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THE STEVENS SCHOOL HANDBOOK
Mission
Statement
The Stevens School is a community of
diverse learners and teachers dedicated to academic excellence, joy in
learning, responsible citizenship, and personal growth. Together we:
~
grow intellectually, physically, and artistically;
~
fulfill our civic duties;
~
embrace human diversity; and,
~
thrive in a complex world.
Overview
The School’s mission and the principles of the First
Amendment Schools Network provide the overarching goals for the curriculum and
the school culture. Incorporating the concepts of integrated curricula,
flexible scheduling, and individual attention, the School recognizes that
success fosters success and that authentic self-esteem is acquired through
authentic achievement. Thus the School focuses on building legitimate student
achievement with ongoing student assessments.
The faculty and staff commit themselves to the belief that all students
can learn and achieve at high levels when given the skills and the opportunity.
The comprehensive curriculum focuses on the content
knowledge that students are expected to have mastered prior to the high school
years and trains students in the skills needed to locate, organize, analyze,
and synthesize that knowledge. Because
the School views community involvement as a mark of responsible, social
maturity, it reaches out to the local community and beyond, bringing members
into the School to share their expertise and wisdom in a variety of ways. The learning environment encourages dedication
to hard work, to recognizing and correcting mistakes, and to practicing
thoughtful, civil, social behavior. The
School believes that in learning to meet these high expectations, its students
will strengthen their own growing sense of self and self-respect, will
enthusiastically pursue academic excellence, and will interact in an ever more
responsible and mature manner with their families and friends.
Recognizing the rapid growth of students during these
years, the School clusters the students according to their developmental needs.
Elementary: Grades 1-4
Elementary grades are structured around the developmental
stages of learning developed by Jean Piaget.
It is in these early years that young students define themselves as
eager learners or strugglers. By
creating authentic learning experiences grounded in specific content
requirements and using direct skill-based instruction, the teachers provide an
environment in which each student views himself or herself as an active
learner. Students connect the experience
of exploration with learning, acquiring and developing skills that allow them
to demonstrate their learning through written work, oral presentation,
computation, and computer technology. Skills and content build upon one another
as the students expand their understanding of school, citizenship, and
responsibility.
The Middle School: Grades 5-8
Although the middle school years have been defined as
turbulent, stressful, roller-coaster years, the Stevens School
views them as transformational. These
are the years in which students begin to discover their unique talents and
skills; years in which they assert their judgments about what is right and
wrong, fair and unfair; years in which they are eager to ascertain their place
in their community and the larger world.
The middle school grades are designed to support and
assist in the development of those discoveries.
The curriculum challenges the adolescent’s emerging abstract thinking
and encourages him or her to pursue ideas with vigor. The course content addresses the adolescent
need to explore a range of ideas and issues, and the need to wrestle with the
great ideas of justice, truth, beauty, courage, and power.
The School recognizes that its students are driven by a
great energy to explore the world and forge an individual identity. To engage this energy and stretch its
students' intellectual capabilities, the School offers a range of educational
challenges of both depth and complexity.
Its comprehensive curriculum focuses on the content knowledge that
students are expected to have mastered prior to the high school years and
trains students in the skills needed to locate, organize, analyze and
synthesize that knowledge. And because
the School views community involvement as a mark of responsible, social
maturity, it reaches out to the local community and beyond, bringing members
into the School to share their expertise and wisdom and involving students in
community service.
The School focuses on building legitimate student
achievement with student evaluations culminating in trimester grades that are
supplemented with interim reports.
Sustaining a Respectful Community
The Stevens School believes that education must not only provide
knowledge but also cultivate
knowledgeable people who participate responsibly in a democratic society,
citizens who use information to solve problems and to promote ideas. The work of John Dewey and Mortimer Adler
underscore the School’s philosophy of education. Both philosophers suggest that the transfer
of knowledge is only part of the role of schools. Thinking, reflecting on
factual information, finding cross-connections and “mutual” points of contact
create citizens able to function equitably in their communities. School environments
in which thinking reflectively can occur on a daily basis teach students to
become citizens of their nation and of their world. Such an environment requires commitment on
the part of all members of a school community to provide opportunities of time
and experience for students to feel safe enough to reflect honestly on their
behavior and to weigh the impact of their behavior on the larger
community. The School accepts that in
any human interaction conflicts will arise and has developed a number of formal
and informal ways to foster responsible, compassionate behavior.
In 2005 the Stevens School joined the national network of
First Amendment Schools. The network
schools are “designed to transform how schools teach and practice the rights
and responsibilities of citizenship that frame civic life in our
democracy.” Their vision that the “five
freedoms protected by the First Amendment are a cornerstone of American
democracy and essential for citizenship in a diverse society” dovetails with
the Stevens School mission to prepare students who fulfill their “civic duties;
embrace human diversity; and thrive in a complex world.”
Resolving student interpersonal conflicts through the
prism of civic duty provides a broad context for students to examine their
behavior in terms of the school community and how the group works as a whole
unit. Teachers work to ensure that all
voices are heard and students participate in the resolution of any problems. The School mission, the idea that
responsibility is necessary to maintain democratic ideals, and the importance
of respect for self and others are all used to resolve conflict and reestablish
the intellectual and emotional safety that promotes critical thinking.
If there are ongoing issues between and among students,
the School is prepared to interrupt the schedule, open a forum for discussion,
and to provide time for students to openly process their grievances. Once students are aware of this process and
have experienced it, they become more able self-govern their interactions with
others.
The first week of school is devoted to an orientation of
our academic and our citizenship standards and expectations. Students participate in a number of
team-building exercises and a workshop designed by the American Civil Liberties
Union called the Pyramid of Hate. During
this workshop students work in groups discussing the various types of
name-calling, stereotyping, exclusion, and rumor that they have experienced
both as a perpetrator and as a victim.
Large and small group discussions suggest ways to avoid such behaviors
and the benefits to becoming an inclusive person. The orientation activities serve as touchstones
throughout the year as issues or conflicts arise.
The focus is always on becoming citizens who are able to
“thrive in a complex world.”
Curriculum
Overview
The School is committed to providing students with the
expected core requirements and skills needed to make a smooth and successful
transition to high school. The teachers
emphasize a solid foundation of knowledge that prepares students for the more
demanding work of high school.
The curriculum integrates the subject areas of history,
art, and English so that students develop a deeper understanding of the events
and ideas that shape the world in which they live. Each grade looks at the materials and the
values that produced works of art, literature, and laws characteristic of that
particular location and time.
The School encourages students to expand their vocabulary
to include the literary, historical, mathematical, and scientific terminology
that they will be expected to use throughout their academic careers.
The following pages represent an overview for each of the
subject areas offered at the School.
Art Program
The study and practice of the visual arts function as a
keystone for understanding and analyzing the content areas of science, math,
history, and language at The Stevens School.
Humans have created visual art at least since they
organized into groups. Whether by
scratching hieroglyphics on stone, building temples, painting murals, telling
stories, weaving tapestries, sculpting images or decorating the tools used in
daily life, people have expressed their values, hopes, and fears through art.
Over the centuries art and artists have provided work
that both affirms and questions the values of the society from which they
come. Students examine the work and
analyze it with regard to the time and events that produced it. Working with art in this way adds a rich
layer of understanding of the political and social movements that shape
nations. Students connect the visual
image to the poetic image to the historical image and circle back again,
broadening and deepening their perspective of the world around them.
The academic impact of deep art experiences is revealed
in the study entitled Critical
Evidence: How the Arts Benefit Student
Achievement commissioned by the national Assembly of State Arts Agencies
and the Arts Education Partnership.
Joining art study with other core content areas allows for what
cognitive psychologists identify as “transfer”:
the notion that “learning in one context assists learning in a different
context.” Our students have
distinguished themselves in contests, in classrooms, and in community
service. We believe that it is the
systemic integration of art and art history that has developed their thoughtful
response to school and society.
The sketch program asks students to create a drawing per
week based on the classical principle of using light to create form,
continuously developing and applying techniques passed down from the old
masters.
Art is required as a core subject area at The Stevens
School, which means that each student in grades five through eight spends three
periods per week, two hours and fifty minutes, engaged in the study and
production of art.
The elementary grades study the fundamentals of art to acquire
a foundation for the more comprehensive study and practice in the upper grades.
English Program
The language arts encompass all aspects of the English
language with emphasis on their application across the curriculum. Instruction focuses on enhancing the use of
language in the four recognized strands of reading, writing, speaking, and
listening. These strands are structured
to enable students to:
1) acquire
information, understand relationships, and analyze through critical reading, listening and viewing;
2) use
language for creative thinking, speaking, writing, and problem solving;
3) use
language to communicate ideas, emotions, opinions, experiences, and
information;
4) use
language to engage with literature as a way to understand universal human experiences, finding power and beauty
within language.
The Writing
Component of the English Program
The Stevens School offers a strong writing program based
on the idea that good writing develops over time. Students learn that drafting and revising are
essential to written work. They are
immersed in a language-rich environment and given the time and the instruction
to prepare written work that meets a variety of purposes and represents quality
of thought. Students practice this
process in all areas of curricular work and understand that good writing is
necessary in all areas of communication, not just for English classes.
Each writing assignment, long or short, informative or entertaining,
is accompanied by a list of core elements that define it as a certain type of
writing. Creating a finished product of
writing involves several steps and revisions.
Students are gradually moved
from the textbook to the use of primary documents to write document based essays
explaining historical events, evaluating arguments, and analyzing texts They learn to use the text, whether fiction or
non-fiction, as evidence to support their interpretations and points of
view.
The Schools wants to develop
in its writers the notion that writing takes time and practice. Ideas must be filled out with substance and
reduced of excess; a balance between the idea and the writing is best
established through drafting and revising and talking about the work with
others involved in the same process.
Finally, the writing program
assists students in acquiring the
awareness to “read as writers,” enhancing their analytical approach to
the text.
Integrated Studies
The international nature of economics and politics
requires students of the twenty first century to grasp the interconnection of
ideas, aspirations, and fears of peoples from around the globe.
On behalf of preparing students to function in a complex
world, The Stevens School integrates art, history, and English throughout the
grades. To understand fully the ethos of
any culture, it is necessary to explore the ideas and values expressed in their
art, literature, politics, and customs.
Presenting students with a multi-disciplinary course promotes depth and
breadth of understanding as they view the complexity of global events, and
provides an opportunity to wrestle with the “big ideas’ of human
development. Integrating knowledge
increases the skills for researching, analyzing, and synthesizing information
in order to evaluate differing points of view, to debate ideas, and to make
conclusions about national and global events.
Each grade focuses topically on a time and a place and
examines the literature, art, political institutions, architecture, and
traditions that have shaped the contemporary world.
Math Program
The math program is grounded in the belief that math is a
language which is purposeful, meaningful, and perpetual. Students’ ability to communicate successfully
in this language stems from an understanding of math’s basic operations. Thus, our program places a strong emphasis
early in developing proficiency with the “math facts.” These include addition and subtraction of
compatible numbers as well as the multiplication tables. Emphasis is also placed on the ability to
express thoughts in an organized, coherent manner. Proficiency in the fundamentals of
mathematics enables a student to move toward exploration into higher levels of
independent mathematical thinking. Math
ultimately gives a student the ability to describe and predict change in order
to make informed decisions about our world.
A Pre-Algebra course begins in seventh grade followed by
an Algebra 1 course aligned with high school math programs.
The students compete in the annual MathCounts program and
the teams have won first place in the region for several years.
Science Program
The science program is built around hands–on, field based
science in the fall and spring dovetailed with more traditional project-based
science topics in the winter. Students
learn to use the scientific method to create and test a hypothesis and to
analyze what they have learned by writing meaningful conclusions. In all grades
Students are challenged to become good scientific observers by learning to draw
what they observe.
In addition, students gain appreciation for their natural
environment by working on outdoor projects such as trail building, tree stand
improvement, wildlife habitat enhancement, and stream restoration.
Language Program
As of January 2011 the school is redesigning its language
program. Both French and Spanish will
continue to be offered. The School is
evaluating textbooks and methodologies to put into place in the Fall of 2012.
Music Program
The Stevens School offers individual instrumental
instruction to all interested students.
The students perform as soloists, duets, quartets, and ensemble two
times per year. Several students
participate in the annual statewide music festival.
Physical Education Program
The physical education program includes a wide range of
activities that encourage health, flexibility, and team behaviors. The School participated in the Burke Mountain
Ski Program during the months of January to March.
Technology Program
Technological literacy is valued across the curriculum at
The Stevens School and is used for research, communication, and creative
expression.
First and Second Combined Grade: The School was approved to offer second grade
for the 2010-11 school year. A proposed
curriculum for first grade approval from the Vermont Department of Education
contains the following content and skills to be developed.
English Language
Arts: Texts: The SRA Imagine It!, Saxon Phonics and Spelling
K-2, The foundational text is the
series published by SRA McGraw Hill, a standards-based reading series for
grades K-6. Building a strong foundation
for literacy involves a number of activities that assist the student with word
identification, the process of determining the pronunciation and meaning of a
word. The Basal reader provides a basis
from with to provide students with new genres or themes as they learn to
read. The addition of trade books: fiction, poetry, biography expands the world
of the student reader. The reading
series builds student skills from early reading up to fourth grade. Reading aloud is practiced daily and students
respond orally to comprehension questions.
Students learn the skills necessary for reading for information and
reading for entertainment. Series offers
thematic units such as I’m Special, I’m Responsible, Our Neighborhood. Student workbooks accompany the text and are
used to develop vocabulary, grammar, and spelling skills.
Social Studies:
Text: People and Places, and We
Live Together both by MacMillan/
McGraw-Hill. Students focus on the various ways in which
humans create self-governing communities that provide for education, health, safety, identity, and
civic participation. They generate an understanding
of their own community, their place within it, and how they and their community
have a relationship with the world.
Students learn that families exist around the plane, but in a variety of
ways and configurations. The ways that families
live and participate in their communities is called customs. Students learn the appropriate vocabulary for
studying people and places.
Math: Textbook: MathConnects,
MacMillan/McGraw-Hill, supplemented with a student workbook. Students learn to identify and compare
numbers. They learn to write numbers,
and understand values, and acquire the appropriate vocabulary for computing and
problem solving with numbers. They begin
to acquire a “number sense” that accompanies a variety of arithmetic skills.
Science: In keeping with the outdoor field science
program, students walk in forest, field, and wetland developing the skills of
observation. Year A: Students examine the relationships of living
organisms with their environment, such as shy certain trees grow in certain places. Simple experiments teach scientific concepts,
for example, students will cover a section of a grass with a board to see what
happens when the sun is blocked/
Students will grow vegetables from seed to understand the growth of
plants. Student will learn to draw
simple illustrations of living organisms.
Year B: Students continue to
develop the skills of observation and add on the skill of data collection. The focus is on the moon, sun, planets, solar
system.
The Fine Arts: Students improve fine motor skills through
a variety of projects which connect with their math, science, or social studies
curriculum.
Third and Fourth Combined Grade
English Language Arts: Text: SRA “Imagine It” Students read a variety
of fiction and non-fiction, memoir, biography, suspense, and humor. Students learn the different skills used according
to the purposes of reading: reading for
aesthetic and personal response, reading for critical analysis and evaluation,
and reading for acquisition, interpretation, and application of
information. Student workbooks accompany
the text and are used to develop vocabulary, grammar, and spelling skills.
Students build vocabulary that is specific to each
discipline of academic study as well as general expressive vocabulary. Learning to write organized short paragraphs, the students will practice three
of the five modes of composition: narration, description, and explanation. Students will also begin to observe parts of
speech such as nouns and action verbs.
Social Studies: Our Communities, published by Macmillan & Co. and Our Country’s Regions by Macmillan &
Co. Students expand on the idea of
individuals and how they are connected to local community that extends to a
global community. They examine state and
local history as they begin to see themselves as members of a community. In the alternating year, they expand their
focus to include regions in the United States.
Students study the spatial relationships between the regions and move
concentrically out from local to international using a variety of physical,
cultural, and geographic methods.
Math:
The School uses the “Math” series published by Macmillan/McGraw-Hill
in elementary and through middle school.
A strong emphasis is placed on number sense using several concepts such
as place value through the millions, rounding, and estimating. Students
continue to build basic math functions of addition and subtraction while being
introduced to multiplication and division and the relationships between
each. Strategies for solving word
problems are introduced using several methods that include but are not limited
to identifying extra and missing information, checking for reasonableness, and
working backwards.
Science: The
class focuses working with hands-on science experiments and outdoor projects
that will get students excited about natural and physical science. Students begin to develop science skills.
Students are introduced to the Scientific Method by working on hypothesis and
elementary analysis of what they observed and learned. Other skills developed
include scientific drawing, note taking, and organization. Students gain
appreciation for their natural environment by building trails and going on
local field trips.
The Fine
Arts: Students explore the
vocabulary of art through guided art projects.
They create a fine art reference book containing tools, vocabulary,
images of representational and abstract art, art genre, and art media.
Latin: Students study Latin to build their
vocabulary and to acquire a foundation for the study of Romance languages in
the upper grades. Students also begin to
learn about ancient Roman life, focusing particularly on important roman myths
and Roman gods and goddesses and mythology.
Fifth and
Sixth Combined Grade
English Language Arts: The materials and class discussions are
designed to move the students from comprehension to analysis. In reading fiction, students learn to
identify figurative language and to examine its meaning in the larger context
of the story. Students are introduced to
the document based question and the skills for expository writing. They learn to distinguish among the modes of
writing: persuasion, narration,
description, explanation.
Social Studies: Using the text, Our World published by Macmillan/McGraw
Hill, the students look at the interconnection of geography, economics,
culture, government, technology, and history. The course emphasizes the social
studies skills of critical reading as they consider the idea of citizenship and
identity. As a combined class the
curriculum alternates as follows: Year
A: Ancient Cultures, Fertile
Crescent, Nile River Valley, Indus River Valley, Huang He Valley, Ancient
Greece, Ancient Rome. Year B: Students study the rise of civilizations and
the cultures of North and South America prior to
European contact. Cultures of North
America pre-European contact and look at the Age of Exploration, Early American
Arrivals, European Influence on Early America, Beginnings of Revolution.
Science: The course focuses on Ecology and
Environmental Science. Students study native insects, amphibians, mammals, and
trees. They collect samples and data, and make labeled scientific drawings.
They begin to observe natural connections by studying the interaction of living
things by studying food webs, photosynthesis and the water cycle. Students continue to develop important
scientific skills that are introduced in the earlier grades including: collecting
data accurately, making scientific drawings, using the scientific method to
make and test hypothesis, and writing lab reports.
Math: Unlike
the rest of the five/six combined grade, the math class is split according to
grade. In grade five students use the text entitled Mathematics by McGraw Hill.
Students begin the year by reviewing place-value and the rounding of
numbers. The students then use the bulk
of the year studying the math operations of addition, subtraction,
multiplication, and division and their use with whole numbers, decimal numbers,
and fractions. Students continue to
apply the four-step problem solving process.
Using Mathematics2
by Holt McDougal, students begin the year by honing their knowledge from the
previous year to become more efficient math students. Sixth graders are introduced to the concept
of the variable and its use in solving real-life problems. They are required to complete more complex
problems involving fractions as well as lessons about measurements, and their
conversion. Students are also introduced
to integers and the solving of algebraic equations.
The Fine Arts: Students begin the study of
classical drawing by maintaining a sketchbook of weekly assignments. Students keep the same sketchbook through
grades five to eight. The focus alternates as follows: Year
A: Students create art projects
which explore the decorative and fine arts of the ancient cultures in
combination with the early civilizations they study in history. Year
B: Native American arts and European
Renaissance art are the focus. Aligned
with the Native American studies, students create a variety of decorative and
fine arts projects while studying the relevant art history of each.
Latin: Students continue to build on their
understanding of Latin, increasing their vocabulary and learning to build and
translate simple sentences. Students
also continue their exploration of ancient Roman life, focusing on the history
of the Empire and important Roman rulers.
Seventh
Grade
English Language Arts:
Students consider American literature and its themes and images, as
they read short stories, novels, poems, letters, diaries, and newspapers in
conjunction with the history course.
They review essential characteristics of each of these genres, including
their structures and their content. The
course places heavy emphasis on learning to write formal essays in the modes of
persuasion, expression, analysis, and explanation. Students work heavily with primary documents
and the Document Based Question and Essay.
Social Studies: United States: The year begins with a study of the early
years of the United States and the writing of the Constitution and the Bill of
Rights. Using multicultural literature,
primary documents, film, scientific and retrospective essays, this course
focuses on the relationship between the ideas of equality, race, and gender and
their impact on the historical events and perspectives that have shaped today’s
nation. Group and independent inquiry
units ask students to apply the five national standards of historical
approaches: chronological, historical comprehension, analytical and interpretive,
historical research, and historical issues and decision-making. The class is
run seminar-style and the students receive a seminar grade.
Math:
Introduction to Algebra: The
textbook used, Pre Algebra by McDougall Littell, begins with a review of basic
mathematical concepts and then proceeds to pre-algebra material in preparation
for Algebra 1 in grade eight. Topics
include properties of integers, rational numbers, real numbers, factors,
monomials, exponents, linear functions, graphing, proportions, percents,
measurement, area, and volume. If time
allows we examine some properties of polynomials. Throughout the year students are encouraged
to deepen their abstract thinking skills by applying their new-found skills to
complex problems and participating in MathCounts.
Seventh grade math is meant to prepare students for
algebra. Students begin by reviewing the
order of operations with whole numbers, fractions, and decimals. They then move
on to integers, then to variables and like terms, followed by solving equations
using inverse operations. Basic operations with geometric shapes are introduced
to help students visualize space in three dimensions. Throughout the year
students are encouraged to deepen their abstract thinking skills by applying
their newfound skills to complex problems.
Science: The
class focuses on Life Science and Ecology. Students begin the year with a
comprehensive study of our Northern Forest Ecosystem. Although they will study
mammals and birds, the focus is really on different forest communities
including northern mixed forest, moisture tolerant softwood forests, wetlands
and alpine ecosystems. Students create their own healthy forest by studying and
practicing habitat and tree stand improvement.
Students also visit local wetlands, bogs, and mountain-tops to observe,
draw and collect data. Students learn to use the microscope to study cells,
explore the human body systems through projects and dissection, and begin
looking at DNA and genetics. Students continue developing important scientific
skills including: making detailed scientific drawings, making and testing
hypotheses and writing thoughtful lab reports.
The Fine Arts:
As part of the American Studies year, students continue their study of
classical drawing with weekly assignments.
The belief that art is a cultural artifact guides students through the
American studies focus: American arts,
folk art, African-American art, Hudson
River School,
American ex-patriot sculptures, kinetic sculpture, ephemeral sculpture, and
modernism.
Life Skills: This program promotes health and
personal development through a series of units that prepare students to deal
with life challenges and to make decisions that steer them away from drugs,
tobacco, and alcohol. This program was developed by Gilbert Botvin, Professor
of Public Health and Psychiatry at Cornell
University and is supported by Vermont
New Directions and endorsed by the American Medical Association, the Centers
for Disease Control, and the US
Justice Department. Seventh grade
focuses on self-image and healthy decision-making.
Eighth
Grade
English Language Arts: Students read a wide variety
of memoirs, letters, novels, and poetry designed to deepen their understanding
of elements of language and rhetoric, using guidelines established by the
College Board’s Pre-Advanced Placement. The
course continues to emphasize strong reading and writing skills. Students write argumentative essays based on literary
texts, primary documents, and research.
They continue to study grammar in increasingly complex sentences.
Social Studies:
Global Studies: Focusing on the
emerging nations and governments of the late Twentieth Century, students
analyze the actions and roles of nations that are guided by deeply held beliefs
which may differ considerably from one to another. As students circumnavigate the globe, the
issues of hunger, homelessness, conflict, migration, and international commerce
are viewed from the perspective of interdependence and common interests. They also create a comparative religions
book. The five geographic themes of
location, place, relationships within places, regions, and movement of people,
goods, and ideas assist in achieving a global understanding of issues and
events.
Science: The
eighth grade focuses on Chemistry, Geology and Physical Science. Students start
the year with hands-on experimenting and collecting data about water. Students study
and experiment with pH, dissolved oxygen, temperature, velocity, and turbidity.
Students engage in discussions about environmental ethics and work on a stream
restoration project. We study geology on Wheeler Mountain and explore the
Peacham Bog. During the winter, students study Chemistry and learn to interpret
the Periodic Table of Elements. We also take a close look at plate tectonics,
the solar system, and rocks and minerals. Students choose, plan and complete a
hands-on outdoor project that will improve the school’s outdoor scientific
facilities. Students are expected to master important scientific skills including:
writing a meaningful lab report, creating detailed labeled scientific drawings,
and presenting scientific knowledge visually and orally
Math: This
course begins with a review of basic mathematical concepts and continues
with a rigorous treatment of beginning algebra sufficient to prepare the
student properly for a successful career in high school mathematics. Topics include the properties of integers,
rational numbers, and real numbers, proportions, percents, solving equations of
absolute value and inequality form, compound inequalities, graphing functions,
polynomials, the Pythagorean Theorem, some basic probability and statistics,
and solving systems of linear equations and inequalities. Students are also introduced to the use of
graphing calculators in solving problems of the above mentioned concepts.
The Fine Arts:
Complementing the Global Studies focus, the course includes ancient
Egyptian art, Japanese Sumi painting, block printing, linear perspective,
classical portrait sculpture, and the portrait from ancient through modern
civilizations.
Religion Book: Promoting the understanding of the world
religions, the course asks students to create a book containing information and
imagery of Judaism, Hinduism, Buddhism, Christianity, and Islam. Joining the beliefs and the icons of each
through the use of medieval illumination techniques, students create a
reference book.
Life Skills:
Using the same program as used in seventh grade, eighth grade offers
more in-depth information on drug and alcohol abuse, peer pressure, and the
role of the media. A unit on career
exploration is also included. Glencoe’s Exploring
Careers supplements the course as well as some units from Glencoe’s Creative Living.
Combined
Grades
Physical Education: Using the seasons as our guide, the students
hike in the early fall, both on our seven acres of the School property and
nearby hills. Soccer and volleyball
provide students the opportunity for team sports. Basketball, cross-country, downhill skiing, and
snowshoeing provide both indoor and outdoor physical activity in the
winter. Personal health and positive
self-image are emphasized throughout the year.
Music: Individual instruction is mixed with
ensemble performances. Students perform
twice per year and several participate in the regional music festival held in
Newport, Vermont.
General
Methodology
Student inquiry is the learning model promoted at The
Stevens School. The teacher guides the
student by using direct instruction of factual information, direction regarding
the appropriate skills and vocabulary for the discipline, with significant time
given for seminar discussions. The goals and objectives determined for each
area of study reflect the specific skills required to produce projects that
demonstrate content knowledge. Students
confer regularly with peers and with their teachers as they work toward a
finished product.
Student
Evaluation Procedures
Assessment is intended both to measure and to improve
student performance and occurs at every level of the learning process. Students are given the rubrics for assessment
at the beginning of each project and work with the teacher to establish
timelines for finished work. Student
work is assessed by product, performance, tests, quizzes, and teacher
observations, using Vermont’s
Framework of Standards and Learning Opportunities and the Vital Results.
All evaluation rubrics and expectations are reviewed with
the student regularly. Where there are
areas of concern, a plan for improvement, with specific benchmarks and
timelines, is established. This plan is
designed by the teacher and the student, and, in some cases, with the
parents.
Elementary Grades: Work is monitored
through ongoing assessments. Students
work toward mastery of specific skills that are measured regularly. Parents receive a narrative description of
the content materials and the progress of the individual student.
Middle Grades: Since the middle school functions as a bridge
between elementary and high school, preparing students to participate in the
upper school system of evaluation is essential.
In addition to the continuous interaction between student, school, and
family, interim reports can be sent to parents at any time during the year to
indicate an improved area or a concern.
Report Cards
Student assessments in the elementary grades focus on
skill development and broad understandings.
Students acquire skills sequentially in the early years and report cards
reflect a measurement of those skills.
Middle school assessments move toward an assessment of the final product
that requires the application of the skills.
Thus, elementary grade students receive report cards that measure the
progress toward the skill. The fifth
through eighth grade students receive a letter grade that reflects the products
that are the result of those skills.
Elementary Grades
The skills that ultimately produce quality work are
learned in increments and students are measured according to school, state, and
national standards. Students must master
such skills as organizing material, asking appropriate questions, listening to and
following directions, and comprehending the written word, in order to acquire
and retain the content knowledge that is specific to academic disciplines.
Fifth Through
Eighth Grades
The middle school assessments move increasingly from a
focus on skill development to a focus on work that demonstrates specific
content knowledge. The letter grade
reflects the ability of the student to produce work that demonstrates an
understanding of the content and how to use it.
This is accomplished by combining and applying the skills they have
learned in the earlier grades.
Teachers provide ongoing instruction in the proper
application of the specific elements and skills required for each assignment. Students and teachers review the scoring
standards for the required elements.
Students receive regular assessments based on classroom expectations and
homework requirements.
Students earn a letter grade that reflects an assessment
of the product more than an assessment of the skill. Final drafts of essays, math tests, final
production of artwork are examples of the products.
Progress Reports
The Stevens School operates with three trimesters, each
consisting of approximately 50-54 days.
In the first trimester, interim reports are sent out to students and
parents. For middle school students, the
report includes a letter grade of the student at the point in time. Both elementary and middle school interims
include commentary on the strengths and areas of concern for that particular
student.
Parent-Teacher Conferences are scheduled approximately
two weeks before the end of the first trimester. At the end of the trimester report cards are
calculated and sent home. By the second
trimester, The School’s ongoing conversation with parents is well-established
so the formal interim reporting is sent out only for those students whose work
is C or below or for those students whose work has changed in a significant
direction: either the work has improved
or appears to be in danger of slipping into the C range.
Report cards are again sent out at the end of the second
trimester. The third trimester follows a pattern similar to the second. In the spring of the year, parent-teacher
conferences are scheduled for all families except the graduating eighth grade
families.
Letter grades, with comments from the teacher or
assessment team, are sent home at the end of each trimester. Parents may schedule a parent-teacher
conference at point in time during the year.
Grade
Scale
Per
Cent Letter
97-100 A+
93-96 A
90-92 A-
87-89 B+
83-86 B
80-82 B-
77-79 C+
73-76 C
70-72 C-
67-69 D+
63-66 D
60-62 D-
59
and below F
School
Community Expectations
Students, parents, and school personnel play important
and interactive roles in building confident, knowledgeable students. Each member of the educational team (the
student, the parent or guardian, and the teacher) commits himself or herself to
holding high standards with regard to work, performance, and participation.
The challenging and supportive learning environment
provided by the School works most effectively when the student commits himself
or herself to participate fully in the activities, readings, and projects. A cooperative, open attitude is expected of
all students at The Stevens School.
Behavior that demonstrates or creates an attitude that is perceived as
anti-intellectual is not acceptable and is addressed by reinforcing positive
behavior. Disciplinary action will be
taken if the student is unable to meet the expectations and standards.
Parents or guardians best promote student success by
providing students with space and time at home to study and to rest. Family participation in school activities
confirms to the student that the educational experience offered is valuable and
worth the time commitment required to produce quality work. Parents or guardians are encouraged to share
their areas of expertise with staff and students, and are expected to help in
fund raising, to chaperone and/or transport students, and to join in field
trips and other explorations of the wider world.
A commitment of time in one or more of these areas is
expected of the family when the student is enrolled.
The School encourages parents or guardians to establish a
strong partnership and to communicate openly about academic, social, or family
concerns. Conversely, the School accepts
the responsibility to advise families of concerns regarding their
students. A commitment to work with
families on behalf of students’ education guides our interaction with one
another.
Service
Integral to the School’s educational philosophy is the
concept of service, not only as a goal in itself but also as a means of
preparing our students for responsible citizenship. While some service projects may be ongoing
from year to year, students are also expected to look at needs within the
School and their local community and to match their interests and areas of
expertise with a need that they feel they can help fill. Time is allocated to work on these projects.
Attendance
More than five consecutive school days of absence is
considered an extended absence. Parents
are encouraged to plan family trips and other outings to coincide with school
vacations. In the event that families
find it necessary that their child(ren) have an extended absence, they are
asked to notify the Director in writing at least one week in advance of the
absence in order to arrange for the completion of the academic work the
student(s) will miss.
Extended, Periodic,
or Regular Absences
Given that the sequential nature of the curriculum does
not lend itself to interruptions in students’ educational processes, both the
faculty and the Board of Trustees are reluctant to grant leaves of absence for
students. Furthermore, students progress
steadily toward developing skills that produce thoughtful, quality evidence of
their learning, and the interactive relationship between student and teacher,
and among students, is important to that development and to the health of the
School community.
Therefore, families who wish to provide the opportunity
for their child(ren) to attend programs offered at other schools or
institutions need to present their plans to the Board for approval at least six
weeks before the absence begins for the Board to determine on a case-by-case
basis. Should a family determine that the leave is of importance to the
student, the board will decide whether the student may complete the school
year.
Except as provided in the School’s tuition contract,
tuition for the extended, periodic, or regular absences or the remainder of the
school year will not be waived or refunded.
Medical Absence
In the event that a student requires an extended absence,
the family must provide the School with a recommended plan from medical
professionals and in collaboration with the Director. Given the impact these absences have on a
small student community, the families must agree to disclose some level of
information to be shared with the larger community. The level of information
will be determined on a case-by-case basis by the Director after consultation
with the family, and if desired, with the Board of Trustees. The length of the absence and the academic
requirements will be determined on a case-by-case basis by the Director and in
accordance with state regulations.
Behavior
A safe, productive, and challenging school environment
depends upon clear rules and logical consequences. Students and teachers at The Stevens School
collaborate to design appropriate schoolwide standards of behavior, to review
these standards, and to revise them when necessary. These standards are based on the notion that
courtesy is an essential element of a healthy, intellectually safe,
invigorating academic environment.
Students are expected to exhibit positive and respectful behavior toward
all members of the school community at all times including extra-curricular and
off-campus activities. Teachers, staff members, and school volunteers model
cooperative interactions with students and adults.
All students will be given the assistance and support
they need to understand and to adhere to the code of behavior expected at The
Stevens School. Behaviors vary in degree, thus the consequences vary. There
will be no tolerance for physical violence or deliberate, hurtful verbal
abuse.
Lesser disruptive or troublesome behavior may evoke
warnings and/or parent conferences with or without suspension. Examples of these behaviors include making
anti-intellectual comments that disrupt class or behaving disrespectfully in or
out of class. Upon the first occurrence
the student will be given a warning by the teacher; upon the second occurrence
the student will be asked to leave the classroom for a brief period of time and
will speak with the teacher and the Director. Behavioral consequences range in
severity and include lunch detentions, in-school suspensions, and out-of-school
suspensions. Parents are notified when
the teacher and/or the Director choose one of the above consequences. When it is clear that a pattern of disruptive
behavior is established, parents will be contacted and a plan for improvement
will be designed.
The School makes every effort to work with students and
families to develop strategies for achieving constructive behavior. However, should the School identify a pattern
of persistent dangerous, hurtful or disruptive behavior, the Board of Trustees
reserves the right to expel the student from the School.
Attire
Guidelines
The School has created certain boundaries with regard to
clothing that are meant to address two aspects of school life. One is to ensure that the School is focused
on its mission of formal education. The
other is to support our anti-harassment policy that states that students have a
right to feel free from language, behavior, or incidents which create a hostile
or intimidating environment. The School
does not wish to perpetuate the media culture’s message that you are what you
wear or what you weigh, but, rather, to convey the message that clothing is not
a substitute for more substantial self-expression and true intellectual risk
taking. The School encourages
self-expression and values students who demonstrate that expression in the form
of listening, speaking, reading, and writing as a way to develop, analyze, and
articulate a worldview applicable to the Twenty First Century and participatory
democracy.
Maintaining respectful, courteous, intellectual discourse
extends to items of clothing and jewelry. Specifically, clothing that contains
written messages that offend or subvert the goal of maintaining respect and
courtesy is not permitted. Language that
objectifies the body in any way, such as suggestive language written on
clothing that draws attention to specific body parts, or language on clothing
that offends or subverts the goal of maintaining respect and courtesy is
equally inappropriate and unacceptable.
The School supports the right of a group to promote ideas
that are important to it, however; symbols that represent groups whose mission
is counter to the mission and goals of education are unacceptable at school or
school functions. For example, punk
jewelry represents a group that consistently promotes an anti-education and
anti-participatory democracy, and cynical point of view. Thus, spiked bracelets and necklaces that
have grown out of that movement are not acceptable at school. Symbols of hate, such as the Iron Cross and
the Swastika, are moving into mainstream populations. We ask that the students consider the meaning
of these symbols and consider why the popular culture is promoting such
symbols.
Furthermore, bare midriffs and exposed undergarments are
not appropriate attire. Short- shorts
and skirts that rise up above mid-thigh once the person wearing the skirt sits
down are also not acceptable.
In the school environment at any school-sponsored event
on or off campus, attire that too
closely represents other social environments such as nightclubs, raves, costume
parties, or evening dances, is not appropriate for school. Neither is attire that suggests an
informality similar to a day at the beach.
Shorts should be the length of walking shorts, feet should be covered,
and straps for summer should be sufficiently wide as to allow undergarments to
remain so.
The School reserves the right of the faculty to make
judgments based on the above guidelines regarding clothing or trends that are
not listed in the handbook.
Portion of the School’s Anti-Harassment Policy
Students have a right to feel free from language,
behavior, or incidents which create an intimidating or hostile
environment. One way the School has
chosen to eliminate harassment and other displays of bias or prejudice within
the school community has been to establish specific norms and boundaries with
regard to clothing as well as behavior.
The School works with students and parents to ensure that no student is
made to feel uncomfortable in the school environment. The School reserves the right to judge
clothing that is deemed inappropriate or counter to the School’s mission to
promote respect for self and others.
The full policy is available for viewing in the binder
marked “School Policies” on the school table located in the ante-room.
Academic
Behavior
The Stevens
School values the healthy
development of the whole child.
Respecting one’s intellectual integrity is one aspect of the kind of
character the School seeks to cultivate.
Students are encouraged to maintain an honest approach toward their work
and their achievements. The School
promotes the idea that mastery is achieved through a process that takes time,
persistence, and patience. The faculty
is committed to working with students in a positive manner that reduces the
fear that sometimes accompanies learning new, more complex skills. The School
recognizes, however, that there are occasions when students, either because
they have not managed their time properly or are fearful of a low grade, will
compromise their honesty. As such, we
note as significant and worthy of consequences the following behaviors which we
define below.
Cheating:
1. Giving or receiving unauthorized
assistance in a test, quiz, exam, report, or project;
2. obtaining, receiving or disseminating
unauthorized information about a test, quiz, or exam either before or after;
3. changing
information on a paper after it has been handed in or corrected;
4. changing
grades, falsifying records, e.g., notes from parents, teachers, or staff;
5. lying
or misrepresenting the facts; and/or
6. cheating
in sports or competitions.
Plagiarism:
The Stevens School considers plagiarism a serious form of
cheating but recognizes that students need to refine their understanding of
plagiarism. Students receive examples
of plagiarism and are given guidelines for using and citing the work of others.
The consequences for these errors in judgment will depend
upon their substance and degree. The
consequences will be speedy and will take into account the circumstances of the
undesirable behavior. For example,
students caught cheating on a test or exam will forfeit the total points
possible for that test or exam. Students
who plagiarize written or oral material will do the work again and receive a
reduced grade.
Should a pattern of academic misbehavior emerge, the
Director will meet with the student, parents or guardians, and the teacher to
establish specific guidelines and consequences.
Privileges withdrawn, extra-curricular activities curtailed, probation,
suspension, and finally, expulsion, are all possible consequences for
persistent academic misbehavior.
As stated in the admissions agreement, students are
expected to complete their assignments in a timely manner. The School will work
with students to ensure the support and opportunity needed to meet this
expectation. Students who repeatedly
fail to complete assignments will receive lowered grades and poorer
recommendations to high schools.
Harassment
It is against the law to harass another individual;
consequently, Vermont
State law requires that a
detailed harassment policy be on file at The Stevens School. In summary, our policy states that we will
not tolerate harassment by any member of the School community, adult or child. All aspects of School life underscore and
reinforce our commitment to cultivating respect, courtesy, and trust among our
community members and in our interactions with others beyond our
community. The multi-cultural curriculum
promotes respect for diverse perspectives and experiences; the behavioral code
advocates respect for self as well as for others; and the discourse used in
class and at all School functions trains students to establish and to respect
personal boundaries.
We educate staff and students annually on what
constitutes harassment and why it cannot be tolerated. The School desires that all members of its
community, parents, faculty, staff, volunteers, and students understand what
harassment is and what motivates such behavior; the continuum between a casual
insult and a hate crime is discussed within the curriculum and is recognized as
significant. In eliminating the
destructive behavior of harassment, the School assumes its responsibility in
intervening when such behavior occurs, and in applying consequences that are
speedy, consistent, and remedial for the victim and the perpetrator.
Any behavior that interferes with a student’s ability to
take intellectual risks or that inhibits his or her ability to participate
freely in the educational process or that creates a disturbance to the general
learning environment is prohibited at The Stevens School.
Should harassment occur, we will make every effort to
modify the behavior of the offender, using the means referred to under
“Behavior.” We will also offer support
to the victim. Should the School
identify a persistent dangerous, hurtful or disruptive pattern of harassment,
expulsion will result.
Anti-bullying Policy:
The School has adopted the Vermont Model Policy against bullying. Both the anti-harassment policy and the
anti-bullying policy are available for review in each teacher’s office.
State
Definition of Harassment 16 V.S.A. § 11 (26)
Harassment means unlawful
harassment, which constitutes a form of discrimination. It means verbal or physical conduct based on
a student’s race, creed, national origin, marital status, sex, sexual
orientation, or disability and which has the purpose or effect of substantially
interfering with a student’s educational performance or creating an
intimidating, hostile or offensive environment.
Sexual harassment is also a form of
unlawful harassment and means unwelcome sexual advances, requests or sexual
favors and other verbal or physical conduct of a sexual nature when:
(A)
Submission to that conduct is made
either explicitly or implicitly a term
or condition of a student’s education.
(B) Submission to or rejection of such
conduct by a student is used as a component
of the basis for decisions affecting that student.
(C)
The conduct has the purpose or
effect of substantially interfering with a student’s
educational performance or creating an intimidating, hostile or
offensive educational environment.
Prohibited
Substances
Weapons of all kinds, alcohol, and drugs are prohibited
on School property and on any school trips off the property. This prohibition includes but may not be
limited to guns, knives, mace, pepper spray, street drugs, prescription
medications (except as provided for in the following section on medications),
and over-the-counter medication (again, see next section). Any of these or similar items found on any
portion of the School property or in vehicles transporting students will be
confiscated. The School reserves the
right to evict people carrying such items from the property, with appropriate
follow-up which may include conferences with those involved and referrals to
appropriate medical, mental health, social welfare, or law enforcement
personnel.
Gun-Free Schools Act
The School is required by law to make clear to all its
members that any student who brings a weapon to school shall be referred to a
law enforcement agency. In addition to
any other action the law enforcement agency may take, it may report the
incident to the department of social and rehabilitation services.
The School, with the approval of the Board following
opportunity for a hearing, shall expel from the school for not less than one
calendar year any student who brings a weapon to school. The Board may modify the expulsion on a case
by case basis. Modifications may be
granted in circumstances such as but not limited to:
(A) The pupil
is unaware that he or she has brought a weapon to school.
(B) The pupil
did not intend to use the weapon to threaten or endanger others.
(C) The pupil
is disabled and the misconduct is related to the disability.
(D) The pupil
does not present an ongoing threat to others and a lengthy expulsion would not
serve the best interest of the pupil.
Medications
The Stevens School maintains a small supply of
acetaminophen and ibuprofen for staff to dispense only with the permission of a
parent or guardian. The School
encourages physicians and parents to schedule prescription medications so that
they can be taken at home. When a prescription
medication must be given at school, it is the parent’s or guardian’s
responsibility to bring the medication to school along with written orders from
the physician and deliver the medication directly to the appropriate staff
person (Director, teacher, or nurse).
Students are not permitted to transport medications on school field
trips; they must give the medication to the appropriate staff person.
Communication
The School believes that the triangular relationship of
parent-teacher-child based on open, honest, and considerate communication
fortifies and encourages student success.
Our belief in the value of diverse ideas compels us to maintain
courteous and respectful relationships with all participants in the education
of our students. Regular notes go home
weekly so that parents or guardians have at least two working days after that
to call the School to verify information.
Communication
Specific to Problems
As previously stated, The Stevens School intends to be
open and accessible and to communicate frequently with students and parents
about all areas of school life. If a
parent has concerns we encourage parents to discuss these with their child’s
teacher and with the student. Similarly,
we encourage students to discuss their concerns with their parents and with
their teachers. If a parent feels his or
her concerns have not been addressed by the classroom teacher despite such
discussions, he or she should communicate with the Director. Thereafter, if the issue remains unresolved,
the parent may discuss it with an ad hoc committee appointed by the President
of the Board of Trustees. Thus, the communication chain at The Stevens School
is:
(1) discussion with the classroom teacher
(and the student);
(2) discussion with the Director;
(3)
discussion with the Board of
Directors (providing written documentation as appropriate).
Non-Discrimination
The Stevens School is designed to serve elementary students,
male and female, with a range of learning styles, economic backgrounds, religious
denominations, and academic experiences and goals. Eligible students are enrolled on a first
come, first served basis as space allows and without regard to age, disability,
gender, race, national or ethnic origin, religious persuasion, sexual orientation,
or political conviction.
The
Calendar Year
The School recognizes the following holidays: Labor Day, Thanksgiving (entire week),
Christmas & New Years (Vacation), and Town Meeting Day. In addition, there is a one-week recess in
February and another in April. The
School honors Martin Luther King, Jr., Day by viewing a video of his speech and
a documentary on the Civil Rights Movement, and by discussing issues of race
and human rights in America.
Snow days are communicated by a telephone tree and announced on WCAX.
Faculty
and Staff
Julie Hansen, Director
English/History /Spanish
Julie Hansen holds an M.A. in
English from Middlebury College, with studies at Oxford College, and a B.A. in Anthropology from the University
of California at Berkeley.
She is our school director, but her first love is
teaching middle school. She continues to teach courses in English, history, and
Spanish.
After graduation, Hansen taught English
at the Universidad Autonoma de Guadalajara for three years, during
which she studied Spanish and traveled throughout Mexico. She combines
literature and history for both American Studies and Global Studies in order to
provoke discussions about what she calls "the big ideas." One of Ms. Hansen's favorite quotes:
"If you expect an answer to your question in your lifetime, you haven't
asked a big enough question"
(I.F. Stone).
Upon returning from Mexico, she taught English as a
Second Language (ESL) at Madison Middle School in Seattle, Washington. It was during these years that she discovered
her affinity and passion for teaching young teenagers.
While in Seattle, Ms. Hansen had the opportunity to move
to Honolulu and teach at St. Andrews Priory School, an independent K-12 school
for girls. During her tenure there she
facilitated the school’s accreditation self-study and participated as a
visiting team member for the Punahou Academy’s accreditation process. These experiences gave her a broad
understanding of the elements involved in a sustaining a quality school.
Ms. Hansen first came to Vermont when she enrolled in the
Master's program at The Bread Loaf School of English at Middlebury
College. She and her family moved to the
state full time when she assumed the Directorship of The Stevens School. During her first year with the School, she
enrolled in a class on Vermont Education Law through UVM to brief herself on
specific statewide issues. She also made
contact with receiving schools such as the St. Johnsbury Academy to identify
their expectations for incoming students.
Hansen then fused what she had learned during her years of middle school
teaching with the Vermont Frameworks in order to create an appropriate curriculum.
Under Ms. Hansen's guidance, The Stevens School received
approval from the Vermont State Board of Education for the 1999-2000 school
year. After a review of that year's student portfolios and the following year's
curriculum, the State Board granted Hansen and the School an additional
five-year approval.
Ms. Hansen guided the School’s addition of grades 3-5
with the idea of a strong alignment among the grades to ensure that the courses
incorporate local and national standards.
In 2006 the Vermont Bar Association awarded Hansen as Civic
Educator of the Year.
Leah Benedict
Fifth and Sixth Grade Social
Studies/ Art /Life Skills
Ms. Benedict infuses the study of ancient civilizations
with the conviction that art is a human endeavor that has accompanied the rise
of civilizations to convey values, establish identity, and to provoke questions
about those values and identities.
Ms. Benedict studied Textile Design at SUNY Fashion
Institute of Design. She also studied
classical painting with artists at the National Academy of Design and the Art
Students League in New York.
Ms. Benedict is a professional artist, curator, and art
conservator. Her enthusiasm and love of great art encourages her students to
believe that original creation is for everyone. Her personal mission as a
teacher is to explore with students the concept of art as a cultural artifact,
understanding the arts as a footprint of cultures past, present, and striding
into the future. “As teachers building sustainable communities, we need to
create connections among races, religions, countries, ethnic groups,
professions, students, and teachers, building bridges, past, present and
future. Teaching at the Stevens School is the opportunity to meet these goals
through an inter-disciplinary approach to curriculum, preparing students for
high school, college and responsible adult life.”
She holds a Bachelors Degree in Art from Johnson State
College, Johnson, Vermont, and her paintings are in private collections as well
as local and national galleries.
Ms. Benedict has participated in graduate courses at the
Shelburne Museum and Dartmouth College.
As a participant in teacher institutes, she has written curriculum for
the Metropolitan Museum of Fine Arts, The Smithsonian, and the National Gallery
of Art in Washington, D.C.
Maria
Dufresne
Combined
third and fourth grades
Maria Dufresne brings a global perspective to our school
community. A native of Scotland, she
lived and worked in a number of countries before she moved to the United States
in 1983. In 2007, the entire Stevens School student body traveled to the
Vermont Statehouse in Montpelier to watch Mrs. Dufresne and several hundred
other people sworn in as citizens of the United States.
Mrs. Dufresne has been teaching elementary school for
seven years. “I love the curiosity of the students, and I have fun watching
them acquire and use their skills in the pursuit of satisfying that curiosity,”
she says.
She holds a diploma from Central College of Commerce in
Glasgow, Scotland and a BA from the University of Vermont.
Jon Snyder
Math
Mr. Snyder was born and raised in the Philadelphia area and has been living in the
Northeast Kingdom of Vermont since 2004.
He holds a Bachelor’s degree in Economics from Bucknell University,
and has been teaching mathematics since 2005. Mr. Snyder most recently taught
at The King George School, whose student population consisted mostly of
children with behavioral and or learning disabilities. Of his time at King
George he says, “It was a very challenging but rewarding time. It is a great feeling to get a child to
reestablish confidence and understanding in a subject he or she has given up
in. By emphasizing proper study skills
and a certain amount of structure in daily activities I was eventually able to
have the students understand that math does not have to be difficult. Students have the power to make any problem
as difficult or easy as they want it to be.”
Mr. Snyder has been married since 2002 and a father since
December of 2005 (a daughter named Chloe).
He enjoys the outdoors, hiking, camping, snowboarding, and all other
sports. He played division I basketball
in college and participated in the NCAA basketball tournament in 1989.
Kelli Kazmarski
Latin/Global Studies
J.D., Vermont Law School, 1993
M.S.E.L. (Master of Studies in Environmental Law) Vermont Law
School, 1993
B.A., Colgate University, with a major in English.
Ms. Kazmarski was raised in Connecticut and moved to
Vermont in 1990 to Attend Vermont Law School.
Both of her children attend the Stevens School, and she is delighted to
teach at the School. She has always been
drawn to teaching and enjoys the opportunity to spark the curiosity of her
students. She enjoys the School’s
“emphasis on personal responsibility and participation in the larger
community.” Ms. Kazmarski brings her own
enthusiasm and curiosity into the classroom as she teaches Latin.
Tom Forster
Science/PE
Mr. Forster was raised in Baltimore, Maryland and has
been living in Northern Vermont for the last 12 years. Mr. Forster is married and has two children:
Ethan (11) and Emma (9). He has a
bachelor’s degree in Geology from the College of Wooster (Ohio) and a Masters
in Education from Portland State University (Oregon). Mr. Forster has 15 years of teaching
experience and has taught middle school science and math in area schools
including Walden, Danville and St. Johnsbury School.
Before getting his teaching degree Mr. Forster worked and
lived out west for ten years. During
that time he worked for the National Park Service as a ranger naturalist and
firefighter. He spent his free time
adventuring in some of the wildest places in North America including Alaska,
Montana, Utah and Arizona.
After meeting his wife, Dr. Dana Kraus, in Oregon, they
spent six months living and working in a small village in Rural Nepal. Tom helped build a school and helped train a
young Nepali teacher while Dana worked at a small rural hospital. Living in Nepal was a life changing
experience for them.
Mr. Forster is especially excited to teach science in an
outdoor setting at Stevens School
and has already been working with students to build
trails and set up an outdoor classroom. Mr.
Forster is a big outdoor enthusiast and enjoys hiking, mountain biking,
canoeing, camping and skiing.
Kathy Bussiere
Administrative Assistant
Kathy Bussiere is the administrative assistant to the
Director. She has been involved with the
Stevens School since its inception since her daughter, Arletta, was in the
first seventh grade class. Arletta
graduated from Williams College in June of 2009. Kathy’s son Willis also attended the Stevens
School and is currently attending St. Johnsbury Academy. After graduating from St. Johnsbury Academy,
Ms. Bussiere attended Lasell College in Auburndale, Massachusetts. She brings many years of experience to her
position at Stevens School. She has
worked at Holderness School in Holderness, NH, Peacham Elementary School, and
the St. Johnsbury School. Ms. Bussiere
lives in Peacham with her family, two dogs, and a cat. She has always enjoyed being a part of the
Stevens School community and she is very excited about her position her at the
School.
Appendix A
The School is required to publish
the following statute in its handbook:
STATUTES RELATING TO APPROVED
INDEPENDENT SCHOOLS
“Approved Independent School”
means an independent school which is approved under 16 V.S.A. #166.
Approved
Independent Schools
16 V.S.A. § 166
(a) An independent school may
operate and provide elementary education, secondary education if it is either
approved or recognized as set forth herein.
(b) Approved Independent School. On application, the State Board shall approve
an independent school which offers elementary or secondary education if it
finds, after opportunity for hearing, that the school provides a minimum course
of study and that it substantially complies with the board’s rules for approved
independent schools. The board’s rules
must at minimum require that the school has the resources required to meet its
stated objectives, including financial capacity, faculty who are qualified by
training and experience in the areas in which they are assigned, and physical
facilities and special services that are in accordance with any state or
federal law or regulation. Approval may
be granted without state board evaluation in the case of any school accredited
by a private, state or regional agency recognized by the Vermont State Board
for accrediting purposes.
1) On
application, the Vermont State Board shall approve an independent school which
offers kindergarten but not other graded education if it finds, after
opportunity for hearing, that the school substantially complies with the
Board’s rules for approved independent kindergartens. The Vermont State Board may delegate to
another state agency the authority to evaluate the safety and adequacy of the
buildings in which kindergartens are conducted, but shall consider all findings
and recommendations of any such agency in making its approval decision.
2) Approvals
under this section shall be for a term established by rule of the board but not
greater than five years.
3) An
approved independent school shall provide to the parent or guardian responsible
for each of its pupils, prior to accepting any money for that pupil, an
accurate statement in writing of it status under this section, and a copy of
this section. Failure to comply with
this provision may create a permissible inference of false advertising in
violation of T.13, V.S.A. #2005.
4) Each
approved independent school shall provide to the Commissioner on October 1 of
each year the names and addresses of its enrolled pupils. Within seven days of the termination of a
pupil’s enrollment, the approved independent school shall notify the
Commissioner of the name and address of the pupil. The Commissioner shall forthwith notify the
appropriate school officials as provided in #1126 of this title.
5) The
Vermont State Board may revoke or suspend the approval of an approved
independent school, after opportunity for hearing, for substantial failure to
comply with the minimum course of study, for failure to comply with the Board’s
rules for approved independent schools, or for failure to report under
subdivision (b)(4) of this section. Upon
revocation or suspension, students required to attend school who are enrolled
in that school shall become truant unless they enroll in an approved public
school, approved or recognized independent school or approved home instruction
program.
*
* *
e) The board of trustees of an
independent school operating in Vermont
shall adopt harassment policies, establish procedures for dealing with
harassment of students and provide notice of these as provided in section 565
of this title for public schools, except that the board shall follow its own
procedures for adopting policy.
f) An approved independent school
which accepts students for whom the district of residence pays tuition under
Chapter 21 of this title shall bill the sending district monthly for a
state-placed student and shall not bill the sending district for any month in
which the state-placed student was not enrolled.
g) An approved independent school
which accepts students for whom the district of residence pays tuition under
chapter 21 of this title shall use the assessment or assessments required under
subdivision 164(9) of this title to measure attainment of standards for student
performance of those pupils. In addition
the school shall provide data related to the assessment or assessments as
required by the commissioner.
Appendix B
Stevens School Board of
Trustees 2009-10
William Cruess,
Danville, University of Connecticut – Business Administration. Retired
Assistant Headmaster St. Johnsbury Academy (27 years). Retired Assistant
Treasurer St. Johnsbury Academy Trustees. Self-employed Consultant Educational
Resources. Self-employed Consultant Construction & Development.
Self-employed Consultant Business & Organizations. Former Board Treasurer
Riverside School. Former Board Treasurer Good Shepherd Catholic School. Former
Board Treasurer Good Shepherd Foundation. Former Board Treasurer Danville
Chamber of Commerce. Former Board President Danville Rescue. Former Board
Treasurer St. Johnsbury Works. Currently a Corporator Northeast Vermont
Regional Hospital.
Erin Pike Mayo, B.A.
Georgetown Univeristy, M.A. Middlebury College. Ms Mayo is currently the Head
of Middle School for the Episcopal School of Dallas. A graduate of St. Johnsbury Academy, she was
a member of the faculty and the Assistant Head of Academic Affairs at the
Academy. Her daughter attended the
Stevens School prior to their move to Dallas.
She lives with her husband, Peter Gurnis, and their two children in
Dallas.
Jamie Milne,
St. Johnsbury, B.S., M.B.A, Finance, Babson College. Mr. Milne is a financial planner for Milne
Financial Planning and brings his financial expertise to the Board of
Trustees. He and his wife, Donna, live
in East St. Johnsbury. Their daughter,
Alex, will graduate from the Stevens School in 2010. He has two other daughters who are currently
attending college. He enjoys running,
biking, both water and snow skiing, and healthy living.
Ami Milne-Allen, St. Johnsbury, VT, B.S. Finance,
Babson College. Ms. Allen is a business
owner and a residential real estate Appraiser.
She is a member of the Vermont State Real Estate Appraisal Board and the
Association of Appraisal Regulatory Officials (AARO). Ms. Allen has two children in college and her
son was a 2006 graduate of the Stevens
School.
Robert Morgan, Peacham VT, B.A. Dartmouth College,
M.F.A. Stanford University. Mr. Morgan
is a self-employed theatrical designer who works internationally. He is a former Director of the Theatre
Division at Boston University’s School for the Arts, is past President of the
Board of Trustees for The K.I.D.S. Place in Barnet, and has served on the
Peacham Planning Commission. All four of
his children graduated from the Stevens School.
Wendy Morgan, Peacham VT, B.A. (Computer Science)
and J.D. from The University of California at Berkeley, and graduate of the
Vermont Leadership Institute at the Snelling Center for Government. Ms. Morgan is Chief of the Public Protection
Division of the Vermont Attorney General’s Office in Montpelier and a former attorney with Vermont
Legal Aid in St. Johnsbury. She is past
president of the Vermont Bar Association, Catamount Arts, Peacham Community
Housing, and a past member of the Board of Umbrella. All four of her children graduated from the
Stevens School.
* Trustees are elected to three year terms at the annual meeting of The
Friends of The Stevens School.
Appendix C
First Amendment
Schools Network
In 2005 the Stevens School
joined the national network of First Amendment Schools. The network schools are “designed to
transform how schools teach and practice the rights and responsibilities of
citizenship that frame civic life in our democracy.” Their vision that
the “five freedoms protected by the First Amendment are a cornerstone of
American democracy and essential for citizenship in a diverse society”
dovetails with the Stevens
School mission to prepare
students who fulfill their “civic duties; embrace human diversity; and thrive
in a complex world.” A complete copy of the First Amendment Schools guiding principals
is included in the appendix of the School handbook. The following section describes the ways in
which that commitment is visible at the Stevens School.
Curricular:
the four grades study the ideas and events that have influenced and
shaped contemporary ideas of self-governance.
The fifth and sixth grades look at early world civilizations and the
pre-Columbian Americas. Seventh grade focuses on early America, the
creation of the Constitution, and the use of the Constitution to build American
democracy. Eighth grade examines
comparative cultures and governments.
Classroom:
seminar-style classes promote the critical, analytical thinking that is
incumbent upon citizens of a democratic system.
Teachers provoke thoughtful responses by emphasizing the tensions
inherent in a diverse society, layering the discussion with opposing viewpoints
and encouraging alternative interpretations of ideas.
Methodology:
students respond to a variety of texts and primary documents through
discussion and extensive writing.
Students practice what Mike Schmoker calls “argumentative literacy,”
working toward developing a point of view that incorporates their values,
knowledge, and experiences.
The following activities are designed to help students
develop their understandings:
- Unscripted mock trial
based on a real case;
- Legislative simulations;
- Model U.N.
- International
treaty-making simulations;
- Candlelight Vigil, Dartmouth College, to celebrate Martin Luther
King, Jr.
- African American Read-In
to celebrate African American authors.;
- Dialogue on Freedom.
School culture:
the School accepts that in any human interaction conflicts will
arise. Acknowledging those conflicts and
working together to resolve them develops accountability in both teachers and
students. The School meets daily to
discuss the events of the day and to address any issues that have developed
through the course of student interaction.
Teachers work to ensure that all voices are heard and students
participate in the resolution of any problems.
The School mission, the idea of responsibility necessary to maintain
democratic ideals, and the importance of respect for self and others are all
used to reestablish the intellectual and emotional safety that promotes
critical thinking.
The following are examples of broad-based
decision-making:
·
Music appreciation course: students designed a course that allowed each
student to investigate a specific genre of music to then present to the entire
school;
·
Attire guidelines for handbook: student committee worked with faculty and
board;
·
Student committee reconvenes upon discrepancies
or disagreements with the guidelines.
Community Service: students participate in a variety of
community service activities.
The following are examples of projects and activities:
- Election years: “Get out the Vote”;
- Occasional: Clean up of local farm after a fire;
painting kindergarten room at local church.
- Pet Food Drive;
- Special Olympics
Volunteers.
-
Board of Trustees: the Board consists of parents, members of the
community, and teachers from neighboring schools. The School hopes to increase board membership
to alums as that population grows.
Appendix D
Admissions Policy
The School’s commitment to equity and diversity guides
the admissions policy. The School
recognizes the transformational power of rigorous school education and welcomes
students and families who accept our mission and methodology. There are no specific criteria in determining
the students who are accepted. Rather,
we work with the family and the student to ensure that there is a good fit for
the student and the school community.
There are many factors that are considered in making the final
determination. We hold high expectations
for the students, but a student who has performed poorly at a previous school
should not assume that he or she would not be accepted. The transitional nature of an integrated
curriculum, high expectations, and interactive instruction allows students to
grow significantly during their tenure here: socially, academically, and personally.
The School seeks students who wish to discover and
enhance their interests and who hope to participate fully in a school
environment. As a First Amendment
School, the focus on democratic participation permeates all aspects of school
life. Learning to balance the rights of
the five freedoms with the needs of the common good is an ongoing process at
The Stevens School. From behavior to
clothing to conversational interaction, the school community engages in ongoing
awareness of the School culture. The teachers, the staff, and the Board believe
that a receptive, respectful environment promotes thoughtful responses to the
curricular demands in the classroom and compassionate behavior in the school at
large.
All interested families are encouraged to apply to the
School. Please check with the Admissions
Director for specific information regarding the procedures for application.
Appendix E.
Acceptable Use
Policy -- Computers
The School is pleased to offer its students access to
various computer resources. Laptops
provide the opportunity for teachers to guide students through Internet
research, essay composition, and data compilation. The supervised use of the laptops reduces the
risks of students visiting sites not related to assignments and other
school-related work.
The following information describes the boundaries of
computer use at the Stevens School. It
includes a form to be signed by the parent and the student and to be filed in
the student’s folder at school.
General Network Use
The computer is available to students to conduct
research, complete assignments, produce artistic and academic presentations,
and to compile and store information.
Students must agree to the boundaries established by this document and
by the School’s overall standards of behavior.
Student computer files are treated as lockers. Teachers may review files to ensure that
students are using computer resources according to the standards. Students should not expect that files stored
at the School are private. Students
may not personalize their laptops by adding icons or shortcuts, nor are they
allowed to change their assigned password.
The School reserves the right to suspend or revoke
student access to the computers should the student find that he or she cannot
operate within the established boundaries of computer use.
Internet/World Wide Web/E-mail
Access to FaceBook and MySpace has been blocked. Access to the Internet enables student to use
thousands of libraries, journals, and databases. The Internet is the new
library; few libraries house hard-copy journals or databases in this new
age. Students must learn how to navigate
the “surf” of cyber-information.
Families and teachers are well aware of the potential danger of
encountering offensive, illegal, defamatory, or inaccurate information. The School’s goal is to monitor and to
instruct students in the proper use of information obtained from the Internet
and ways to confirm the validity of information encountered.
Student email accounts should be used only to transfer
assignments from school to home and back again.
At no time during the day will students be allowed to access their email
for personal use unless a compelling reason has been provided.
The students do not have access to the computers without
permission of the teachers.
Publishing on the
Web Page or to a Wider Electronic Audience
Student work may be considered for publication on the
School’s web page or other web pages on the World Wide Web if appropriate.
Group photos of unidentified photos of students may be
published on the School’s web page with the permission of the parent or
guardian.