DEADLINE: Applications must be received by Tuesday, May 22, 2012. 

Those received after that date will not be considered.

Award decisions will be made at our Scholarship Committee meeting, Tuesday, May 29, 2012.

Send all information to:  Sylvia Johnson @ PO Box 2 Marlboro, VT 05344

254-2885  or <silken@sover.net>

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Marlboro Alliance Summer Activity Scholarship guidelines

For Marlboro’s K-8 students attending 2012 summer programs:

Awards range from $50 to $100, depending on the cost and length of the program.

Eligibility: Student (K-8) must have been a full-time Marlboro, VT resident during the 2011-12 school year.

Please furnish: A brief letter describing the program, its dates and cost.

-Scholarships will be paid directly to the provider; include the program’s name, contact person, address, phone, and a copy of registration or application forms.

Parent or guardian: don’t forget to include your phone number or email address,

so we can inform you of your child’s award.

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Marlboro Alliance Summer Activity Scholarship Guidelines

For Marlboro’s grade 9-12  students attending 2012 summer programs:

Awards range from $50 to $100, depending on the cost and length of the program.

Eligibility: Student (9-12) must have been a full-time Marlboro, VT resident during the 2011-12 school year.

Please furnish: A brief letter, written by the student, describing the program, its dates and cost. Include a brief description of your summer employment and/or volunteer activities.

-Scholarships will be paid directly to the provider.

PLEASE include the camp’s name, contact person, address, phone number, and a copy of registration or application forms.

Please include your  phone number or email address, so we can inform you of your award.

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2012 Marlboro Alliance College/Continuing Education

 Scholarship Guidelines

for Marlboro’s graduating High School seniors or college students who are pursuing continuing undergraduate education in the 2012-13 academic year.

Eligibility: Graduating seniors must have been a Marlboro, VT resident during the

2011-12 school year.  Student must be eligible for & seeking other financial assistance.

First-time applicants must furnish all of the following:

1. Two letters of recommendation from teachers, principal, Guidance Counselor, community-member, or clergy. (not from relatives)

2. Evidence that you have been accepted in, and plan to attend, or are already enrolled in, an accredited public or private vocational school or a 2- or 4-year college.

3. A brief letter from the applicant describing your proposed area of study, community service and summer employment or volunteer work.

-Late or Incomplete applications will not be considered.

-Awards will be based primarily on community service and secondarily on academic achievement.

-Awards are at minimum $250. The scholarship will be paid directly to the student to whom it is awarded.

Repeat applicants take note:

If you have already received an Alliance Scholarship, you may re-apply.

Send evidence that you are still enrolled and are in good academic standing.

Hal Himmelstein joined us for the day so we had opportunities to hear new information about Hogback. For example, a small spring in the saddle of Hogback Mt flows all the way to the Atlantic (via Deerfield R, Connecticut R, Long Island Sound). Hal also proved to be an excellent stealth game competitor. He won the first round of Eagle Eye, a.k.a. Camouflage, soundly beating well-seasoned players!

We quickly left a sunny yet windy parking lot in search of shelter. Along the way, we spotted several nature mysteries: Chaga, also known as clinker polypore and tinder fungus, growing on a yellow birch beside the trail. A coal extender, meaning it will increase the size of a friction coal, making it hot enough to ignite tinder, it will catch a spark from flint and steel. It also has great medicinal, antioxidant properties as a tea. Soon after looking at Chaga, we found small tracks. We gathered information: size of prints measured in human thumb size, number of toes, direction of travel, how it moved and we made theories about who, what and how many. We took a mental “mind’s eye” snapshot of gathered information to consult the field guides later, near the comfort of a fire. As we approached the top of Little Hogback, we spotted a bird on a broken birch several trees in the distance. We studied its behavior, size, sounds and markings and made theories about its identity: hairy woodpecker (being larger than the downy).

Above and Below: Building a platform and tepee for the fire

At the top of the mountain, we found a beautiful spot tucked into spruce and balsam. The students helped build a platform and tepee for a fire. They made tinder bundles and double bowed or made sparks with flint and steel. Soon, we were cooking hot dogs, chestnuts, onions, potatoes and marshmallows. We looked at field guides and read about the vivacious red squirrel followed by several games and more food, including a pomegranate. Then we made cordage out of used plastic bags. We discovered that the blisters on the trunk of the balsam fir contain a very slippery sap when wet and slightly sticky when dry making it easier to twist and reverse wrap the plastic. We found the aromatic resinous pitch to be like the peel of citrus fruit, strong and pungent. Plants for a Future says the pitch, called the “Balm of Gilead” is a highly concentrated emergency food and the inner bark is delightful and sweet when chewed in the winter. It is also motor boat fuel: when fresh liquid sap is dabbed onto the end of a twig and placed on the surface of water, the sap acts as a “motor”, propelling the twig away!

Returning to the parking area in a squall, we sang a song, had a slide on the ice, shared our story of the day and gave thanksgiving. On the ride home, Alice and Zinabu said this was the most fun yet and next week should be the same only travel by skis. So if the snow is right, get your skis waxed and ready to go!

Chaga Discussion and Demo

Hal, sharing the trail map, our route and decoding trail blazes

An automated telephone message will be sent out to all our school family’s main home phone number by 6:35 am. Also announcements are placed on the radio – WTSA, 96.7 FM and WKVT, 92.7 FM, and WYRY, 104.9 – normally before 7:00a.m. Please note that WTSA  96.7 has been doing a better job at reporting accurately than the others. This will also be posted on the school website, marlboroschool.net.

If it is determined that the roads may be safe later in the morning, a two hour delay will be called and a second automated phone message will go out as well as being posted on the radio and the website.

In the event of a two hour delay school will begin exactly two hours later at 9:45 am. Buses will run two hours later than usual. For example, if a student is normally picked up at 7:30 am the delayed time will be 9:30 am. Check the radio and/or the web at 8:45 am to see if the two hour delay has been upgraded to a full cancellation.

Last week…

Thank you for coming to parent night. It was a pleasure sharing information about the class with you. Our second week is complete and students are getting into the routines. We began to brainstorm on what rules are important inside and outside the class and will continue to add to the list this week. While we continue to participate in activities to get to know each other, some work routines are being introduced. Students are writing in their journals (they love it!) and they are beginning to explore math materials in the room. Reading and math assessments will continue this week. We also began our bird theme – What do you know about birds? Different stations were set up around the room with photographs, books, nests, etc.  for students to peruse. If you want more information about what’s going on in the class ask these questions…

• What was your bubble map about?
• Who did you do a double bubble map with?
• What did you do in tech class?
• Who did you read with this week in David’s class?
• What do you know about birds?
• Is your self-portrait finished?
• Where do you put work that isn’t finished?
• What are some outside rules?
• Are you working on a fort? If you have a problem, what do you do?
• What chores are you doing?
• What math materials have you explored?
• What poem (song) did you read?

Reminders

No school September 28^th

October 5^th – K-2 trip to Scott’s Farm for apple picking

Poetry dates – Oct 17^th, 28^th, Nov. 4^th, 11^th (more details coming)

Judy’s room will be singing a song on Friday at all school sing!

Library books should be returned by Wednesday (2^nd graders) and by Friday (1^st graders).

Enjoy the week!

Judy and Courtney

This is a story the third/fourth grade class created in Spanish this spring. It began as three phrases: “has hunger”, “wants to eat”, and “goes” and through asking tons of questions (in Spanish, of course!) this unique story came to be.

Just to give you a sense, this is how the story was created. (The words in parenthesis are the class’ choral responses.) A student name is pulled out of a hat and we now have a student actor in front of the class. (Pointing to the student actor) Class, what is there? Is there a girl? A boy? (students offer suggestions including “Panda Bear” ) Class, it’s a Panda Bear! (The entire class responds in unison as if this is the most interesting thing they’ve ever heard: “ohhhhhhhhhh!”) Is it a panda bear? (class: yes!) Is it an elephant? “no!”) No, it’s not an elephant. Is it a dog? (no!). Is it a panda bear or an elephant? (a panda bear!). Are there two panda bears? (no!) Correct! There aren’t two panda bears, there is one panda bear. Wow, this class is so intelligent! How many panda bears are there? (one!) Class, the panda bear has a problem! (In unison: Oh no! Oh no!) The panda bear is hungry! (has hunger, in Spanish). Does the panda bear have hunger? (yes!) Does the teacher have hunger? (no!) Who has hunger? (the panda) Does the panda bear have HUNGER or does the panda bear have an ELEPHANT? (hunger). Does the panda bear have an elephant? (No!) What does the panda bear have? (hunger). WHO has hunger? (The panda!) Does the panda bear HAVE hunger? (yes!) Does the panda bear HAVE hunger or does the panda bear WANT hunger? (he HAS hunger). Does he WANT hunger? (no!) No, he doesn’t WANT hunger, he HAS hunger! Does the panda bear want to eat? (yes!) Why does the panda bear want to eat? (it has hunger!). WHO wants to eat? (the panda bear!) What does the panda bear want to eat? Students offer suggestions…. (The response of “Shoes” elicited laughter so I went with that one!)… and off we go! Pretty soon we’ve figured out that the panda has very specific taste in shoes! By the time we’ve finished the story each of these phrases has been repeated at least 100 times. Students were highly engaged in the process of co-creating and acting out the story. Through the repetition and a light-hearted class students acquired this Spanish nearly effortlessly. I hope you enjoy watching their movie!

In fact, mealtime conversations promote young children’s word development better than reading stories to them (Story & Neumark-Sztainer, 2005). More than half of teens having fewer than three family dinners per week actually wish for more (National Center on Addiction and Substance Abuse at Columbia University, 2011).

We are all super busy and corralling our families after finding the time to prepare a meal can be very difficult. I also think it is worth it! Any small change can make a big difference. If your family already eats together most of the time—fantastic! If you eat together but with the T.V. on, turn it off sometimes. If you never eat together, try to add in one family meal each week. In addition to the research outlined above, family meals have been shown to increase bonding with our children. Bonding is a protective factor that when we have positive values and clear standards is shown to help our children develop healthy behaviors (Hawkins & Catalano, 1999-ongoing).

Lately Marlboro School has been noticing more social bullying and mean behavior. As parents we have an opportunity at the dinner table to model positive behaviors as well as to empower our children to participate in the family. Family dinner time conversations can promote warmth and trust, listening, respecting others’ opinions and can provide an opportunity to practice cooperation and positive conflict resolution.

Good luck! Family dinners are a challenge that is well worth it! Nurse Robin

At Gail’s urging I am hoping to periodically write a brief note in the newsletter with a pertinent “Health Tip”…

Given this week’s conversation about the internet facilitated by Pam, I thought that some facts and tips about screen time would be appropriate.

Did you know that:
• The American Academy of Pediatrics recommends no screen time for children younger than two years and no more than two hours per day of quality screen time for children older than two.
• One in five American children is obese and that obese children are more prone to joint and bone problems, cardiovascular problems and are more likely to become obese adults with all of the associated health risks (CDC, 2011).
• Studies have found that obesity is independently associated with time spent playing electronic games, the time spent watching television has been found to be inversely related with physical activity, and that the association of electronic game use with obesity is significant, with a 2-fold increase risk of obesity by hour per day spent playing electronic games (Stettler, Signer, and Suter, 2004) and that large amounts of television viewing has been correlated with higher body mass indexes amoung children (Proctor et al.2003).

Parenting is really really hard. I know that it is by far the hardest thing that I do and that it regularly, “kicks my butt”. It can be helpful sometimes to take small steps toward healthier living. Reducing the amount of screen time that our children are exposed to is the goal. Take whatever step/s toward the goal that you can.

Healthy Tip: Reduce Screen Time

Steps:
1. Allow use of screens only in communal areas (e.g. keep the T.V. in the living room, use computers only in communal areas, limit access to hand held devices like gameboys and iphones).
2. Limit the amount of time your children are allowed screen time to <2 hours/day (possibly excluding homework time).
3. Encourage reading.
4. Play games as a family.
5. Encourage outdoor play.
6. Set a good example—limit your own use!

I’m sending today’s note from Cambridge, MA where I’m attending the first two days of a four day class on literacy learning and instruction in K-8 schools. There are two other principals from our Supervisory Union and other administrators from all over the East Coast and eastern Canada. I believe it’s important for educators to continue to improve their teaching abilities and my participation in this class is one way that I do this for myself.

As many of you know, Celena is expecting a baby and will be leaving us after the April Vacation. On Tuesday, she and I will be interviewing several people to run the Healthy Snack Program. Please feel free to send me your ideas for making this program as good as it can be. The program is in a great shape
under Celena’s well organized and creative guidance. This will be such a help to our new person. Thank you, Celena!

Celena has also been working as an assistant in David’s room during the hours she’s not in the kitchen. We will be hiring another person for this part of her position and it will become a full-time 35 hour/week job. David and I will interview applicants after the February Vacation. Please pass this on to anyone you know who is well qualified!

This week we welcomed Charlie to the 3rd/4th grade. Sam G, his brother, started right before the holiday vacation and we’re delighted to have both boys at MES. Next Tuesday Brooke will start in Erica’s room, joining her brother Sam B who came into David’s room several weeks ago. Please welcome these new students to our MES community.

Francie

was initiated in 2000 as a cultural, artistic exchange between Leland and Gray High School and the Arts College of Inner Mongolia University in Hohhot, Inner Mongolia. Leland and Gray’s Journey East was recognized by the Asia Society as a national model and “an outstanding example of teaching and learning about Asia.”

In the Asian Studies Academy, a semester-long program, students spend their day focused on an in-depth study of Chinese history, geography, philosophy, literature, culture and language. All students are enrolled in Chinese language classes. Each afternoon is spent working on the creation of a music/theater/dance piece aimed at limited English-speaking audiences for whom they will perform during a month-long study/performance tour throughout China. The highlight of the program in China is an extended stay in Inner Mongolia where our American students collaborate in music and dance with students from the Arts College.

A number of Marlboro students including Nick Shakespeare, Korin Hasegawa-John, Amy Van Loon, Maggie Bernhard and, most recently, Ferne Johansson and Jackson Batchelder, have participated in Journey East Programs. These students have been great additions to the program and they have benefited significantly from the experience.
We invite interested students from this year’s 8th grade class to attend one of the two upcoming information sessions to be held at Leland and Gray: Interested parents are encouraged to attend, as well.

Monday, January 24 in the Music Room at Leland and Gray: 6:30 to 8:00 P.M.;
Wednesday, January 26: same time and place
Contact Tom Connor at Leland and Gray for more info. 802-365-7355 or email tconnor@wcsu46.org

Thus, the hat ban is abolished. Let all the assembled who wish to don their hats with the firm knowledge that said hat will not be cast into exile. In summation, to quote the orator and statesman, Yul Brenner as Ramses II in The Ten Commandments “So it shall be written, so it shall be done.”

At All School Sing today, David’s Class preformed an enactment of, as David read from a gigantic copy of the classic book “Caps For Sale” Thereafter he read the above true and valid pronouncement which was greeted with delighted smiles, clapping and an All School Mexican Hat Dance!

In Winter Shelter and Tracking,

students worked on burn bowls and spoons in our shelter, protected from a cold winter rain. They also cut and carved their own scout staffs after learning about knife safety. We appreciated having access to tools in the Down under art room. Thank you, Tim and Francie! Scout staffs were used in the Jedi scout-training center that we began to create in the forest where we practiced Robin Hood style games and pole vaulted over obstacles and off of the side of trees. These challenges explored balance, awareness and teamwork strategies and skills. In the surrounding woods, we discovered a well-worn coyote trail with tracks of a single coyote that came very close to the school building at night. Deer tracks and scat were also spotted and additional animal signs that we have yet to identify. Students are also learned about tree identification. Finally, we played scout awareness games such a Leapfrog Eagle Eye, while exploring the forest.

The Carving a Longbow students have made rapid progress this session. They roughed in a quick bow on their first meeting. While selecting a sapling for their bow, they learned about tree identification. The acronym, MAD, stands for maple, ash and dogwood, the three types of deciduous trees with opposite branches. The students learned that a very large group of trees could be eliminated by first noticing the branching pattern, making tree identification that much easier. They roughed in a sapling bow on the second meeting, just in time for the December break that will allow plenty of time for their work to season before we tiller, or bend and shape, the bow in January. On our third meeting, we split two ash logs into bow staves after the students oriented the the bow, including the handle and nocks in the log. They then removed bark to the outer growth ring that will become the back of the bow, the side under the greatest amount of tension when shooting the bow. Once again, the tools and resources in the Down under were extremely helpful.