VERGENNES UNION HIGH SCHOOL
Serving the towns of Addison, ferrisburgh, Panton, Vergennes & Waltham
A Unified Vision of VUHS
Co-Principals Peter Reynolds & Edwin Webbley
ur purpose as a school community is to develop knowledgeable, responsible, respectful, and healthy individuals who flourish in -- and contribute to -- an ever-changing society.
Our 5 Guidelines for Success:
· We are here; we are on time
· We believe in personal integrity
· We are respectful We are kind
· We challenge ourselves
The five-year goal of VUHS is to reach a point where at least 80% of our graduates go on to higher education. Our goal is to successfully prepare those students to thrive in higher education. We ultimately work towards the 100% level.
The following are initiatives that we have thus far aimed at our target of 80% Onward and upward.
To learn more about these initiatives and their relationship to all our Transformation initiatives please contact Ed Webbley firstname.lastname@example.org (802) 877-2938 or Peter Reynolds email@example.com (802) 877-2938.
Starting with the class of 2010, VUHS no longer placed students on a Grade Point Average scale (GPA). Since then students have had a calculated Numeric Grade Average (N.G.A.) of all their high school grades.
As of School Year ’07-’08, VUHS passing grade became “70”.
Prior to ’07-’08 passing grade was 60 (Hannaford Career Center remains at “60”)
VUHS’ grading system is unweighted. Class rank is computed at semesters 6, 7 and 8, during junior and senior years.
VUHS Enrollment for 1998-2011
Based on 1st day of school enrollments - enrollments increase and decrease throughout the year
The chart below indicates a dramatic increase in families qualifying for lunch assistance. It is important to remember that in grades 7-12, far fewer families apply for these lunch benefits than the number actually eligible.
Percentage of vuhs students eligible for free and reduced lunch
Source: VT Dept. of Education Food and Nutrition Management
Eligibility Report by Fiscal Year
percentage of households in our five communities
eligible for Medicaid
On page 18 of this report, the Adequate Yearly Progress (AYP) section provides an overview of the high school’s AYP Status for 2011 (based on fall 2010 NECAP results). Below are programs designed as interventions for struggling students.
Call-back is a system in which we emphasize timely academic intervention in a student’s learning. Should you fail to adequately master a concept, plan to be available either that day or the next for re-teaching and re-learning. By avoiding the after-school conundrum of sports, jobs, and busing, we can provide you with the extra help necessary for you to be successful. It is your responsibility to take advantage of this extra time, and if “called back” by a teacher for extra help, you are required to attend. If you would like extra help from a teacher, you may ask the teacher to schedule you for call-back. Your Morning Meeting advisor will distribute requests for call-back from other teachers.
Expanded Learning Opportunities at VUHS
KEYS Afterschool Unlock the Possibilities
KEYS Afterschool provides enrichment opportunities, academic support and recreational activities to students in 7th, 8th and 9th grade. Classes in the last year have included Mentoring, Sewing Club, Intramural Basketball, Digital Photography, Self Defense and Bicycle Repair. Funded by the 21st Century Learning Centers Grant, KEYS strives to engage students in positive, educational and fun activities preparing them for their future in our community. During the past year KEYS provided 5129 hours of programs with 122 student participants. KEYS provides a healthy snack to each participant everyday and also sponsors an activity bus to transport students home after the program.
46% of our KEYS
students were regular attendees. A regular attendee has attended at least 60
52 % of regular attendees achieved a score of proficient (3) or better on their NECAP tests in both math and reading. Regular attendees on average were absent only 1 day during the school year.
91% of regular attendees participating in HW Club finished their HW on time.
56% of our regular attendees math and English went up by at least one grade
Summer Adventures In Learning
Expanded learning opportunities for students in Grades 7-12
SAIL provides enrichment activities, credit recovery and tutoring to students in grades 7 through 12 for six weeks in the summer. Last summer 91 students participated in 6403 hours of SAIL activities. Classes included Roller Coaster Physics, Vermont Geomath, Cooking with Math, Bridge Building, Creative Writing and a drama program called “Acting Out” which featured a production of “America’s Next Top Model Student”. High school students were able to receive credit for classes in math, science and English. SAIL also provided free breakfast and lunch for all students and transportation home.
53% of our SAIL students were regular attendees. They also made excellent progress in school. SAIL provides enrichment activities, credit recovery and tutoring to students in grades 7 through 12 for six weeks in the summer. Last summer 91 students participated in 6403 hours of SAIL activities. Classes included Roller Coaster Physics, Vermont Geomath, Cooking with Math, Bridge Building, Creative Writing and a drama program called “Acting Out” which featured a production of “America’s Next Top Model Student”. High school students were able to receive credit for classes in math, science and English. SAIL also provided free breakfast and lunch for all students and transportation home.
53% of out SAIL students were regular attendees. They also made excellent progress in school.
28 high school students completed requirements for credit recovery in math, science or English.
Regular attendees on average raised their scores on ALEKS, an on-line math program by 13%
54% of students reported improvements in their reading and writing skills
For more information on either program, please contract Jill Strube at firstname.lastname@example.org. or 877-2938.
MONTPELIER – Vergennes Union Middle and High School has been inducted into The League of Innovative Schools, the Department announced today.
The League of Innovative Schools is comprised of secondary schools from across the state, and is affiliated with the New England Secondary Schools Consortium (NESSC). The Consortium includes Maine, New Hampshire, Connecticut, Rhode Island and Vermont. The goal of the league and the consortium is to promote innovative strategies, to establish a network of best practices that is directly linked to 21st century learning and to promote greater educational equity and opportunities for all students. League schools will serve as models for local education agencies around the state shaping the future of Vermont public education.
Vergennes will be piloting the Proficiency Based Graduation Requirements (PBGR) for their freshman class next year. The hope is that within four years all high school students will be graduating based on demonstrated abilities, not simply seat time. They are also the only school in Vermont engaged in expeditionary learning, which is a program that puts emphasis on experiential learning through expeditions.
Vergennes Union Elementary School has also been on the move. Since 2005, they have seen tremendous improvements on their Annual Measurable Objectives, which are based on Addison Northwest Supervisory Union’s action plan for making Adequate Yearly Progress in Reading and Math. In all subgroups they are seeing significant progress, and they are closing the gap between students in poverty and their peers. They also focus on students’ whole development, and have a successful child nutrition program.
Earlier members of the League are: Brattleboro Union High School, U-32 Junior and Senior High School, Burlington High School, Rochester High School, Williamstown Middle/High School, Cabot School, South Burlington High School, Bellows Free Academy, St. Albans, Essex Union High School and Montpelier High School.
For more information about the League of Innovative Schools and the New England Secondary School Consortium, please contact Tom Alderman at email@example.com, or go to the NESSC website http://www.newenglandssc.org/. At Vergennes, please contact Carol Spencer, Curriculum Coordinator for Addison Northwest Supervisory Union, at 802-877-3332, ext. 13.
How Do VUHS Students Perform on the SAT Over Time?
SAT is a globally recognized college admission test that lets students show
colleges what they know and how well they can apply that knowledge. It tests
knowledge of reading, writing and math — subjects that are taught every day in
high school classrooms. Most students take the SAT during their junior or senior
year of high school, and many colleges and universities use the SAT to make
ACT (College Readiness Test)
The ACT consists of curriculum-based tests of educational development in English, mathematics, reading, and science designed to measure the skills needed for success in first year college coursework.
How do VUHS ACT-tested Students Ready for College-Level Coursework Compare to the State?
*Benchmark scores: English Composition/18; Algebra/22; Social Science/21; Biology 24. The benchmark score is the minimum score needed on the ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses.
5-year trends – average act scores
From this table you can determine: • Changes in the number and percentage of participants • Score changes in subject areas and the ACT composite • How your graduates compare with state averages
Class of 2011 Group Enrollment History
Some Students Have Moved Away
dropout rate by state and federal definition is an individual student who is
not enrolled in an approved educational program and who has not graduated from
high school. For the complete
vuhs graduates have enrolled in the following
is inspired by the writings of the great American philosopher Henry David Thoreau, who went into the woods to "live deliberately." During his sojourn, he meditated upon his life and the relationship between himself and his society. We hope to continue that tradition, to reconcile the notions of self-sufficiency and social responsibility for our students.
The Walden Project is an alternative learning program through Vergennes Union High School. It focuses mainly on science and literature while exploring the relationship between humans, society, and the natural world. Walden encourages students to take their education into their own hands and make it their own.
This program is offered to any high school student who is interested in an integrated approach to education. This interdisciplinary project will seek to present links across and within the traditional curriculum of Science, English, Math, and History. Students will ask critical questions and engage in problem solving that appeals to verbal/linguistic, logical/mathematical, visual/spatial, body/kinesthetic, musical/rhythmic, interpersonal and intrapersonal styles of learning. Additionally, students will be asked to be active members of their community, both within the alternative program and the community-at-large. This involvement is intended to cultivate positive relationships to themselves social milieu, and their physical environment.
FARM TO SCHOOL PROGRAM
WALK TO THE OUTDOOR CLASSROOM
Based on June 2011exit data, these are the percentages of Walden graduates who went on to pursue post secondary education:
Five seniors graduated from the Walden Project in June 2011. Two of the five went on to attend the following schools:
Colleges Walden Students have been accepted to since the program’s inception:
◘Audubon Expedition Institute ◘Bard College ◘Bennington College ◘Bishops College ◘Boston Museum School of Fine Arts◘Massachusetts Art Institute ◘Castleton State College ◘Champlain College ◘College of the Atlantic ◘Columbia College ◘Cornell College ◘Emerson College ◘Eugene Laing College (The New School for Social Research) ◘ Evergreen College ◘Franklin Pierce College ◘Gordon College ◘Green Mountain College ◘Hampshire College ◘Hartwick College ◘Ithaca College ◘Johnson and Wales College ◘Johnson State College ◘Lesley College ◘Maine College of Fine Arts ◘Marlboro College ◘ Montana State University ◘Naropa University ◘New York University ◘Paul Smiths College ◘Penn State University ◘Prescott College ◘Roberts Wesleyan University ◘Russell Sage College ◘Sarah Lawrence College ◘Southern New Hampshire ◘ Sterling College ◘SUNY- Environmental Science and Forestry ◘Roger Williams ◘SUNY Fredonia ◘SUNY – Potsdam ◘ SUNY Purchase ◘Unity College ◘University of Colorado –Boulder ◘University of Maine ◘University of Massachusetts-Amherst ◘Univ. of Massachusetts-Dartmouth ◘University of Michigan-Ann Arbor ◘University of Montana ◘University of Oregon ◘University of Southern Maine ◘University of Vermont ◘University of Wisconsin – Madison ◘Vermont Technical College ◘Warren Wilson College.
For more information about the Walden Project, please visit the Vergennes Union High School Website.
PATRICIA A. HANNAFORD CAREER CENTER
Since 2001 select students spend time learning at the Patricia A. Hannaford Career Center in Middlebury, VT. Programs available include:
For additional information please visit: http://www.hannafordcareercenter.org/
NEW ENGLAND COMMON ASSESSMENT (NECAP) OF SCIENCE
How do Vergennes students attending the Hannaford Career Center Perform?
This assessment measures four domains of science: Physical Science (15 possible points); Earth/space Science (15 possible points); Life Science (15 possible points); and Inquiry (18 possible points).
Three of the 21 Hannaford Career Center students (14%) performed in the Proficient range in 2011. Thirteen (62%) were Partially Proficient and five (24%) scored Substantially Below Proficient. This is an improvement from the 2010 results, when no students in this group scored in the Proficient range and 37% scored Substantially Below Proficient. With only two years of data to review, it is too early to determine whether the improvement is a positive trend resulting from changes in teacher approach to science instruction. While the percentage of students scoring proficient in science is still well below the state average, this is certainly a change in the right direction.
In terms of specific program enrollment, five of the six participants in Sustainable Landscapes were partially proficient. Only one Forestry student was partially proficient. Ag Business had three students who scored proficient and seven of the total 11 students were partially proficient.
Of 44 Vergennes Union High School students who were not also Career Center students, 15 (34%) were proficient and 21 (48%) were Partially Proficient. Eight (18%) were Substantially Below Proficient.
Thirteen of the VUHS students who were proficient were enrolled at VUHS in Biology. The remaining Vergennes students were enrolled in Space, Time, and Matter, Living World, Plant and Soil Science, Animal Science, Agri-Small Business, Welding and Electric, Small Engines and Biotechnology. Scores for students in these classes ranged from Proficient to Substantially Below Proficient
NEW ENGLAND COMMON ASSESSMENT PROGRAM
These charts look at how the same group of middle school students performed over 2 years.
Same Group of Students 2010 as 7th graders and 2011 as 8th graders