Lowell school uses meteorological tower to teach kids



From left to right, Riley Sanville, Bruce Reagan, Tyler Lucas, and Curtis Bonneau explain how an anemometer, or wind speed sensor, works while their teacher Zarah Savoie holds up their model and their classmates Jeremy Lapan-Ward and Ben Longley look on.  Photo by Nathalie Gagnon-Joseph

From left to right, Riley Sanville, Bruce Reagan, Tyler Lucas, and Curtis Bonneau explain how an anemometer, or wind speed sensor, works while their teacher Zarah Savoie holds up their model and their classmates Jeremy Lapan-Ward and Ben Longley look on. Photo by Nathalie Gagnon-Joseph

copyright the Chronicle June 3, 2015

by Nathalie Gagnon-Joseph

LOWELL — Sixth-grade students at the Lowell Graded School presented a synopsis of their weather unit Tuesday night.

The unit is special because students used a meteorological tower they have in the schoolyard to learn how to predict the weather from data the tools on the tower provide.

Originally, Green Mountain Power used the tower to measure wind in preparation for the wind project here. The utility donated the tower to the school.….To read the rest of this article, and all the Chronicle‘s stories, subscribe:

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contact Nathalie Gagnon-Joseph at natgagjo@bartonchronicle.com


At Lake Region: Madame Rivard to leave the classroom


Sally Rivard, or Madame, as her students call her, is leaving the classroom after 30 years of teaching French at Lake Region Union High School.  She will coach other teachers and help them self-reflect on their own teaching practices.  Photo by Nathalie Gagnon-Joseph

Sally Rivard, or Madame, as her students call her, is leaving the classroom after 30 years of teaching French at Lake Region Union High School. She will coach other teachers and help them self-reflect on their own teaching practices. Photo by Nathalie Gagnon-Joseph

copyright the Chronicle March 25, 2015

by Nathalie Gagnon-Joseph

When you enter classroom 213 at Lake Region Union High School, you’ll find it filled with French-related paraphernalia. Canadian, French, and Haitian flags are suspended from the ceiling, and a bilingual “unload at top only” plaque hangs on the back wall above travel posters.

“I got that one from Jay Peak,” said Sally Rivard, who has been Lake Region’s French teacher for the past 30-odd years.

This is her last year of teaching French at Lake Region. Her blue eyes sparkle and her blond, jaw-length hair swishes as she talks about her students’ curriculum, which she is obviously passionate about.

Her infectious grin makes it easy to see how she made a lasting impression on the people she worked with over the years and the students she taught.

Principal Andre Messier was a senior when Ms. Rivard, or “Madame,” as her students call her, first taught at Lake Region.

“He was only sent to the office once,” she said of her former pupil. She also said he was a good student.

“She was always dynamic and full of energy,” Mr. Messier said. “Both of my kids had the benefit of it.”

That energy explains the huge variety of activities and subjects Madame included in her curriculums.

For every quarter, students study a song, a book, a movie and have both a listening project and a cooking project.

“Oh, there’s the escargot,” Mr. Messier said when describing the types of sounds and smells that might waft down from the second floor where Madame teaches.

Her own French teacher, who died last year, inspired her.

“She approached the classroom with a sense of play,” Madame said. “That’s cool. I sort of try to honor her by doing that.”

When Ms. Rivard first moved to Barton 30 years ago, the area resembled her own hometown of Deerfield, Massachusetts, she said.

“There wasn’t any diversity,” she said.

She decided to give kids an idea of other cultures. Together they explored stereotypes and backed away from them to ask “why” and “what does that say about people?”

“I think my role is to cause other people to think about stuff,” she said. “Humanity is the common denominator.”

Mr. Messier said she has children speak, hear, and read the language through culture.

There are two types of culture, Ms. Rivard said, little “c” which includes day-to-day life and habits, and big “C,” which encompasses history, art, dance, and music.

“There’s always food,” she said, referring to techniques that get students involved. “That usually does it.”

In the French culture unit this year, students tried escargot, or snails, for the first time. Half the class loved it, some hated it and the rest felt indifferent, Ms. Rivard said.

“They’re willing to try something new and different.”

Level four students worked on the Renaissance period in France, cooking raspberry and nutella-flavored macaroons, which were created in the renaissance.

Next up, chocolate, which was imported during the Enlightenment period and was all the rage at the French court.

By picking topics that are likely to interest the kids but still have historical or cultural importance, Ms. Rivard gets the students to think backwards and make connections.

One student was interested in hunting and decided to compare practices in the United States to practices in France, discovering that people don’t hunt as much there.

Ms. Rivard said that according to the student’s research, one possible reason for that was connected to history.

“Hunting was traditionally for nobles and kings,” she said.

With restrictions on hunting land, peasants simply couldn’t hunt and the practice didn’t develop the way it did here, she said.

Some of her cultural teachings hit even closer to home, going into the students’ own cultural roots by learning how to pronounce Canadian French or Québécois using a book called Québécois for Dummies and online tutorials.

The students’ own grandparents’ accent and Québec’s media outlets made the teachings more relevant.

The people at Lake Region taught her some things about French too, Quebecois French.

“We joked about creating a dictionary of Québécois words versus Parisian words,” Mr. Messier said.

Despite her French name, Madame’s background is English.

“I can’t be a French teacher with the name Filkins,” she said, joking that she married her husband for his French name.

The French curriculum is both local and global, covering cultures from around the world that speak French.

In a unit about Haiti, students read a book about a day in the life of a Haitian child. The book was written in Creole, French and English side by side, which allowed students to see the differences and similarities between the languages, Ms. Rivard said.

They discussed political turmoil, resilience, what people value and why they go to extremes. They went into a civics discussion asking how to help raise the standard of living and whether or not it’s their place to do so.

“She has kids experience the language,” said Mr. Messier. “It’s not just textbooks.”

In fact Ms. Rivard has made sure her teachings reached further than the classroom and affected more people than just her own students.

The higher French levels did a research and community project of their choice, but the project had to have a long-lasting impact for the community, she said.

One student who loved ballet and recognized the French names of ballet positions decided to make a YouTube video explaining the positions and their names as a teaching tool for an after school class.

“That’s longevity,” Ms. Rivard said.

Lake Region welcomed kids from France on Wednesday, March 25, for a two-week visit. Ms. Rivard had to find homes for 19 kids and two chaperones.

It’s the first time Lake Region has welcomed a class from abroad during the school year, she said. The 16- and 17-year-olds will spend a day and a half in school with her students.

“It’s going to be a challenge because English is not their focus,” Ms. Rivard said about the visiting teenagers.

The students are from an agricultural and equestrian school and want to see the flora and fauna of Vermont.

While the upper French classes at Lake Region speak almost entirely in French in class, Ms. Rivard expects some communication difficulty. The goal of speaking mostly French in class is to help students not feel scared to try and speak, and to feel comfortable expressing themselves.

According to Mr. Messier, Ms. Rivard’s influence is also felt in other departments, like the Spanish department.

Ms. Rivard said she’s been working closely with the Spanish teacher to ensure students are being evaluated similarly in both programs.

Next year she will work even more with other teachers in the school since she is not actually leaving, only moving out of the classroom, she said.

“My role for next year is to be a coach,” she said.

She will observe other teachers’ courses and help them self reflect about their practices in a program tentatively called Mutually Exploring Teaching And Learning (METAL).

“I’m glad that I’ll be able to work here part-time because it would be like tearing out a part of my soul if I leave here cold turkey,” she said. “It’s been great fun. I would never have swapped this job for anything.”

contact Nathalie Gagnon-Joseph at natgagjo@bartonchronicle.com

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Keep small schools, school directors say


Bobby Starr.  Photo by Micaela Bedell

Bobby Starr. Photo by Micaela Bedell

copyright the Chronicle March 18, 2015 

by Joseph Gresser

NEWPORT — Legislators from the Northeast Kingdom were told in no uncertain terms to oppose Montpelier’s efforts to shut down small schools and consolidate districts.

That stern warning came from school board members from around Orleans County and was delivered Monday night at a gathering held at the North Country Career Center. About 20 legislators and school board members sat around a big table while another 30 or 40 people sat nearby.

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Taxpayers angered by big tax jumps


albany schoolhouse smaller

copyright the Chronicle September 10, 2014

by Tena Starr

WESTFIELD — Since property tax bills here went out recently, town officials have heard a lot of griping — and confusion. Why did the residential property tax rate go up 24 percent when the Jay-Westfield School budget went up by about 5 percent?

“We’ve had a lot of people not happy, and I’m in that category,” said Westfield Town Clerk LaDonna Dunn. “This year in Westfield we got hit pretty hard.”

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OCSU board picks new superintendent


Bruce Labs.  Photo by Richard Creaser

Bruce Labs. Photo by Richard Creaser

copyright the Chronicle February 26, 2014

by Richard Creaser

The Orleans Central Supervisory Union (OCSU) school board has tendered an offer to a new superintendent.

The name is not yet being released pending the candidate’s acceptance, but two final candidates were interviewed in public Tuesday afternoon.  A decision was made after the interviews and a lengthy executive session.

On Tuesday evening OCSU school board chairman Amy Leroux of Irasburg confirmed that the board has tendered an offer to someone to replace Stephen Urgenson.  The two candidates are Bruce Labs of Piermont, New Hampshire, and Don Van Nostrand of Concord.  Ms. Leroux said after an offer is accepted and a final vetting process by the state Agency of Education is done an announcement will be made, probably by week’s end.

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War on Poverty: Fifty years later schools are the battleground

Lisa Grout is a social studies teacher at North Country Union High School in Newport.  She has a perspective on both poverty and how poverty affects student outcomes.  Photo by Richard Creaser

Lisa Grout is a social studies teacher at North Country Union High School in Newport. She has a perspective on both poverty and how poverty affects student outcomes. Photo by Richard Creaser

copyright the Chronicle January 22, 2014

Editor’s note:  The following story is the first in a two-part series on the link between poverty and success in school.

by Richard Creaser

On January 8, 1964, President Lyndon Baines Johnson declared in his State of the Union Address an “all-out war on human poverty and unemployment in these United States.”

Fifty years later, the war rages on with the nation’s public schools as the battleground in this epic struggle.

“As a history teacher, I just can’t help but see that this isn’t anything new,” said Lisa Grout, a social studies teacher at North Country Union High School.  “At times, it has been described as a racial divide, but really it’s something else — it isn’t a war on poverty, it’s a war on the poor.  We need to rid ourselves of this myth that anyone can do whatever they want to do if they really want it.  Our system just isn’t balanced evenly that way.”

In fact, the system appears to be heavily weighted against students from poor families.

A direct link between low household income and student achievement is known in the educational system as the achievement gap.  The evidence is most readily appreciated by examining student performance on the New England Common Assessment Program (NECAP) scores as tabulated by the Vermont Agency of Education.  Agency data for the reporting period of 2011-2012 for North Country is especially telling, although it’s important to consider that NECAP tests are only administered to juniors at the high school level.

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Hungry Vermonters face cuts in aid

hunger web

Joe Patrissi at the NEKCA food shelf. Mr. Patrissi said it was fully stocked on Monday morning, but demand is great, and a few hours later several of its shelves were bare. Photo by Tena Starr

Years ago, Kim Arel found herself in a tough spot.  She had two young children to feed, and for a brief time the only way to swing that was to visit a food shelf.  “I was surprised to see other people there that I didn’t think I would,” she said in a recent interview.

Later, when she was in a better place, Ms. Arel decided to pay it forward, and became a donor to food shelves herself.  And for the past 12 years or so, she’s been running the food shelf in Jay, which serves five towns.

Last week, she said, many of her clientele were talking about the latest round of cuts to 3SquaresVT, the program that helps poor Vermonters put food on the table.  “They don’t know what they’re going to do.”

Those cuts, which will take effect on November 1, are due to the expiration of the American Recovery and Reinvestment Act funding, which passed in 2009 and included a temporary increase for help with food through the Supplemental Nutrition Assistance Program (SNAP).  The temporary boost increased the monthly SNAP benefit by 14 percent. Continue reading


Canaan teacher looks at Chinese education firsthand

Canaan Memorial High School English teacher Jason Di Giulio enjoys the panoramic view from atop the iconic Great Wall during a June trip to China. As a 2011 winner of an award for teaching excellence from the National Education Association, Mr. Di Giulio was one of 35 American Global Learning Fellows chosen to visit and explore the Chinese culture and educational system. Photos courtesy of Jason De Giulio

copyright the Chronicle July 18, 2012

by Richard Creaser

LYNDONVILLE — Sitting in a booth at the Ms. Lyndonville Diner, Canaan Memorial High School English teacher Jason Di Giulio of Sheffield sipped at his coffee, his mind racing to organize ten days worth of recent experiences in China.  Mr. Di Giulio, a 2011 winner of a National Education Association (NEA) excellence in teaching award, traveled to China to explore the country and its educational system.  He and 34 other NEA Foundation winners spent ten days there between June 19 and 29.

Winning a trip to the Orient may seem like a just reward for some of the nation’s hardest working educators.  But this was no pleasure junket.  Sponsored by the NEA Foundation, the Pearson Foundation and Education First, the purpose of the trip was to expose the teachers, also known as Global Learning Fellows, to a country and culture that few Western students have occasion to see firsthand.

“The purpose of this trip was to raise global awareness,” Mr. Di Giulio said.  “Students need to understand that we are living in a flat world.  The competition for jobs isn’t coming from Massachusetts or Connecticut or Maine, it’s coming from China.”

While in China the Global Learning Fellows met with representatives of FASTCO, the Chinese based manufacturer for Fastenal, as well as representatives from Intel Corporation.  They learned that what international corporations want and need are independent thinkers who are capable of responding quickly to changing circumstances.

“It’s not something that the Chinese educational model really encourages,” Mr. Di Giulio said.  “I think of the Chinese educational model as a factory model — everyone comes out of it knowing what they need to know to do the job they have prepared for.  It’s a model based on rote memorization and testing, with testing being proof of success.”
But a system based on knowing and retaining specific information does not encourage free thinking.  That’s the one area where the Western educational system may hold a distinct advantage over China, Mr. Di Giulio said.

Gradually, the U.S. appears to be moving toward that same model with standardized tests that create an objective measure of success.  But at what cost?

“What we learned is that the factory model doesn’t take into account what employers are looking for,” Mr. Di Giulio said.  “We need to develop and refine our curriculum to include more problem solving and critical thinking.  We need to be able and willing to teach several methods and allow students to adapt to the model that best fits their learning style.”

The Chinese focus on excellence is bred from necessity and was exemplified not only in the classrooms but also in the everyday world, Mr. Di Giulio said.

Thirty-five American Global Learning Fellows representing the best and brightest American teachers visited China in June. Here the group poses with students at the Langxia Middle School outside of Shanghai. Prior to the trip, Canaan Memorial High School English teacher Jason Di Giulio embarked on an ambitious project to learn basic Mandarin Chinese. “Even knowing just a little bit of their language opened doors that might otherwise have been inaccessible to me,” Mr. Di Giulio said of the experience. “It made me realize how language affects and sculpts a culture.”

“The only students we saw at the vocational school and the middle school were the students who conform to the idea of the norm,” he said.  “The students who were perceived as below the norm went to their own school.  This is quite the opposite of what we are trying to do here in the West.”

Mr. Di Giulio spoke of the morning he ordered an omelet from the hotel kitchen.  It took the cook three tries to produce an omelet worthy of his guest.  To Mr. Di Giulio’s eye, any of the three would have sufficed.
“That’s the kind of pressure they have in the job market there,” Mr. Di Giulio said.  “If you can’t do the job, there’s always someone else, a billion someone elses, waiting to step in.  That creates tremendous pressure to be the absolute best at whatever it is you do.”

Striving to be the best certainly isn’t a bad thing, Mr. Di Giulio stressed.  But the important part is the striving and not necessarily the success.

“Innovation is about taking risks, and taking risks means that sometimes you will fail,” he said.  “Entrepreneurship is about taking a risk, and if it doesn’t work, you try again.  When you are focused entirely on success as the end result you become unwilling to take any risks and innovation suffers.”

The Chinese model has plenty to offer to Western educators both for what it does right as well as where it falls short.  Educators who are focused on a specific subject and who have adequate time to prepare and deliver instruction can achieve better results.  And when the entire family promotes and supports a student’s education, chances of success are exponentially higher.

Chinese teachers deliver instruction in a single 80-minute class once per day.  They devote the remainder of their time to preparing for the next day’s class and reviewing test data.  This is in marked contrast to American teachers who spend most of their day with their students and who do some of their preparation during free time in the school day with the balance taking place at home.

“The temptation is there to say that their system is working,” Mr. Di Giulio said.  “With focused dedication, parental and political support, students can achieve great things.  But there is also a warning to be had.”
The suicide rate among high school seniors is troublingly high.  Many students feel smothered by the inescapable cultural pressure to excel.

“In China the mandatory retirement age for men is 60 years old and 55 years old for women,” Mr. Di Giulio said.  “It is also expected that the children will take care of their parents in their old age.  In the era of the one child policy, that means that a couple must earn enough to support not only themselves and their child but also up to four parents.”

In a country that boasts as many honor students as the U.S. has students, the competition to land positions in the best universities is fierce.  In China a university education spells the difference between a poor-paying job as a laborer or access to a coveted job in the middle class with room to advance.

“I don’t think we fully appreciate how important access to higher education is in this country,” Mr. Di Giulio said.  “The difference here is that, as long as you are willing to find the money or carry the debt, eventually you will be able to get into a university.  In China, if you can’t get into a Chinese university or can’t find the money to attend a school overseas, you don’t have many options left.”

The Chinese system puts tremendous pressure on students with its focus on testing and measurements of success, but in some ways the Western educational system is working toward an opposite extreme.

“There has to be some happy medium between rote memorization and measured achievement and creativity, hugs and self-esteem,” Mr. Di Giulio said.  ‘There is certainly a group that is willing to shout and say that our educational system is broken.  If I look at the results of my students and see what they have achieved, I know it’s not broken.”
Finding an objective standard to measure American students against was a laudable but ultimately doomed element of No Child Left Behind (NCLB), Mr. Di Giulio said.  The idea that all students would be suitably proficient in all areas by 2014 was an admirable goal.  The trouble was that the goal faced barriers test data doesn’t measure.

“If I could ensure that every kid had three good meals a day, had their parents read to them since they were two years old, got enough sleep and received proper medical care, and their schools were fully funded, I would say achieving 100 percent proficiency was entirely possible,” Mr. Di Giulio said.  “But that’s not the world we live in.  The law alternately encourages or disciplines schools for failing to meet the challenge without addressing the underlying causes.”

The system is further flawed by allowing each state to set its own standards.  Although intended to measure and compare students around the country, the lack of common standards makes the comparisons ultimately futile, he said.
“Until we take into account the global standard that our students are being measured against, we really can’t accomplish anything truly meaningful,” Mr. Di Giulio said.  “We do need to adopt a universal standard that recognizes what every student needs to know in order to become successful Americans.”

He said he plans to incorporate less fiction and more analytical works in his own instruction.  Developing a stronger ability to problem solve and enhance analytical skills is critical if American students are to compete in the global marketplace.

“Creative thinking and the ability to adapt to changing circumstances is, and should continue to be, the focus of the American educational system,” he said.  “In order to do that, we need a better understanding of the world.  It’s no longer about competing for jobs with students in Michigan or California.  It’s about competing with students from China and India and other parts of the developing world.”

contact Richard Creaser at nek_scribbler@hotmail.com