The Valley Reporter - SchoolsThe Valley Reporter, serving the Mad River Valley and Sugarbush and Mad River Glen ski communities since 1971. Local news and local views of Waitsfield, Warren,https://www.valleyreporter.com/index.php/news/schools2024-03-29T06:38:21-04:00The Valley Reporterjeff@valleyreporter.comLocal middle schoolers gain the confidence to cook2024-03-14T10:26:27-04:002024-03-14T10:26:27-04:00https://www.valleyreporter.com/index.php/news/schools/18724-local-middle-schoolers-gain-the-confidence-to-cookTracy Brannstromjeff@valleyreporter.com<p><img src="https://www.valleyreporter.com//images/issues/5348/ironchefjr.jpg" alt="From left to right, Crossest Brook Middle School seventh and eighth graders Cora Binkerd, Willa Hudson, Franki Beto, Evelyn Andrus and Willow Thomas." width="800" height="500" loading="lazy"></p><p>On Saturday, March 9, a team of Crossett Brook Middle School (CBMS) students competed at the 16th annual Jr. Iron Chef Competition, held at the Champlain Valley Exposition in Essex Junction. They were among 40 elementary, middle, and high school teams from across Vermont – each contending for prizes by cooking up unique vegetarian dishes in 90 minutes or less. </p>
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<p>In the week leading up the competition, the CBMS team was getting its last practice sessions in – setting up a mock cooking station, laying out tools and recipes, and assembling their dish: a brightly-colored vegetarian paella. They topped it with smoky, pan-fried tempeh – a meat alternative made from fermented soybeans, and adorned the whole dish with radish, parsley, and lemon. </p>
<p>Their process consisted of breaking the recipe down into various jobs – tackling these individually, while working in a line, alongside each other. </p>
<p>On Thursday, seventh-grader Evelyn Andrus simmered root vegetables for a homemade broth, which would ultimately be used to cook the rice, while seventh-grader Willow Thomas marinated tempeh in olive oil and spices before throwing it into a skillet and crisping it up. The other team members – seventh- and eighth- graders Cora Binkerd, Willa Hudson and Franki Beto – chopped golden beets, red cabbage, shitake mushrooms and other veggies.<span class="Apple-converted-space"> </span></p>
<p>Their practice work station was based in the school’s sustainability room – a space that formerly hosted classes in home economics. Dana Hudson, who coached the team for this year’s competition, made periodic announcements about time left on the clock, reminded students to keep their stations clean, and fielded their questions. As team members chopped garnishes for the dish, Hudson stepped in and suggested they get more experimental. She showed them how to shave curly ribbons of radish with a vegetable peeler. <span class="Apple-converted-space"> </span></p>
<p> </p>
<p> </p>
<p>The group developed their recipe in January, brainstorming a list of 30 potential dishes sourced from cookbooks and from memory. “I asked them to think about some of their favorite dishes they’ve eaten with family,” Hudson said. “They were riffing off of each other.” </p>
<p>That list was narrowed down to 10 options. Then, they cooked four – the paella, as well as spaghetti alla puttanesca, ratatouille, and a linguine dish with cheese sauce. These were narrowed to two, cooked again, and a final dish was chosen. They worked from a classic paella recipe and, “more than tweaked it,” Hudson said – adapting the seafood-centric dish to its vegetarian version. “Creating a paella dish without meat or fish was actually a challenge,” Hudson added. </p>
<p>Eighth-grader Thatcher Palmer, the team’s stand-in member, said the paella was likely chosen because the recipe could be adapted to contain so many veggies – according to their final recipe, 18 of which are grown on Vermont farms. The competition’s Lively Local award goes to the team that makes the best use of locally-sourced ingredients. </p>
<p>Other awards, doled out by 16 judges this year, included the Mise en Place award for teamwork and communication and the Crowd Pleaser award for the dish with the best flavor and originality. The competition was started in 2008 by the Burlington School Food Project and Vermont Food Education Every Day (VT FEED) to foster communication, teamwork, and problem-solving skills. </p>
<p>Near the end of Thursday’s practice, the team gathered around their paella simmering in a large pot – the rice soaking up the last of their homemade broth. “If we do it right,” one student said, “we’ll get a crust at the bottom.” They inserted a fork to the bottom of the pot, listening and feeling for signs of a crispy base. </p>
<p>It seemed they would be walking away with newfound culinary skills – or at the very least, the confidence to gain these new skills if they wanted to. “Do you feel like you could take a cookbook off the shelf and follow a recipe?” Hudson asked the group. “Yes!” they shouted, “100% yes.” </p>
<p><img src="https://www.valleyreporter.com//images/issues/5348/ironchefjr.jpg" alt="From left to right, Crossest Brook Middle School seventh and eighth graders Cora Binkerd, Willa Hudson, Franki Beto, Evelyn Andrus and Willow Thomas." width="800" height="500" loading="lazy"></p><p>On Saturday, March 9, a team of Crossett Brook Middle School (CBMS) students competed at the 16th annual Jr. Iron Chef Competition, held at the Champlain Valley Exposition in Essex Junction. They were among 40 elementary, middle, and high school teams from across Vermont – each contending for prizes by cooking up unique vegetarian dishes in 90 minutes or less. </p>
<p>
Advertisement
</p>
<p>In the week leading up the competition, the CBMS team was getting its last practice sessions in – setting up a mock cooking station, laying out tools and recipes, and assembling their dish: a brightly-colored vegetarian paella. They topped it with smoky, pan-fried tempeh – a meat alternative made from fermented soybeans, and adorned the whole dish with radish, parsley, and lemon. </p>
<p>Their process consisted of breaking the recipe down into various jobs – tackling these individually, while working in a line, alongside each other. </p>
<p>On Thursday, seventh-grader Evelyn Andrus simmered root vegetables for a homemade broth, which would ultimately be used to cook the rice, while seventh-grader Willow Thomas marinated tempeh in olive oil and spices before throwing it into a skillet and crisping it up. The other team members – seventh- and eighth- graders Cora Binkerd, Willa Hudson and Franki Beto – chopped golden beets, red cabbage, shitake mushrooms and other veggies.<span class="Apple-converted-space"> </span></p>
<p>Their practice work station was based in the school’s sustainability room – a space that formerly hosted classes in home economics. Dana Hudson, who coached the team for this year’s competition, made periodic announcements about time left on the clock, reminded students to keep their stations clean, and fielded their questions. As team members chopped garnishes for the dish, Hudson stepped in and suggested they get more experimental. She showed them how to shave curly ribbons of radish with a vegetable peeler. <span class="Apple-converted-space"> </span></p>
<p> </p>
<p> </p>
<p>The group developed their recipe in January, brainstorming a list of 30 potential dishes sourced from cookbooks and from memory. “I asked them to think about some of their favorite dishes they’ve eaten with family,” Hudson said. “They were riffing off of each other.” </p>
<p>That list was narrowed down to 10 options. Then, they cooked four – the paella, as well as spaghetti alla puttanesca, ratatouille, and a linguine dish with cheese sauce. These were narrowed to two, cooked again, and a final dish was chosen. They worked from a classic paella recipe and, “more than tweaked it,” Hudson said – adapting the seafood-centric dish to its vegetarian version. “Creating a paella dish without meat or fish was actually a challenge,” Hudson added. </p>
<p>Eighth-grader Thatcher Palmer, the team’s stand-in member, said the paella was likely chosen because the recipe could be adapted to contain so many veggies – according to their final recipe, 18 of which are grown on Vermont farms. The competition’s Lively Local award goes to the team that makes the best use of locally-sourced ingredients. </p>
<p>Other awards, doled out by 16 judges this year, included the Mise en Place award for teamwork and communication and the Crowd Pleaser award for the dish with the best flavor and originality. The competition was started in 2008 by the Burlington School Food Project and Vermont Food Education Every Day (VT FEED) to foster communication, teamwork, and problem-solving skills. </p>
<p>Near the end of Thursday’s practice, the team gathered around their paella simmering in a large pot – the rice soaking up the last of their homemade broth. “If we do it right,” one student said, “we’ll get a crust at the bottom.” They inserted a fork to the bottom of the pot, listening and feeling for signs of a crispy base. </p>
<p>It seemed they would be walking away with newfound culinary skills – or at the very least, the confidence to gain these new skills if they wanted to. “Do you feel like you could take a cookbook off the shelf and follow a recipe?” Hudson asked the group. “Yes!” they shouted, “100% yes.” </p>
Muddy roads change HUUSD bus schedule2024-03-05T20:12:27-05:002024-03-05T20:12:27-05:00https://www.valleyreporter.com/index.php/news/schools/18693-muddy-roads-change-huusd-bus-scheduleThe Valley Reporterjeff@valleyreporter.com<p><img src="https://www.valleyreporter.com//images/issues/huusd-new0721.jpg" alt="" width="800" height="500" loading="lazy"></p><p>Muddy roads and ongoing rain and warm temps have made many roads in the Harwood Unified Union School District impassable and unsafe for school buses. Here are the plans for <span id="OBJ_PREFIX_DWT46_com_zimbra_date" class="Object" role="link">tomorrow morning</span>, <span id="OBJ_PREFIX_DWT47_com_zimbra_date" class="Object" role="link">Wednesday, March 5</span>. These are subject to change as conditions evolve. </p>
<p>From HUUSD, as of 6:06 pm 03/05/24</p>
<p><b>Brookside Primary School</b></p>
<p> </p>
<p>Bus 1</p>
<p> </p>
<p>Camels Hump and River Road – Meet bus 1 at the parking lot by the Winooski Street Bridge 7:30 AM</p>
<p> </p>
<p>Main Street Duxbury – Bus 1 will arrive at about 7:23 AM</p>
<p> </p>
<p>Crossett Hill Road – Meet bus 1 at the intersection of Crossett Hill Road and Morse Road at 7:20 AM</p>
<p> </p>
<p>Bus 6</p>
<p> </p>
<p>Steven’s Brook Road – Meet bus 4 at the intersection of Route 100 and Stevens Brook Road at 6:40 AM</p>
<p> </p>
<p>Bus 7</p>
<p> </p>
<p>Sweet Road - meet bus 7 at the intersection of Loomis and Ripley Road at 6:45 AM</p>
<p> </p>
<p><b>Fayston School</b></p>
<p> </p>
<p>Bus 12</p>
<p> </p>
<p>Center Fayston Road – meet bus 12 at the intersection of North Fayston and Sharpshooter Roads at 6:55 AM</p>
<p> </p>
<p><b>Moretown School</b></p>
<p> </p>
<p>Bus 11</p>
<p> </p>
<p>Howes Road – meet bus 11 at the intersection of Howes and Common Roads at 7:20 AM</p>
<p> </p>
<p><b>Waitsfield School</b></p>
<p> </p>
<p>Bus 13</p>
<p> </p>
<p>Brook Road – Meet bus 13 at the intersection of Brook and Common Road at 7:07 AM</p>
<p> </p>
<p><b>Warren School</b></p>
<p> </p>
<p>W1</p>
<p> </p>
<p>Prickly Mountain Road - meet W1 at the intersection of Fuller Hill and Prickly Mountain Road at 6:55 AM</p>
<p> </p>
<p>Plunkton Road - meet W1 at the intersection of Plunkton Road and Fuller Hill Road at 6:56 AM</p>
<p><b>Harwood & Crossett Brook</b></p>
<p> </p>
<p>Bus 1</p>
<p> </p>
<p>Camels Hump and River Road – Meet bus 1 at the parking lot by the Winooski Street Bridge 7:53 AM</p>
<p>Crossett Hill Road – Meet bus 1 at the intersection of Crossett Hill Road and Morse Road at 8:20 AM</p>
<p>Bus 7</p>
<p> </p>
<p>Sweet Road - meet bus 7 at the intersection of Loomis and Ripley Road at 7:40 AM</p>
<p> </p>
<p>Bus 11</p>
<p> </p>
<p>Howes Road – meet bus 11 at the intersection of Howes and Common Roads at 7:58 AM</p>
<p> </p>
<p>South Hill Road – meet bus 11 at the intersection of Moretown Mountain and South Hill Road at 8:10 AM</p>
<p> </p>
<p>Bus 12</p>
<p> </p>
<p>Center Fayston Road – meet bus 12 at the intersection of North Fayston and Sharpshooter Roads at 8:05 AM</p>
<p> </p>
<p>Bus 13</p>
<p> </p>
<p>Brook Road – Meet bus 13 at the intersection of Brook and Joslin Hill Road at 7:48 AM</p>
<p> </p>
<p>W1</p>
<p> </p>
<p>Prickly Mountain Road - meet W1 at the intersection of Fuller Hill and Prickly Mountain Road at 7:43 AM</p>
<p> </p>
<p>Plunkton Road - meet W1 at the intersection of Plunkton Road and Fuller Hill Road at 7:44 AM</p>
<p> </p><p><img src="https://www.valleyreporter.com//images/issues/huusd-new0721.jpg" alt="" width="800" height="500" loading="lazy"></p><p>Muddy roads and ongoing rain and warm temps have made many roads in the Harwood Unified Union School District impassable and unsafe for school buses. Here are the plans for <span id="OBJ_PREFIX_DWT46_com_zimbra_date" class="Object" role="link">tomorrow morning</span>, <span id="OBJ_PREFIX_DWT47_com_zimbra_date" class="Object" role="link">Wednesday, March 5</span>. These are subject to change as conditions evolve. </p>
<p>From HUUSD, as of 6:06 pm 03/05/24</p>
<p><b>Brookside Primary School</b></p>
<p> </p>
<p>Bus 1</p>
<p> </p>
<p>Camels Hump and River Road – Meet bus 1 at the parking lot by the Winooski Street Bridge 7:30 AM</p>
<p> </p>
<p>Main Street Duxbury – Bus 1 will arrive at about 7:23 AM</p>
<p> </p>
<p>Crossett Hill Road – Meet bus 1 at the intersection of Crossett Hill Road and Morse Road at 7:20 AM</p>
<p> </p>
<p>Bus 6</p>
<p> </p>
<p>Steven’s Brook Road – Meet bus 4 at the intersection of Route 100 and Stevens Brook Road at 6:40 AM</p>
<p> </p>
<p>Bus 7</p>
<p> </p>
<p>Sweet Road - meet bus 7 at the intersection of Loomis and Ripley Road at 6:45 AM</p>
<p> </p>
<p><b>Fayston School</b></p>
<p> </p>
<p>Bus 12</p>
<p> </p>
<p>Center Fayston Road – meet bus 12 at the intersection of North Fayston and Sharpshooter Roads at 6:55 AM</p>
<p> </p>
<p><b>Moretown School</b></p>
<p> </p>
<p>Bus 11</p>
<p> </p>
<p>Howes Road – meet bus 11 at the intersection of Howes and Common Roads at 7:20 AM</p>
<p> </p>
<p><b>Waitsfield School</b></p>
<p> </p>
<p>Bus 13</p>
<p> </p>
<p>Brook Road – Meet bus 13 at the intersection of Brook and Common Road at 7:07 AM</p>
<p> </p>
<p><b>Warren School</b></p>
<p> </p>
<p>W1</p>
<p> </p>
<p>Prickly Mountain Road - meet W1 at the intersection of Fuller Hill and Prickly Mountain Road at 6:55 AM</p>
<p> </p>
<p>Plunkton Road - meet W1 at the intersection of Plunkton Road and Fuller Hill Road at 6:56 AM</p>
<p><b>Harwood & Crossett Brook</b></p>
<p> </p>
<p>Bus 1</p>
<p> </p>
<p>Camels Hump and River Road – Meet bus 1 at the parking lot by the Winooski Street Bridge 7:53 AM</p>
<p>Crossett Hill Road – Meet bus 1 at the intersection of Crossett Hill Road and Morse Road at 8:20 AM</p>
<p>Bus 7</p>
<p> </p>
<p>Sweet Road - meet bus 7 at the intersection of Loomis and Ripley Road at 7:40 AM</p>
<p> </p>
<p>Bus 11</p>
<p> </p>
<p>Howes Road – meet bus 11 at the intersection of Howes and Common Roads at 7:58 AM</p>
<p> </p>
<p>South Hill Road – meet bus 11 at the intersection of Moretown Mountain and South Hill Road at 8:10 AM</p>
<p> </p>
<p>Bus 12</p>
<p> </p>
<p>Center Fayston Road – meet bus 12 at the intersection of North Fayston and Sharpshooter Roads at 8:05 AM</p>
<p> </p>
<p>Bus 13</p>
<p> </p>
<p>Brook Road – Meet bus 13 at the intersection of Brook and Joslin Hill Road at 7:48 AM</p>
<p> </p>
<p>W1</p>
<p> </p>
<p>Prickly Mountain Road - meet W1 at the intersection of Fuller Hill and Prickly Mountain Road at 7:43 AM</p>
<p> </p>
<p>Plunkton Road - meet W1 at the intersection of Plunkton Road and Fuller Hill Road at 7:44 AM</p>
<p> </p>GMVS hosts constitutional speech contest, local student takes first place2024-02-29T13:17:34-05:002024-02-29T13:17:34-05:00https://www.valleyreporter.com/index.php/news/schools/18687-gmvs-hosts-constitutional-speech-contest-local-student-takes-first-placeThe Valley Reporterjeff@valleyreporter.com<p><img src="https://www.valleyreporter.com//images/issues/5346/GMVS-Constitutional.jpg" alt="L to R: Hadley Butler, 1stPlace, Cannon Parsons, 3rdPlace, Cannon Martin, 2ndPlace. Photo: Fred Messer" width="800" height="500" loading="lazy"></p><p>In the auditorium of the Green Mountain Valley School (GMVS) campus, the American Legion held its District 3 High School Constitutional speech contest, Saturday, February 17, 2024. GMVS sophomore Hadley Butler, daughter of Sarah and William Butler, Waitsfield, was sponsored by Montpelier American Legion Post 3. Butler took first place and will be a contestant at the Department of Vermont Finals, Saturday, March 16, at the Barre Unitarian Universalist Church. This event is open to the public. Audience must be seated by 10 a.m.</p>
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<p>Also competing were Barre Post 10-sponsored party Cannon Martin, a GMVS junior, daughter of Bowen Holden and Charlie Martin, Waitsfield. Sponsored by Harry N. Cutting Waterbury Post 59 was Cannon Parsons, a GMVS junior, son of Christopher and Annie Parsons, Waterbury.</p>
<p>Each contestant began by presenting a prepared oration and an assigned topic to their sponsoring post in early February. These speeches are scored on many factors including how long the delivery was, originality, content and speaking skills. The speeches must address some aspect of the U.S. Constitution with emphasis on the duties and obligations of a citizen to their government. All speeches are done without a microphone, podium, or notes.</p>
<p>For the district contest on February 17, each contestant did the same individual prepared oration, a timed speech of 8-10 minutes. The second phase of the contest was the assigned topic, a timed speech of 3-5 minutes. The assigned topic<strong> </strong>is randomly selected from four possible amendments published in May 2023. All three contestants spoke on the same assigned topic per contest rules.</p>
<p>The purpose of the assigned topic is to test the speakers’ knowledge of the subject, the extent of his or her research and the ability to discuss the topic as related to the basic principles of government under the Constitution.</p>
<p>Butler will be one of three finalists to compete at the Department of Vermont American Legion Oratorical Finals Saturday, March 16, 2024, at the Barre Unitarian Universalist Church. She will be contending for a $1,500 top prize.</p>
<p>At the scheduled May National Finals, each state winner who is certified and participates in the quarterfinals will receive a $2,000 scholarship. Each quarterfinal speaker who participates in the semi-finals, but does not advance to the finals, will receive an additional $2,000 to pursue education beyond high school. In the finals, first place receives $25,000, second and third place receives $22,500 and $20,000 respectively. There will be 52 students, one from each state and American Legions in France and Puerto Rico.</p>
<p>The judges were Chris Merchant from Waitsfield Champlain Telecom, Fred Messer Mad River American Legion Post 75 and Norman Scolaro, Sons of the American Legion, Montpelier Squadron 3.</p>
<p><img src="https://www.valleyreporter.com//images/issues/5346/GMVS-Constitutional.jpg" alt="L to R: Hadley Butler, 1stPlace, Cannon Parsons, 3rdPlace, Cannon Martin, 2ndPlace. Photo: Fred Messer" width="800" height="500" loading="lazy"></p><p>In the auditorium of the Green Mountain Valley School (GMVS) campus, the American Legion held its District 3 High School Constitutional speech contest, Saturday, February 17, 2024. GMVS sophomore Hadley Butler, daughter of Sarah and William Butler, Waitsfield, was sponsored by Montpelier American Legion Post 3. Butler took first place and will be a contestant at the Department of Vermont Finals, Saturday, March 16, at the Barre Unitarian Universalist Church. This event is open to the public. Audience must be seated by 10 a.m.</p>
<p>
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</p>
<p>Also competing were Barre Post 10-sponsored party Cannon Martin, a GMVS junior, daughter of Bowen Holden and Charlie Martin, Waitsfield. Sponsored by Harry N. Cutting Waterbury Post 59 was Cannon Parsons, a GMVS junior, son of Christopher and Annie Parsons, Waterbury.</p>
<p>Each contestant began by presenting a prepared oration and an assigned topic to their sponsoring post in early February. These speeches are scored on many factors including how long the delivery was, originality, content and speaking skills. The speeches must address some aspect of the U.S. Constitution with emphasis on the duties and obligations of a citizen to their government. All speeches are done without a microphone, podium, or notes.</p>
<p>For the district contest on February 17, each contestant did the same individual prepared oration, a timed speech of 8-10 minutes. The second phase of the contest was the assigned topic, a timed speech of 3-5 minutes. The assigned topic<strong> </strong>is randomly selected from four possible amendments published in May 2023. All three contestants spoke on the same assigned topic per contest rules.</p>
<p>The purpose of the assigned topic is to test the speakers’ knowledge of the subject, the extent of his or her research and the ability to discuss the topic as related to the basic principles of government under the Constitution.</p>
<p>Butler will be one of three finalists to compete at the Department of Vermont American Legion Oratorical Finals Saturday, March 16, 2024, at the Barre Unitarian Universalist Church. She will be contending for a $1,500 top prize.</p>
<p>At the scheduled May National Finals, each state winner who is certified and participates in the quarterfinals will receive a $2,000 scholarship. Each quarterfinal speaker who participates in the semi-finals, but does not advance to the finals, will receive an additional $2,000 to pursue education beyond high school. In the finals, first place receives $25,000, second and third place receives $22,500 and $20,000 respectively. There will be 52 students, one from each state and American Legions in France and Puerto Rico.</p>
<p>The judges were Chris Merchant from Waitsfield Champlain Telecom, Fred Messer Mad River American Legion Post 75 and Norman Scolaro, Sons of the American Legion, Montpelier Squadron 3.</p>
Harwood advances to next stage of Samsung Solve for Tomorrow2024-02-22T14:12:01-05:002024-02-22T14:12:01-05:00https://www.valleyreporter.com/index.php/news/schools/18664-harwood-advances-to-next-stage-of-samsung-solve-for-tomorrowClaire Pomerjeff@valleyreporter.com<p><img src="https://www.valleyreporter.com//images/issues/5335/HU-Samsung-stem.jpg" alt="Harwood Samsung Next" width="800" height="500" loading="lazy"></p><p>By Claire Pomer, Harwood correspondent</p>
<p>Harwood has advanced to the third phase of the Samsung Solve for Tomorrow challenge. Solve for Tomorrow encourages students in grades 6-12 to use STEM (Science, Technology, Engineering, and Math) to solve a community problem. Angela Selvaggio, a Harwood Middle School science teacher, is leading a team of seventh graders creating a bus tracking app. </p>
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</p>
<p>One of the largest obstacles of the contest is its timespan. The deadline for submissions was November 14, state finalists were announced early December, and state winners were announced in late January. State winners have until March 26 to submit their videos detailing their projects, and Selvaggio’s students say that this is what’s stressing them out the most. </p>
<p><strong>‘NERVOUS AND EXCITED’</strong></p>
<p>“I’m nervous and excited about the whole thing,” said Student 1. “We have very limited time, and since break is next week and we all have busy schedules, it can be hard to be fully involved in the process.” Selvaggio, as a teacher, knows this firsthand: scheduling meetings with their mentors can only happen during 40-minute increments throughout the week.</p>
<p>“Middle schoolers don’t really have that independence,” she said. “If this was made up of high schoolers, it’d be easier.” At least 19 of the state winners, including Harwood, are middle schools. But, as Selvaggio was saying, many teams are putting in time outside of school in order to meet the deadline. That’s much harder to do with middle schoolers: they can’t drive themselves and they’re usually incredibly busy. “We all want to be involved,” said Student 2, “but there are a lot of meetings where not all of us can be here.”</p>
<p>The process of building the app itself is also challenging. Students 3 and 4 were working on collecting addresses to begin building their database. The team had also presented their plan to district superintendent, Dr. Michael Leichliter, the district technology director, and the district bus director. During that meeting, they discovered that the bus company, First Student, already had an app -- something that came very close to their original vision -- titled FirstView. However, it’s not accessible to the entire district (it requires a code) and its mapping system is, as Student 1 put it, “currently a 34-page PDF.”</p>
<p>
</p>
<p><strong>CLEARER EXPECTATIONS</strong></p>
<p>This isn't a major setback, though; now they have clearer expectations of what they want their app to look like and how they want it to function, building off of FirstView’s Frequently Asked Questions page. Student 3, with the help of the district technology director, is building a spreadsheet of all current HUUSD bus stops. It’s organized by whether it’s a morning or afternoon stop, its corresponding bus number, its coordinates, and a link to its Google Earth page. </p>
<p>Selvaggio’s team isn't alone in their efforts. As state winners, they have access to a Samsung mentor. Harwood’s mentor is Donnette Noel, who works for a Samsung subsidiary in digital media and digital strategy. Alongside Noel, they also have access to specialized mentors to help guide them in the creation of their product. According to Selvaggio, Noel is currently trying to help the Harwood team find a Samsung coding specialist to turn their vision into reality. </p>
<p>The goal after break is to present a prototype by the deadline. Their app won’t be completely finished, since the bus director needs to reach out to a superior for help on extending the app to the district. Once they can do that, the team plans on finding no more than 20 test subjects.</p>
<p>“We want to test how accurate the ETA is, find dead spots, and just see how well it works,” said Student 4. If their app works, then Phase 2 of their plan would be to transfer its data to the school district website so that it’s available in website and app form. </p>
<p><img src="https://www.valleyreporter.com//images/issues/5335/HU-Samsung-stem.jpg" alt="Harwood Samsung Next" width="800" height="500" loading="lazy"></p><p>By Claire Pomer, Harwood correspondent</p>
<p>Harwood has advanced to the third phase of the Samsung Solve for Tomorrow challenge. Solve for Tomorrow encourages students in grades 6-12 to use STEM (Science, Technology, Engineering, and Math) to solve a community problem. Angela Selvaggio, a Harwood Middle School science teacher, is leading a team of seventh graders creating a bus tracking app. </p>
<p>
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</p>
<p>One of the largest obstacles of the contest is its timespan. The deadline for submissions was November 14, state finalists were announced early December, and state winners were announced in late January. State winners have until March 26 to submit their videos detailing their projects, and Selvaggio’s students say that this is what’s stressing them out the most. </p>
<p><strong>‘NERVOUS AND EXCITED’</strong></p>
<p>“I’m nervous and excited about the whole thing,” said Student 1. “We have very limited time, and since break is next week and we all have busy schedules, it can be hard to be fully involved in the process.” Selvaggio, as a teacher, knows this firsthand: scheduling meetings with their mentors can only happen during 40-minute increments throughout the week.</p>
<p>“Middle schoolers don’t really have that independence,” she said. “If this was made up of high schoolers, it’d be easier.” At least 19 of the state winners, including Harwood, are middle schools. But, as Selvaggio was saying, many teams are putting in time outside of school in order to meet the deadline. That’s much harder to do with middle schoolers: they can’t drive themselves and they’re usually incredibly busy. “We all want to be involved,” said Student 2, “but there are a lot of meetings where not all of us can be here.”</p>
<p>The process of building the app itself is also challenging. Students 3 and 4 were working on collecting addresses to begin building their database. The team had also presented their plan to district superintendent, Dr. Michael Leichliter, the district technology director, and the district bus director. During that meeting, they discovered that the bus company, First Student, already had an app -- something that came very close to their original vision -- titled FirstView. However, it’s not accessible to the entire district (it requires a code) and its mapping system is, as Student 1 put it, “currently a 34-page PDF.”</p>
<p>
</p>
<p><strong>CLEARER EXPECTATIONS</strong></p>
<p>This isn't a major setback, though; now they have clearer expectations of what they want their app to look like and how they want it to function, building off of FirstView’s Frequently Asked Questions page. Student 3, with the help of the district technology director, is building a spreadsheet of all current HUUSD bus stops. It’s organized by whether it’s a morning or afternoon stop, its corresponding bus number, its coordinates, and a link to its Google Earth page. </p>
<p>Selvaggio’s team isn't alone in their efforts. As state winners, they have access to a Samsung mentor. Harwood’s mentor is Donnette Noel, who works for a Samsung subsidiary in digital media and digital strategy. Alongside Noel, they also have access to specialized mentors to help guide them in the creation of their product. According to Selvaggio, Noel is currently trying to help the Harwood team find a Samsung coding specialist to turn their vision into reality. </p>
<p>The goal after break is to present a prototype by the deadline. Their app won’t be completely finished, since the bus director needs to reach out to a superior for help on extending the app to the district. Once they can do that, the team plans on finding no more than 20 test subjects.</p>
<p>“We want to test how accurate the ETA is, find dead spots, and just see how well it works,” said Student 4. If their app works, then Phase 2 of their plan would be to transfer its data to the school district website so that it’s available in website and app form. </p>
Harwood advances to next round in Samsung Solve for Tomorrow STEM competition2024-02-08T14:04:03-05:002024-02-08T14:04:03-05:00https://www.valleyreporter.com/index.php/news/schools/18624-harwood-advances-to-next-round-in-samsung-solve-for-tomorrow-stem-competitionThe Valley Reporterjeff@valleyreporter.com<p><img src="https://www.valleyreporter.com//images/issues/5335/HU-Samsung-stem.jpg" alt="" width="800" height="500" loading="lazy"></p><p>Harwood Union Middle and High School was selected as one of the state winners for Vermont in the 14th annual Samsung Solve for Tomorrow STEM Competition. Each state winner wins a package of $12,000 in technology for their school. </p>
<p>
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</p>
<p>For the competition, Harwood Union Middle and High School is designing an app to help students and parents track their school buses in real-time, especially during cold winter weather. The students are looking to create a valuable tool that will increase the efficiency of the school district's bus system, improve student safety, and increase student ridership. </p>
<p>In early March, each state winner will receive a Samsung video production kit to document their project and create a three-minute video showcasing their STEM solution for the community issue. </p>
<p>Ten national finalists will be selected in late-March and each awarded a $50,000 prize package Then, in April, Solve for Tomorrow will name three schools as National Winners, each of whom will receive $100,000 in prize packages consisting of Samsung tech and classroom supplies.</p>
<p>
</p>
<p>State winners were selected from among 300 state finalist public middle and high schools who submitted detailed lesson plans outlining how their students propose using <a href="https://news.samsung.com/us/tag/stem/">STEM</a> to address an important community issue. Sustainability, public health, and accessibility featured prominently in the solutions outlined by the state winners, as were projects that had cultural significance, such as those dedicated to preserving endangered crops of cultural importance to communities, and safeguarding endangered indigenous languages.</p>
<p>Based on the sState winners’ video submissions:</p>
<ul>
<li>One school will be honored as a climate visionary with a Sustainability Innovation Award for driving sustainable change through STEM innovation, and an additional $50,000 prize package that includes Samsung ENERGY STAR® technology</li>
<li>One school will be selected for the new Rising Entrepreneurship Award, receiving a $25,000 prize package to foster the development of a scalable, sustainable venture that will extend beyond the competition</li>
<li>10 National Finalist Schools will be chosen to participate in a live, in-person pitch event in April where they will present their project to a panel of judges. From the National Finalists:</li>
<li>Judges will name three national winners, each of whom earns a prize package worth $100,000</li>
<li>The remaining seven national finalist schools will be awarded $50,000 in Samsung technology and classroom supplies</li>
<li>A Community Choice Winner will be determined through online voting by the general public, winning an additional $10,000 in prizes</li>
<li>An Employee Choice Winner will be selected by Samsung employees to receive $10,000 in prizes in addition to their national finalist winnings.</li>
</ul>
<p> </p>
<p> </p>
<p> </p><p><img src="https://www.valleyreporter.com//images/issues/5335/HU-Samsung-stem.jpg" alt="" width="800" height="500" loading="lazy"></p><p>Harwood Union Middle and High School was selected as one of the state winners for Vermont in the 14th annual Samsung Solve for Tomorrow STEM Competition. Each state winner wins a package of $12,000 in technology for their school. </p>
<p>
Advertisement
</p>
<p>For the competition, Harwood Union Middle and High School is designing an app to help students and parents track their school buses in real-time, especially during cold winter weather. The students are looking to create a valuable tool that will increase the efficiency of the school district's bus system, improve student safety, and increase student ridership. </p>
<p>In early March, each state winner will receive a Samsung video production kit to document their project and create a three-minute video showcasing their STEM solution for the community issue. </p>
<p>Ten national finalists will be selected in late-March and each awarded a $50,000 prize package Then, in April, Solve for Tomorrow will name three schools as National Winners, each of whom will receive $100,000 in prize packages consisting of Samsung tech and classroom supplies.</p>
<p>
</p>
<p>State winners were selected from among 300 state finalist public middle and high schools who submitted detailed lesson plans outlining how their students propose using <a href="https://news.samsung.com/us/tag/stem/">STEM</a> to address an important community issue. Sustainability, public health, and accessibility featured prominently in the solutions outlined by the state winners, as were projects that had cultural significance, such as those dedicated to preserving endangered crops of cultural importance to communities, and safeguarding endangered indigenous languages.</p>
<p>Based on the sState winners’ video submissions:</p>
<ul>
<li>One school will be honored as a climate visionary with a Sustainability Innovation Award for driving sustainable change through STEM innovation, and an additional $50,000 prize package that includes Samsung ENERGY STAR® technology</li>
<li>One school will be selected for the new Rising Entrepreneurship Award, receiving a $25,000 prize package to foster the development of a scalable, sustainable venture that will extend beyond the competition</li>
<li>10 National Finalist Schools will be chosen to participate in a live, in-person pitch event in April where they will present their project to a panel of judges. From the National Finalists:</li>
<li>Judges will name three national winners, each of whom earns a prize package worth $100,000</li>
<li>The remaining seven national finalist schools will be awarded $50,000 in Samsung technology and classroom supplies</li>
<li>A Community Choice Winner will be determined through online voting by the general public, winning an additional $10,000 in prizes</li>
<li>An Employee Choice Winner will be selected by Samsung employees to receive $10,000 in prizes in addition to their national finalist winnings.</li>
</ul>
<p> </p>
<p> </p>
<p> </p>Universal Preschool Registration & Developmental Screening2024-02-08T12:06:43-05:002024-02-08T12:06:43-05:00https://www.valleyreporter.com/index.php/news/schools/18636-universal-preschool-registration-developmental-screeningThe Valley Reporterjeff@valleyreporter.com<p><img src="https://www.valleyreporter.com//images/issues/huusd-new0721.jpg" alt="" width="800" height="500" loading="lazy"></p><h4 style="text-align: center;">Universal Preschool Registration &<br />Developmental Screening Info<br />Winter/Spring 2024</h4>
<p style="text-align: center;"><em>The Harwood Unified Union School District (including Fayston, Moretown, Waitsfield, Warren Elementary Schools, </em><em>and Brookside Primary School) supports preschool for all children.</em></p>
<p style="text-align: center;"><br />Through universal preschool, all children who will be 3 years old on or before September 1, 2024, are eligible to attend our highly regarded school-based programs or receive funding to attend any program pre-approved by the state.</p>
<p><img src="https://www.valleyreporter.com/images/issues/5343/preschool.jpg" alt="preschool" width="514" height="79" style="display: block; margin-left: auto; margin-right: auto;" /></p>
<p style="text-align: left;"><br />If you have not already contacted the school in your town to participate in preschool screening to be eligible for universal preschool funding (aka Act 166), please do so. Children may attend any pre-qualified preschool program, but you must first sign up to participate in screening in your town of residence.</p>
<p style="text-align: left;">Schools are conducting screenings this spring, so please reach out now!</p>
<p style="text-align: center;"><br />DATE of SCREENING<br />Fayston: 496-3636 Friday, February 16, 2024<br />Moretown: 496-3742 Tuesday, March 12<br />Moretown: 496-3742 Friday, March 15<br />BPS: Wednesday, March 13, 2024<br />BPS: Wednesday, March 27, 2024<br />Waitsfield: 496-3643 Friday, March 15<br />Warren: 496-2487 Thursday, February 22</p>
<p style="text-align: center;"><br />***If you live in Waterbury or Duxbury, BPS will contact you about a screening appointment after you've completed new student registration 2024-25, which will open in late February here:<br /><br /><a href="https://huusd.org/new-student-registration-for-2024-25.">https://huusd.org/new-student-registration-for-2024-25.</a></p>
<p><img src="https://www.valleyreporter.com/images/issues/5343/preschool-qr.jpg" alt="preschool qr" width="124" height="127" style="display: block; margin-left: auto; margin-right: auto;" /></p><p><img src="https://www.valleyreporter.com//images/issues/huusd-new0721.jpg" alt="" width="800" height="500" loading="lazy"></p><h4 style="text-align: center;">Universal Preschool Registration &<br />Developmental Screening Info<br />Winter/Spring 2024</h4>
<p style="text-align: center;"><em>The Harwood Unified Union School District (including Fayston, Moretown, Waitsfield, Warren Elementary Schools, </em><em>and Brookside Primary School) supports preschool for all children.</em></p>
<p style="text-align: center;"><br />Through universal preschool, all children who will be 3 years old on or before September 1, 2024, are eligible to attend our highly regarded school-based programs or receive funding to attend any program pre-approved by the state.</p>
<p><img src="https://www.valleyreporter.com/images/issues/5343/preschool.jpg" alt="preschool" width="514" height="79" style="display: block; margin-left: auto; margin-right: auto;" /></p>
<p style="text-align: left;"><br />If you have not already contacted the school in your town to participate in preschool screening to be eligible for universal preschool funding (aka Act 166), please do so. Children may attend any pre-qualified preschool program, but you must first sign up to participate in screening in your town of residence.</p>
<p style="text-align: left;">Schools are conducting screenings this spring, so please reach out now!</p>
<p style="text-align: center;"><br />DATE of SCREENING<br />Fayston: 496-3636 Friday, February 16, 2024<br />Moretown: 496-3742 Tuesday, March 12<br />Moretown: 496-3742 Friday, March 15<br />BPS: Wednesday, March 13, 2024<br />BPS: Wednesday, March 27, 2024<br />Waitsfield: 496-3643 Friday, March 15<br />Warren: 496-2487 Thursday, February 22</p>
<p style="text-align: center;"><br />***If you live in Waterbury or Duxbury, BPS will contact you about a screening appointment after you've completed new student registration 2024-25, which will open in late February here:<br /><br /><a href="https://huusd.org/new-student-registration-for-2024-25.">https://huusd.org/new-student-registration-for-2024-25.</a></p>
<p><img src="https://www.valleyreporter.com/images/issues/5343/preschool-qr.jpg" alt="preschool qr" width="124" height="127" style="display: block; margin-left: auto; margin-right: auto;" /></p>Harwood explores makerspace strategies2024-01-12T10:21:04-05:002024-01-12T10:21:04-05:00https://www.valleyreporter.com/index.php/news/schools/18585-harwood-explores-makerspace-strategiesTracy Brannstromjeff@valleyreporter.com<p><img src="https://www.valleyreporter.com//images/issues/5339/3DPrinterComp.jpg" alt="Composite photo of 3D printer" width="800" height="500" loading="lazy"></p><p>After partnering with the Burlington-based nonprofit Generator, Harwood Union Middle and High School (HUMHS) teachers and staff will be studying various aspects of makerspaces.</p>
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<p> </p>
<p>Last February, HUMHS was notified that it was accepted to participate in a program run by Generator called the Vermont MakerSchools Initiative, which</p>
<p>provides three years of support to six rural Vermont secondary schools to develop makerspaces and related programming – primarily by working with teachers and other school staff. This includes consultation about tools and equipment, as well as guidance on curriculum.</p>
<p>In 2024, HUMHS teachers and staff will attend trainings at Generator called Train-the-Teacher, choosing between workshops that focus on laser cutters, vinyl cutters, 3D printers, sewing machines and computer labs with 3D design software. These workshops are offered to HUMHS staff for free and are also open to the public and provide certified professional development hours with a registration fee. </p>
<p>As part of the initiative, Generator staff will visit HUMHS classrooms to help teachers develop hands-on and tool-based projects related to the content areas they teach. HUMHS science teacher Angela Selvaggio said that Generator can also help HUMHS staff conceptualize the design and implementation of a future makerspace for the school, and that the school will be responsible for putting it together over time.</p>
<p>
</p>
<p> </p>
<p>Makerspaces are sites where high-tech and craft tools are used to create products and projects. They can work in a variety of settings, in a number of different ways. They may have different equipment, goals and funding models. Makerspaces in schools have typically focused on getting students involved in science, technology, engineering, and math education, as well exploring workforce development.</p>
<p>Selvaggio said that HUMHS already has tools that could be applied to a makerspace, but that the Generator program is providing support for staff in knowing how to use them, as well as how to manage a space – thinking about workflow, how to process consumable materials, and other logistics. “It’s not a common thing that teachers get trained in,” she said.</p>
<p>Generator launched its initiative after receiving $365,000 from the U.S. Department of Education as part of the Omnibus Appropriations Act of 2022. The makerspace has been running since 2014 and part of its mission has been to train teachers and school staff to set up similar spaces at their own institutions. Executive director Meg Hammond said that schools can’t just be told to build out makerspaces when knowledge, materials, trained staff and other resources are lacking.</p>
<p>Hammond said that Generator decided to intensify its support for Vermont schools when the COVID-19 pandemic interrupted a lot of programming. Schools in Hardwick, Barre and other locations were already driving their students to Burlington to attend Generator’s youth programs, which had been growing rapidly in the past few years. Generator was also experimenting with transporting tools to Vermont school classrooms, to offer instruction on site.</p>
<p> </p>
<p>These factors prompted Generator staff to consider helping schools to establish their own makerspaces and tool-based programming – “to narrow the gap in STEAM education throughout Vermont,” Hammond said.</p>
<p>HUMHS was selected to participate in the MakerSchools Initiative along with five other Vermont schools, including Bellows Falls Union High School in Westminster, Hazen Union School in Hardwick, White River Valley Middle School in Bethel, Main Street Middle School in Montpelier, and Williston Central School in Williston.</p>
<p>Selvaggio said that while teachers and staff will be trained by Generator, the program is really about “creating opportunities for students to grow skills that they can use in our rapidly-changing work landscape.”</p>
<p>“Hopefully bringing this into rural schools will give students opportunities to learn about these differing tools and technology,” she said.</p>
<p><img src="https://www.valleyreporter.com//images/issues/5339/3DPrinterComp.jpg" alt="Composite photo of 3D printer" width="800" height="500" loading="lazy"></p><p>After partnering with the Burlington-based nonprofit Generator, Harwood Union Middle and High School (HUMHS) teachers and staff will be studying various aspects of makerspaces.</p>
Advertisement
<p> </p>
<p>Last February, HUMHS was notified that it was accepted to participate in a program run by Generator called the Vermont MakerSchools Initiative, which</p>
<p>provides three years of support to six rural Vermont secondary schools to develop makerspaces and related programming – primarily by working with teachers and other school staff. This includes consultation about tools and equipment, as well as guidance on curriculum.</p>
<p>In 2024, HUMHS teachers and staff will attend trainings at Generator called Train-the-Teacher, choosing between workshops that focus on laser cutters, vinyl cutters, 3D printers, sewing machines and computer labs with 3D design software. These workshops are offered to HUMHS staff for free and are also open to the public and provide certified professional development hours with a registration fee. </p>
<p>As part of the initiative, Generator staff will visit HUMHS classrooms to help teachers develop hands-on and tool-based projects related to the content areas they teach. HUMHS science teacher Angela Selvaggio said that Generator can also help HUMHS staff conceptualize the design and implementation of a future makerspace for the school, and that the school will be responsible for putting it together over time.</p>
<p>
</p>
<p> </p>
<p>Makerspaces are sites where high-tech and craft tools are used to create products and projects. They can work in a variety of settings, in a number of different ways. They may have different equipment, goals and funding models. Makerspaces in schools have typically focused on getting students involved in science, technology, engineering, and math education, as well exploring workforce development.</p>
<p>Selvaggio said that HUMHS already has tools that could be applied to a makerspace, but that the Generator program is providing support for staff in knowing how to use them, as well as how to manage a space – thinking about workflow, how to process consumable materials, and other logistics. “It’s not a common thing that teachers get trained in,” she said.</p>
<p>Generator launched its initiative after receiving $365,000 from the U.S. Department of Education as part of the Omnibus Appropriations Act of 2022. The makerspace has been running since 2014 and part of its mission has been to train teachers and school staff to set up similar spaces at their own institutions. Executive director Meg Hammond said that schools can’t just be told to build out makerspaces when knowledge, materials, trained staff and other resources are lacking.</p>
<p>Hammond said that Generator decided to intensify its support for Vermont schools when the COVID-19 pandemic interrupted a lot of programming. Schools in Hardwick, Barre and other locations were already driving their students to Burlington to attend Generator’s youth programs, which had been growing rapidly in the past few years. Generator was also experimenting with transporting tools to Vermont school classrooms, to offer instruction on site.</p>
<p> </p>
<p>These factors prompted Generator staff to consider helping schools to establish their own makerspaces and tool-based programming – “to narrow the gap in STEAM education throughout Vermont,” Hammond said.</p>
<p>HUMHS was selected to participate in the MakerSchools Initiative along with five other Vermont schools, including Bellows Falls Union High School in Westminster, Hazen Union School in Hardwick, White River Valley Middle School in Bethel, Main Street Middle School in Montpelier, and Williston Central School in Williston.</p>
<p>Selvaggio said that while teachers and staff will be trained by Generator, the program is really about “creating opportunities for students to grow skills that they can use in our rapidly-changing work landscape.”</p>
<p>“Hopefully bringing this into rural schools will give students opportunities to learn about these differing tools and technology,” she said.</p>
Harwood Union students brainstorm for Samsung Solve for Tomorrow2024-01-11T13:14:25-05:002024-01-11T13:14:25-05:00https://www.valleyreporter.com/index.php/news/schools/18577-harwood-union-students-brainstorm-for-samsung-solve-for-tomorrowClaire Pomerjeff@valleyreporter.com<p><img src="https://www.valleyreporter.com//images/issues/5339/bus-off-rd.jpg" alt="File photo of school bus off road in a snowstorm." width="800" height="500" loading="lazy"></p><p>By Claire Pomer, Harwood Union correspondent</p>
<p>Harwood Union science students are working on a school bus tracking app, born out of what students and families experienced in a recent winter when a school bus went off the road in Moretown.</p>
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<p>That work is part of the school’s participation in the Samsung Solve For Tomorrow program, a nationwide contest where public and charter schools that serve grades 6-12 can submit a solution to a community problem with sustainability in mind. Harwood was named one of the six Vermont finalists, and middle school science teacher Angela Selvaggio is leading the team of students representing Harwood. </p>
<p>Earlier this year, Ms. Selvaggio asked her science classes to consider the prompt: How could they solve a community problem while also being environmentally friendly? “We probably started brainstorming in late September, maybe early October,” said student 1, a seventh grader. According to him, some of their first ideas were repurposed cleat and ski boot covers. The idea was to create a cover out of old shoes when walking inside so as not to damage the floors and reuse materials at the same time. However, Selvaggio, who has participated in the contest before, knows that Samsung (as a tech company) prefers technological applications, so they went with one of their other options: a bus-tracking app.</p>
<p>“The app is born out of kids’ actual lived experiences and it directly impacts them,” said Selvaggio. Students 1 and 2, two of her seventh-grade students, agreed: Student 1’s bus has gone off the road before and Student 2 was on the bus that flipped last January. “We thought this would be helpful because the roads get bad in the winter and parents don’t know if the bus is just running late or if it went off the road,” they said.</p>
<p>“Vermont is known for being rural and having dirt roads, so this would be something that could really benefit our state,” Student 2 added. “No one wants to stand out in the cold, so if kids know that the bus is 5 minutes late, they can spend 5 more minutes inside.” The app would also allow parents to mark their child as absent if they weren’t going to be riding the bus, so bus drivers could spend less time waiting at empty stops. The solution is also environmentally friendly: by condensing their route every morning, especially on buses that serve the more rural areas or travel down long and winding roads, buses save on gas. </p>
<p>Selvaggio is unsure about how exactly the project will proceed. Neither she nor any of her students have any experience in app development, but this idea may not be the final one. “Sometimes the idea we start with changes and morphs as we learn about our obstacles and constraints.”</p>
<p>On December 5, Samsung revealed their list of 300 state finalists, who all received a $2,500 Samsung tech package (all to be spent on Samsung technology). Alongside Harwood, the other Vermont state finalists were Brattleboro Area Middle School, Fair Haven Union Middle and High School, Hazen Union High School, Mt. Anthony Union Middle School, and Rutland High School. The state winner (announced between January 30 and March 7) will win $12,000, including the original $2,500—of which 50% will go to Samsung tech and 50% will go to materials of that school’s choice.</p>
<p>On March 26, Samsung will announce the 10 national finalists, who will win a total of $50,000 and a trip to the judging location to pitch their submission in person. From March 26 to April 16, the public is welcome to vote for their favorite submission online and Samsung employees vote for their favorite submission. The results (the Community Choice Award and the Employee Choice Award) are revealed on April 29 on the in-person pitch trip alongside three national winners. All three national finalists receive a total of $100,000 and a package of classroom materials. </p>
<p><img src="https://www.valleyreporter.com//images/issues/5339/bus-off-rd.jpg" alt="File photo of school bus off road in a snowstorm." width="800" height="500" loading="lazy"></p><p>By Claire Pomer, Harwood Union correspondent</p>
<p>Harwood Union science students are working on a school bus tracking app, born out of what students and families experienced in a recent winter when a school bus went off the road in Moretown.</p>
Advertisement
<p>That work is part of the school’s participation in the Samsung Solve For Tomorrow program, a nationwide contest where public and charter schools that serve grades 6-12 can submit a solution to a community problem with sustainability in mind. Harwood was named one of the six Vermont finalists, and middle school science teacher Angela Selvaggio is leading the team of students representing Harwood. </p>
<p>Earlier this year, Ms. Selvaggio asked her science classes to consider the prompt: How could they solve a community problem while also being environmentally friendly? “We probably started brainstorming in late September, maybe early October,” said student 1, a seventh grader. According to him, some of their first ideas were repurposed cleat and ski boot covers. The idea was to create a cover out of old shoes when walking inside so as not to damage the floors and reuse materials at the same time. However, Selvaggio, who has participated in the contest before, knows that Samsung (as a tech company) prefers technological applications, so they went with one of their other options: a bus-tracking app.</p>
<p>“The app is born out of kids’ actual lived experiences and it directly impacts them,” said Selvaggio. Students 1 and 2, two of her seventh-grade students, agreed: Student 1’s bus has gone off the road before and Student 2 was on the bus that flipped last January. “We thought this would be helpful because the roads get bad in the winter and parents don’t know if the bus is just running late or if it went off the road,” they said.</p>
<p>“Vermont is known for being rural and having dirt roads, so this would be something that could really benefit our state,” Student 2 added. “No one wants to stand out in the cold, so if kids know that the bus is 5 minutes late, they can spend 5 more minutes inside.” The app would also allow parents to mark their child as absent if they weren’t going to be riding the bus, so bus drivers could spend less time waiting at empty stops. The solution is also environmentally friendly: by condensing their route every morning, especially on buses that serve the more rural areas or travel down long and winding roads, buses save on gas. </p>
<p>Selvaggio is unsure about how exactly the project will proceed. Neither she nor any of her students have any experience in app development, but this idea may not be the final one. “Sometimes the idea we start with changes and morphs as we learn about our obstacles and constraints.”</p>
<p>On December 5, Samsung revealed their list of 300 state finalists, who all received a $2,500 Samsung tech package (all to be spent on Samsung technology). Alongside Harwood, the other Vermont state finalists were Brattleboro Area Middle School, Fair Haven Union Middle and High School, Hazen Union High School, Mt. Anthony Union Middle School, and Rutland High School. The state winner (announced between January 30 and March 7) will win $12,000, including the original $2,500—of which 50% will go to Samsung tech and 50% will go to materials of that school’s choice.</p>
<p>On March 26, Samsung will announce the 10 national finalists, who will win a total of $50,000 and a trip to the judging location to pitch their submission in person. From March 26 to April 16, the public is welcome to vote for their favorite submission online and Samsung employees vote for their favorite submission. The results (the Community Choice Award and the Employee Choice Award) are revealed on April 29 on the in-person pitch trip alongside three national winners. All three national finalists receive a total of $100,000 and a package of classroom materials. </p>
Harwood Union’s National Honor Society inducts 33 new members2023-12-21T14:33:09-05:002023-12-21T14:33:09-05:00https://www.valleyreporter.com/index.php/news/schools/18553-harwood-unions-national-honor-society-inducts-33-new-membersTedin Langejeff@valleyreporter.com<p><img src="https://www.valleyreporter.com//images/issues/5336/HUNHS2023.jpg" alt="Harwood Union High School NHS 2023 inductees." width="800" height="500" loading="lazy"></p><p>Harwood Union High School’s National Honor Society held its annual induction ceremony recently, adding 33 new juniors and seniors to the chapter. </p>
<p> </p>
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<p> </p>
<p>Students in 11th and 12th grade applied and the nominees were chosen by a faculty council. This new group, one of the largest in Harwood’s history since the chapter opened in 1996, represents a particularly strong pool of upperclassmen.</p>
<p>Each of the new members has demonstrated excellence in what the National Honor Society organization describes as its “four pillars”: scholarship, service, leadership, and character. </p>
<p>About 90 friends and family members attended the in-person ceremony in the Harwood auditorium held on November 12.</p>
<p>The program was planned by students in NHS who were already members prior to the event. Tim Wilson provided a medley of fiddle music to open. Chapter co-presidents Maya Hynes and Hazel Lillis began the ceremony by welcoming the inductees. Four returning members -- secretary Rowan Clough and seniors Tina Pan, Lucy Sullivan and Mae Murphy -- then lit the four candles that represent the values of NHS.</p>
<p>The entire returning group of senior NHS members took to the stage to sing “Don’t Worry, Be Happy” as a demonstration of their community spirit, followed by the New Member Pledge.</p>
<p>The senior members took turns introducing each new member to the audience and handed them each an NHS pin. Harwood Superintendent Mike Leichliter offered brief remarks thanking the students’ families and educators for nurturing their students’ involvement in their communities.</p>
<p>The newly inducted members are: seniors Hadley Anderson, William Burks, Piper Floyd, Summer Herrington, Janelle Hoskins, Carmen Lafayette, Benjamin Larson, Dylan Mauro, Quinn Nelson, Melanie Snell, Lucile Stephenson, Julia Thurston and Scout Vitko; juniors Lucy Badger, Lindsey Boyden, Cailin Brooks, Anna Brundage, Ella Cisz, Nathanel Conyers, Christo Cummiskey, Atticus Ellis, Izzy Fish, Adleigh Franke, Jack Greenwood, Lekha Kaplan, Eloise Lilley, Dagne Pippenger, Ava Poutre, Ava Reagan, Emma Ryley, Susannah Smith, Addison Thomas, and Celia Wing.</p>
<p>National Honors Society members are currently looking for ways to fulfill their community service requirement for this year. Students who live in The Valley towns of Moretown, Warren, Fayston, and Waitsfield are particularly interested in volunteer opportunities in their own communities. Contact advisor Lange at <a href="mailto:tlange@huusd.org"></a><a href="mailto:tlange@huusd.org">tlange@huusd.org</a> to suggest an organization that can use their help.</p>
<p><em>Tedin Lange is the faculty advisor of the school’s National Honor Society chapter.</em></p>
<p><img src="https://www.valleyreporter.com//images/issues/5336/HUNHS2023.jpg" alt="Harwood Union High School NHS 2023 inductees." width="800" height="500" loading="lazy"></p><p>Harwood Union High School’s National Honor Society held its annual induction ceremony recently, adding 33 new juniors and seniors to the chapter. </p>
<p> </p>
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<p> </p>
<p>Students in 11th and 12th grade applied and the nominees were chosen by a faculty council. This new group, one of the largest in Harwood’s history since the chapter opened in 1996, represents a particularly strong pool of upperclassmen.</p>
<p>Each of the new members has demonstrated excellence in what the National Honor Society organization describes as its “four pillars”: scholarship, service, leadership, and character. </p>
<p>About 90 friends and family members attended the in-person ceremony in the Harwood auditorium held on November 12.</p>
<p>The program was planned by students in NHS who were already members prior to the event. Tim Wilson provided a medley of fiddle music to open. Chapter co-presidents Maya Hynes and Hazel Lillis began the ceremony by welcoming the inductees. Four returning members -- secretary Rowan Clough and seniors Tina Pan, Lucy Sullivan and Mae Murphy -- then lit the four candles that represent the values of NHS.</p>
<p>The entire returning group of senior NHS members took to the stage to sing “Don’t Worry, Be Happy” as a demonstration of their community spirit, followed by the New Member Pledge.</p>
<p>The senior members took turns introducing each new member to the audience and handed them each an NHS pin. Harwood Superintendent Mike Leichliter offered brief remarks thanking the students’ families and educators for nurturing their students’ involvement in their communities.</p>
<p>The newly inducted members are: seniors Hadley Anderson, William Burks, Piper Floyd, Summer Herrington, Janelle Hoskins, Carmen Lafayette, Benjamin Larson, Dylan Mauro, Quinn Nelson, Melanie Snell, Lucile Stephenson, Julia Thurston and Scout Vitko; juniors Lucy Badger, Lindsey Boyden, Cailin Brooks, Anna Brundage, Ella Cisz, Nathanel Conyers, Christo Cummiskey, Atticus Ellis, Izzy Fish, Adleigh Franke, Jack Greenwood, Lekha Kaplan, Eloise Lilley, Dagne Pippenger, Ava Poutre, Ava Reagan, Emma Ryley, Susannah Smith, Addison Thomas, and Celia Wing.</p>
<p>National Honors Society members are currently looking for ways to fulfill their community service requirement for this year. Students who live in The Valley towns of Moretown, Warren, Fayston, and Waitsfield are particularly interested in volunteer opportunities in their own communities. Contact advisor Lange at <a href="mailto:tlange@huusd.org"></a><a href="mailto:tlange@huusd.org">tlange@huusd.org</a> to suggest an organization that can use their help.</p>
<p><em>Tedin Lange is the faculty advisor of the school’s National Honor Society chapter.</em></p>
HUUSD considers pilot program for behavioral, emotional support for students2023-12-21T14:21:33-05:002023-12-21T14:21:33-05:00https://www.valleyreporter.com/index.php/news/schools/18552-huusd-considers-pilot-program-for-behavioral-emotional-support-for-studentsTracy Brannstromjeff@valleyreporter.com<p><img src="https://www.valleyreporter.com//images/issues/5336/HUCareerBased.jpg" alt="Harwood Union High School students learn about respiratory therapy and other health care careers at the Community College of Vermont’s Access Day under the Next Step program. Students are: Ella Cisz, Amalie Maranda, Addison Streeter (left to right)." width="800" height="500" loading="lazy"></p><p> Two local school programs are working to increase access to career-focused experiences for students in grades 7-12. The Extended Learning Program, which serves 250 middle schoolers across Crossett Brook Middle School (CBMS) and Harwood Union High School (HUHS), is now in its second year. Next Step, based at HUHS for high school students, has been running for decades.</p>
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<p> </p>
<p>Both programs offer job shadowing, worksite tours, career fairs, internships and other experiences that aim to integrate career exploration with school curriculum.</p>
<p><strong>NEW WAYS OF LEARNING</strong></p>
<p>Under both programs, students can earn class credits for completing internships with Vermont organizations and businesses. Rachael Potts, who has worked with HUHS students in Next Step for 17 years, said that students are currently interning at Mad River Metal Works, Hunger Mountain Children’s Center, Sugarbush Resort, Beta Technologies, The Valley Reporter, and others.</p>
<p>Katie Kenney, who runs the Extended Learning program, said that five middle schoolers are currently doing internships – bike repair at Bicycle Express in Waterbury, maintenance work at the Green Mountain Valley School, and others. She said that</p>
<p>a student may approach her with an interest to intern, or a teacher will recommend a student who may be struggling with academic work and looking for new ways of learning.</p>
<p>Potts said that internships can increase students’ sense of self-worth, as they often have the experience of finding something they are really good at or getting excited about learning for the first time in a while.</p>
<p><strong>BEYOND SCHOOL WALLS</strong></p>
<p>Both programs also offer shorter-term job shadowing and worksite visits for students. Kenney took students to visit an architect’s studio, a welding shop, the WCAX newsroom and other sites. Potts’ students have shadowed with a broker at Mad River Valley Real Estate and a respiratory therapist at the University of Vermont Medical Center.</p>
<p>Some high school students can do paid apprenticeships too, but Potts said that these are harder to facilitate as most employers in the trades want their employees to have a high school diploma.</p>
<p>Getting students involved in trade-work can take many forms, Kenney said. In early 2023, she got a grant to send five middle school students to learn welding in program that Fayston-based Sculpture School hosted at a hangar at the Sugarbush Airport. The tuition was funded by the McClure Foundation, which works with the Vermont Department of Labor to identify promising future work opportunities and make education and training pathways for these forms of work more accessible.</p>
<p> </p>
<p><strong>REAL-WORLD PARALLELS </strong></p>
<p>Potts said that “it’s important for students to get outside of the school building, but it’s also important to bring the community inside.” Both programs invite students to ‘career labs’ where they can hear from local professionals about their career paths.</p>
<p>Potts recalled inviting a nurse, a sports journalist, a chemical engineer, a construction manager, and an investment analyst in past years. Kenney said that last year she hosted 22 Vermont professionals, including a graphic designer, a jewelry designer, a dentist, and a realtor.</p>
<p>At times, these speakers will connect their work to what students are learning in a particular class. Of work-based learning, the state says that pairing students with community professionals exposes students to postsecondary opportunities at the same time as it can reinforce their school-based learning. “For many,” the state wrote on their website, “understanding ‘why do I need to know this?’ provides motivation for more learning.”</p>
<p>Kenney said that bridging what students are learning in classroom setting to what’s happening in the outside world is “the biggest thing that’s happening in the program.”</p>
<p><strong>FLEXIBLE PATHWAYS</strong></p>
<p>Much of this programming across the state emerged out of Act 77 or the Flexible Pathways Initiative, which was passed in 2013 in order to increase rates of secondary school completion and postsecondary continuation in Vermont. The initiative includes a host of programs and strategies, like Personalized Learning Plans, dual enrollment, and work-based learning.</p>
<p>But Ellen Berrings, who has worked with students in the Next Step program for 23 years, said that HUHS has been engaged in career-focused programming long before Act 77 got passed – at least since 1985 when students could earn class credits for taking on jobs in the community. She said that the program started as one of the state’s first school-based employment programs, and that when she joined in 2000, they expanded it to include opportunities beyond gaining work experience.</p>
<p>Potts said that HUHS staff were instrumental in developing the state’s Flexible Pathways guidelines – that while Potts edited the state’s manual for work-based learning, Berrings sat on the legislation task force. </p>
<p>Career-focused programming is not as common at the middle school level, Kenney said, but Vermont district middle schools may be working to change that. Recently, she met with staff at Montpelier’s U-32 to offer guidance on how they might implement pathways for career exploration.</p>
<p><strong>A WINDING PATH</strong></p>
<p>Potts studied community health education in college, intending to work for an international health organization. When she finally did an internship during her senior year, she realized she didn’t like the work. “I wish I had some experience and not just an idea of what I thought it would be like,” she said.</p>
<p>Later, she worked with pregnant and parenting teens living in detention centers in California, then at a youth job center in Vermont before earning a master’s in Special Education. She found that she loved helping kids to think about career possibilities and plan their futures.</p>
<p>Kenney, who taught kindergarten in Colorado before working as a special educator at CBMS, said that she wanted to help kids find new ways of learning. “I was the kid in school who just needed something different. I just didn’t learn in the traditional way. I was the square peg in the round hole.”</p>
<p>“The idea is to understand that there are so many opportunities out there, in terms of educations and training,” Potts said. “It’s not just about college for us -- it’s really about expanding that idea. Yes, there’s two- and four-year degrees, and there’s also military tracks, and apprenticeships, and other things. There’s a whole winding path of possibilities.”</p>
<p> </p>
<p> </p><p><img src="https://www.valleyreporter.com//images/issues/5336/HUCareerBased.jpg" alt="Harwood Union High School students learn about respiratory therapy and other health care careers at the Community College of Vermont’s Access Day under the Next Step program. Students are: Ella Cisz, Amalie Maranda, Addison Streeter (left to right)." width="800" height="500" loading="lazy"></p><p> Two local school programs are working to increase access to career-focused experiences for students in grades 7-12. The Extended Learning Program, which serves 250 middle schoolers across Crossett Brook Middle School (CBMS) and Harwood Union High School (HUHS), is now in its second year. Next Step, based at HUHS for high school students, has been running for decades.</p>
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<p> </p>
<p>Both programs offer job shadowing, worksite tours, career fairs, internships and other experiences that aim to integrate career exploration with school curriculum.</p>
<p><strong>NEW WAYS OF LEARNING</strong></p>
<p>Under both programs, students can earn class credits for completing internships with Vermont organizations and businesses. Rachael Potts, who has worked with HUHS students in Next Step for 17 years, said that students are currently interning at Mad River Metal Works, Hunger Mountain Children’s Center, Sugarbush Resort, Beta Technologies, The Valley Reporter, and others.</p>
<p>Katie Kenney, who runs the Extended Learning program, said that five middle schoolers are currently doing internships – bike repair at Bicycle Express in Waterbury, maintenance work at the Green Mountain Valley School, and others. She said that</p>
<p>a student may approach her with an interest to intern, or a teacher will recommend a student who may be struggling with academic work and looking for new ways of learning.</p>
<p>Potts said that internships can increase students’ sense of self-worth, as they often have the experience of finding something they are really good at or getting excited about learning for the first time in a while.</p>
<p><strong>BEYOND SCHOOL WALLS</strong></p>
<p>Both programs also offer shorter-term job shadowing and worksite visits for students. Kenney took students to visit an architect’s studio, a welding shop, the WCAX newsroom and other sites. Potts’ students have shadowed with a broker at Mad River Valley Real Estate and a respiratory therapist at the University of Vermont Medical Center.</p>
<p>Some high school students can do paid apprenticeships too, but Potts said that these are harder to facilitate as most employers in the trades want their employees to have a high school diploma.</p>
<p>Getting students involved in trade-work can take many forms, Kenney said. In early 2023, she got a grant to send five middle school students to learn welding in program that Fayston-based Sculpture School hosted at a hangar at the Sugarbush Airport. The tuition was funded by the McClure Foundation, which works with the Vermont Department of Labor to identify promising future work opportunities and make education and training pathways for these forms of work more accessible.</p>
<p> </p>
<p><strong>REAL-WORLD PARALLELS </strong></p>
<p>Potts said that “it’s important for students to get outside of the school building, but it’s also important to bring the community inside.” Both programs invite students to ‘career labs’ where they can hear from local professionals about their career paths.</p>
<p>Potts recalled inviting a nurse, a sports journalist, a chemical engineer, a construction manager, and an investment analyst in past years. Kenney said that last year she hosted 22 Vermont professionals, including a graphic designer, a jewelry designer, a dentist, and a realtor.</p>
<p>At times, these speakers will connect their work to what students are learning in a particular class. Of work-based learning, the state says that pairing students with community professionals exposes students to postsecondary opportunities at the same time as it can reinforce their school-based learning. “For many,” the state wrote on their website, “understanding ‘why do I need to know this?’ provides motivation for more learning.”</p>
<p>Kenney said that bridging what students are learning in classroom setting to what’s happening in the outside world is “the biggest thing that’s happening in the program.”</p>
<p><strong>FLEXIBLE PATHWAYS</strong></p>
<p>Much of this programming across the state emerged out of Act 77 or the Flexible Pathways Initiative, which was passed in 2013 in order to increase rates of secondary school completion and postsecondary continuation in Vermont. The initiative includes a host of programs and strategies, like Personalized Learning Plans, dual enrollment, and work-based learning.</p>
<p>But Ellen Berrings, who has worked with students in the Next Step program for 23 years, said that HUHS has been engaged in career-focused programming long before Act 77 got passed – at least since 1985 when students could earn class credits for taking on jobs in the community. She said that the program started as one of the state’s first school-based employment programs, and that when she joined in 2000, they expanded it to include opportunities beyond gaining work experience.</p>
<p>Potts said that HUHS staff were instrumental in developing the state’s Flexible Pathways guidelines – that while Potts edited the state’s manual for work-based learning, Berrings sat on the legislation task force. </p>
<p>Career-focused programming is not as common at the middle school level, Kenney said, but Vermont district middle schools may be working to change that. Recently, she met with staff at Montpelier’s U-32 to offer guidance on how they might implement pathways for career exploration.</p>
<p><strong>A WINDING PATH</strong></p>
<p>Potts studied community health education in college, intending to work for an international health organization. When she finally did an internship during her senior year, she realized she didn’t like the work. “I wish I had some experience and not just an idea of what I thought it would be like,” she said.</p>
<p>Later, she worked with pregnant and parenting teens living in detention centers in California, then at a youth job center in Vermont before earning a master’s in Special Education. She found that she loved helping kids to think about career possibilities and plan their futures.</p>
<p>Kenney, who taught kindergarten in Colorado before working as a special educator at CBMS, said that she wanted to help kids find new ways of learning. “I was the kid in school who just needed something different. I just didn’t learn in the traditional way. I was the square peg in the round hole.”</p>
<p>“The idea is to understand that there are so many opportunities out there, in terms of educations and training,” Potts said. “It’s not just about college for us -- it’s really about expanding that idea. Yes, there’s two- and four-year degrees, and there’s also military tracks, and apprenticeships, and other things. There’s a whole winding path of possibilities.”</p>
<p> </p>
<p> </p>Harwood named as Vermont finalist in Samsung STEM competition2023-12-14T14:13:21-05:002023-12-14T14:13:21-05:00https://www.valleyreporter.com/index.php/news/schools/18530-harwood-named-as-vermont-finalist-in-samsung-stem-competitionjkvtvrjeff@valleyreporter.com<p><img src="https://www.valleyreporter.com//images/issues/5335/HU-Samsung-stem.jpg" alt="" width="800" height="500" loading="lazy"></p><p>Samsung named 300 public schools as state finalists in the 14th annual Samsung Solve for Tomorrow STEM competition – including Harwood Union and five other Vermont schools. Each state finalist will win a package of $2,500 in technology and classroom school supplies as a milestone in their journey to become one of three national winners, each of whom will receive $100,000 for their schools.</p>
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<p> </p>
<p>Samsung Solve for Tomorrow is a nationwide competition designed to empower students in grades 6-12 to leverage the power of STEM to create innovative solutions addressing critical issues in their local communities. The competition engages U.S. Gen Z students to catalyze change by applying Problem-based Learning (PBL) principles, environmental stewardship, and entrepreneurship to address some of society's most pressing challenges. It also promotes active, hands-on learning, making STEM more tangible and showcasing its real-world applications.</p>
<p>Notably, 50% of the state finalists in the Samsung Solve for Tomorrow competition are Title 1 schools, underscoring the program's commitment to inclusivity and equal opportunity. Reflecting Gen Z’s collective dedication to tackling pressing global challenges, 45% of the projects directly address issues related to the climate crisis, such as extreme weather like wildfires, hurricanes, and heat; microplastic pollution; air and water quality; the pollinator collapse; e-waste (electronic waste) risks; and light pollution. What’s more, this cohort of students are actively developing innovative solutions for a spectrum of other pressing societal issues, including accessibility, mental health matters like student anxiety and loneliness, food insecurity, cybersecurity, and aid for the unhoused and migrants.</p>
<p>Showcasing a forward-looking approach to problem-solving, 25% of the student STEM-based solutions embrace the use of emerging technologies, such as AI, 3D printing, and robotics. Moreover, a number of the entries exhibit promising elements of entrepreneurship, highlighting the students' innovative thinking and potential for building impactful solutions that endure beyond the competition.</p>
<p>For the next phase of the Samsung Solve for Tomorrow competition, teachers must create a focused activity plan. This plan outlines how their students will execute their STEM project, including defining the problem, proposing a STEM-based solution, specifying project objectives, detailing activities to reach anticipated goals, and articulating the expected improvement within their local community resulting from the project's successful implementation. The activity plans are due Thursday, January 11, 2024 at 11:59 p.m. EST. Following the submission of activity plans, judges will select state winners with the winners set to be revealed in late January 2024.</p>
<p> </p>
<p>Fifty state winners will receive a Samsung Video Kit to assist in the development of their “STEM solution pitch video,” as well as $12,000 in Samsung technology and classroom supplies.</p>
<p>One of the 50 state winner schools will be recognized as visionaries for driving sustainable change through STEM innovation with a sustainability innovation award, and an additional $50,000 prize package. One state winner will be selected for the new Rising Entrepreneurship Award, receiving a $25,000 prize package to foster the development of a scalable, sustainable venture that extend beyond the competition.</p>
<p>Then 10 national finalist schools will participate in a live pitch event where they will present their project to a panel of judges. Seven of these schools will be awarded $50,000 in Samsung technology and classroom supplies. Later judges will name three national winners, each of whom earns a prize package worth $100,000.</p>
<p>In addition to Harwood Union the following schools were selected:</p>
<p>Brattleboro Area Middle School <br /> Fair Haven Union Middle and High School<br /> Hazen Union High School<br /> Mt. Anthony Union Middle School <br /> Rutland High School</p>
<p><img src="https://www.valleyreporter.com//images/issues/5335/HU-Samsung-stem.jpg" alt="" width="800" height="500" loading="lazy"></p><p>Samsung named 300 public schools as state finalists in the 14th annual Samsung Solve for Tomorrow STEM competition – including Harwood Union and five other Vermont schools. Each state finalist will win a package of $2,500 in technology and classroom school supplies as a milestone in their journey to become one of three national winners, each of whom will receive $100,000 for their schools.</p>
Advertisement
<p> </p>
<p>Samsung Solve for Tomorrow is a nationwide competition designed to empower students in grades 6-12 to leverage the power of STEM to create innovative solutions addressing critical issues in their local communities. The competition engages U.S. Gen Z students to catalyze change by applying Problem-based Learning (PBL) principles, environmental stewardship, and entrepreneurship to address some of society's most pressing challenges. It also promotes active, hands-on learning, making STEM more tangible and showcasing its real-world applications.</p>
<p>Notably, 50% of the state finalists in the Samsung Solve for Tomorrow competition are Title 1 schools, underscoring the program's commitment to inclusivity and equal opportunity. Reflecting Gen Z’s collective dedication to tackling pressing global challenges, 45% of the projects directly address issues related to the climate crisis, such as extreme weather like wildfires, hurricanes, and heat; microplastic pollution; air and water quality; the pollinator collapse; e-waste (electronic waste) risks; and light pollution. What’s more, this cohort of students are actively developing innovative solutions for a spectrum of other pressing societal issues, including accessibility, mental health matters like student anxiety and loneliness, food insecurity, cybersecurity, and aid for the unhoused and migrants.</p>
<p>Showcasing a forward-looking approach to problem-solving, 25% of the student STEM-based solutions embrace the use of emerging technologies, such as AI, 3D printing, and robotics. Moreover, a number of the entries exhibit promising elements of entrepreneurship, highlighting the students' innovative thinking and potential for building impactful solutions that endure beyond the competition.</p>
<p>For the next phase of the Samsung Solve for Tomorrow competition, teachers must create a focused activity plan. This plan outlines how their students will execute their STEM project, including defining the problem, proposing a STEM-based solution, specifying project objectives, detailing activities to reach anticipated goals, and articulating the expected improvement within their local community resulting from the project's successful implementation. The activity plans are due Thursday, January 11, 2024 at 11:59 p.m. EST. Following the submission of activity plans, judges will select state winners with the winners set to be revealed in late January 2024.</p>
<p> </p>
<p>Fifty state winners will receive a Samsung Video Kit to assist in the development of their “STEM solution pitch video,” as well as $12,000 in Samsung technology and classroom supplies.</p>
<p>One of the 50 state winner schools will be recognized as visionaries for driving sustainable change through STEM innovation with a sustainability innovation award, and an additional $50,000 prize package. One state winner will be selected for the new Rising Entrepreneurship Award, receiving a $25,000 prize package to foster the development of a scalable, sustainable venture that extend beyond the competition.</p>
<p>Then 10 national finalist schools will participate in a live pitch event where they will present their project to a panel of judges. Seven of these schools will be awarded $50,000 in Samsung technology and classroom supplies. Later judges will name three national winners, each of whom earns a prize package worth $100,000.</p>
<p>In addition to Harwood Union the following schools were selected:</p>
<p>Brattleboro Area Middle School <br /> Fair Haven Union Middle and High School<br /> Hazen Union High School<br /> Mt. Anthony Union Middle School <br /> Rutland High School</p>