involves over 300 million students. Hattie’s research involves over 1400 meta-analyses. A meta-analysis is a statistical approach that focuses on influences on learning, and combines multiple individual studies that focus on that same influence (i.e. feedback, classroom discussion, reciprocal teaching, etc.). These studies that look at influences on learning are accompanied with an effect size. An effect size of .40 equates to a year’s worth of growth for a year’s input.


In Hattie’s research, which involves over 251 influences on learning, Not Labeling students has an effect size of .61. That is significantly over the .40 that equates to a year’s worth of growth for a year’s input. What the research shows is that providing a label to a student often results in students working or performing to their label.” (Education Week, May 2018)

Think of the phrases that are being used to describe an entire generation of learners: 

  1. They are all suffering
  2. They are behind; they need to catch up
  3. They have learning loss; they need to recover
  4. We need to return to normal

Instead of thinking in these terms, instead of fostering deficit thinking and thus, a deficit existence among our learners, let us all capitalize on the opportunities to lift student learning and leverage redesign opportunities so we can Better Serve ALL Learners. Within the next few weeks, I will be drafting a set of materials to share with all MTSD staff and families so that we can uniformly use an assets based approach in supporting the whole child as we emerge from this historic, global pandemic.

COVID Update

On March 19th, the Center for Disease Control announced a change to the guidance related to physical distancing for schools noting that 3 feet is appropriate and safe for all children as long as they are masked and in well ventilated rooms or outside. The exceptions are common areas - auditoriums, gymnasiums and cafeterias and/or where masks are not worn - i.e. while eating lunch.  At the Governor’s Press Conference on Friday, Dr. Levine stated that his team would be reviewing this newly released information and providing guidance to schools as a result. It seems likely that revisions to the Health and Safety Guidance for Reopening VT Schools will be issued very soon. Currently, we are examining the factors that need to be considered for increasing in-person learning and drafting a realistic plan that supports the needs and best interests of our students and staff. These conditional factors include:

  1. Space
  2. Meals
  3. Staffing
  4. Scheduling
  5. SBAC Testing
  6. Transportation
  7. Contact Tracing

Lifting Learning and Leveraging Opportunities in the Aftermath of Covid-19

The MTSD Recovery Team has convened and drafted a plan for completing the first step of the recovery process; that is to conduct a needs assessment. This includes a district specialization team for each of the three focus areas - academic success; mental and social emotional health and well being; re-engagement and truancy, to review and interpret relevant data and make recommendations to the Recovery Team for addressing identified student needs. In addition, the Recovery Team is completing a district assessment as it relates to the four pillars of MTSS (multi-tiered student support). These areas include: Educational Support Teams; a Coordinated Curriculum; Local Common Assessment Plan; and Needs Based Professional Development. 

Other News:

Last year, Co-Principal Stinson and I presented our newly adopted MTSD Vision of Learning to the Milton Economic Commission with the hope of conducting a thought exchange as to how MHS could incorporate innovation programming to serve the needs of the Milton business community.  Of course, COVID hit and our first meeting was our last. Since then we have pursued partnerships and grant opportunities to develop the MHS Work-based Learning Programming. This has resulted in several teachers exploring innovative programs at other schools along with a little dreaming of what could we create here.  Next steps include: another presentation to the Milton Economic Commission; entering into a contract with Up for Learning to facilitate a student and community engagement process; and framing a multi-year plan.


Legislative Report

  1. Two literacy bills, S.114 and H.101 were voted out of committee before crossover and both are now being reviewed by their respective appropriations committees. Both bills support appropriating funds ($3,000,000 and $2,000,000  respectively) in providing professional development for teaching literacy, creating an AOE Literacy Coordinator’s position, and to amend the statewide policy on reading instruction. Additionally, both bills would create an Advisory Council to advise the AOE, the State Board of Education, and the General Assembly on improving literacy instruction and outcomes. 
  2. The bill for School Construction Aid, H.426 is making steady progress. It includes provisions for assessing school buildings, revising the capital outlay formula, and requiring district positions dedicated to facilities management and capital improvement planning. The bill proposes to appropriate $2.5 million toward this work.
  3. Weighting Study
    1. The Senate Education Committee approved a ‘strike all’