From Lindsey Benton, 8th grade teacher

During a typical last week of school, Orchard Valley offers a variety of anticipated end-of-year experiences for its graduating 8th graders. As one last opportunity to move and work together, the 8th grade traditionally challenges faculty to a friendly, yet competitive ultimate frisbee match amidst the cheers and chanting of younger students on the sidelines. Then there is the last day of school, which usually begins with a rose ceremony where 1st graders, who have been working with their 8th grade buddies all year, present their 8th graders with a parting rose. Finally, there is graduation, which is typically been an outdoor celebration on the Kindergarten lawn, complete with a view of the mountains as students and faculty give words of appreciation and congratulations.

Naturally, given the realities of social distancing and remote learning, all of this needed to be re-imagined. It was an opportunity to branch away from how things were traditionally done while upholding the spirit of the tradition itself.

The ultimate frisbee match transformed into a faculty car parade that surprised each 8th grader at their house. The faculty, driving festively painted vehicles, traveled a 227-mile loop throughout Vermont, from Essex, to Waitsfield, to Hyde Park, to Cabot. Indeed, there was a deep appreciation for the commutes families had to make to attend Orchard Valley! Upon arrival, families made sure that their unsuspecting 8th grader was poised and ready to receive their surprise - a visit from the faculty and a frisbee, complete with their name and "Orchard Valley Graduate" written upon it. Each 8th grader caught their frisbee through a cacophony of applause. The faculty officially conceded a win to the 8th grade!

The last day of school rose ceremony was beautifully upheld in a new way by first grade teacher, Dana Cudney, and 2/3rd grade teacher, Lottie Maker. This graduating 8th grade was in a unique position in that they had 1st grade buddies as 7th graders and 8th graders. This meant that on the last day of school they were set to receive roses from 1st grade and 2nd grade buddies. Because this could not happen in real-time in person, Ms. Cudney and Ms. Maker had their students create beautifully drawn cards with roses on the front and personalized notes on the inside. They were all created and collected at school just in time for 8thgraders to pick up their materials on the last day of school. 8th graders melted into smiles when they received these original cards from their 1st and 2nd grade buddies.

Lastly, the graduation ceremony took on an entirely new look this year. Working from the state requirements for graduation ceremonies at the time, it was clear if an in-person gathering was to happen it would need to happen in cars. Therefore, the faculty went all-in on a drive-in themed graduation. A giant, inflatable movie screen was rented. Student and faculty speeches were filmed in advanced on campus and edited into a graduation movie. National Life's parking lot served as the venue.

By the time the day of graduation arrived, state requirements for graduations eased, allowing graduates to stand outside and receive their diplomas as long as they were standing 6 feet apart. In effect, Orchard Valley's graduation ceremony definitely looked different, and it looked sharp! Hand-painted signs and hand-made pinwheels marked the way from Route 2 up to National Life's parking lot. Large tables were placed below the movie screen and were decorated with lights and flowers. Each 8th grader was called forward to a chorus of car horn applause. They each received their diploma and a large gift bag containing a personalized cake, plates, and cutlery. Then everyone settled in to watch the graduation movie, complete with a breathtaking sunset and view of the Green Mountains behind the towering movie screen. It was a magical and uplifting graduation ceremony.

Indeed, in the face of so much upheaval and change in the midst of this pandemic, Orchard Valley did not give up. In fact, the challenges rattled the faculty into a place of intense and inspiring creativity to meet what the times were calling for. Any situation is merely the prompt, the material to work with- the action in response is yours to choose. And, in the end, isn't this the lesson that we want to leave our 8th grade graduates with, that turbulent and uncertain times can be met with courage and ingenuity? This year's 8th graders had a most unusual culmination, but perhaps they left with the most powerful lesson.

As an established Waldorf school with low student to staff ratios and extensive outdoor spaces in which to expand our programming, we are well-positioned to provide a safe, creative, and enriching learning environment in these uncertain and changing times.

The school's protocol for reopening is based on the "Strong and Healthy Start Safety and Health Guidance for Reopening Schools" written by the Vermont Depa rtment of Health and Agency of Education.  Using this document as a guide, teachers worked closely with the Å·²©¹ÙÍøÈë¿Ú COVID Task Force to design a program for the 2020-21 school year that is informed by current scientific data and inspired by the desire to maintain a joyful learning environment for your children.

Please read through the information outlined below and reach out with any questions that arise.  

POLICIES AND PROCEDURES:

The State has outlined three different scenarios for schools.  We have prepared policies and procedures for the following:

• Step I: Schools are closed for in person instruction. 

• Step II: Schools are open for in-person instruction with enhanced physical distancing measures.

• Step III:  Schools are open for in-person instruction with distancing measures.

Per the states guidance we are preparing for a Step II opening in the fall and all our policies and procedures are based on Step II precautions.  (Step III applies to schools that bus, have a cafeteria, and offer large group activities). Please take a moment to read through the attached Drop off and Pick Up Procedures, Health and Wellness Policy,Healthy Hygiene and Cleaning/Disinfecting Policy, Practices for Physical Distancing and Other Procedural Precautions and PreK-Grade 8 Teacher and Parent Shared Agreement in the PreK through Grade COVID-19 Policies and Procedures folder (also linked below). We expect updates in the guidance from the Department of Health and Agency of Education as science and best practices evolve and will adjust our planning accordingly. These policies and procedures should be considered living documents and revisited frequently. We will share and highlight changes as they are presented to us. 

OUTDOOR LEARNING:

In the reality of the ongoing pandemic crisis, teachers, parents, and state officials agree that having students outdoors as much as possible provides the most healthy school environment.  For the past several weeks, teachers talked about how to bring this opportunity for more outdoor learning to reality.  To start the year all classes will have an outdoor space for as much outdoor instruction as possible.  These intentional spaces will be located close to indoor facilities.  We expect that as outdoor learning unfolds our outdoor learning spaces will evolve and transform.  We are very excited at this opportunity to use our land in new ways.   

INDOOR LEARNING:

We live in Vermont and know our winters well!  At some point in the year, being outside to learn simply is not an option.  Other weather conditions also make it unsafe to remain outdoors.  For this reason each class will have a designated classroom inside.  Indoor classrooms will be used when weather or learning needs of specific age groups demands.  Teachers will ensure that their indoor classroom meets all health requirements to create a safe and healthy indoor learning space. This may look like different seating configurations, various materials/toys no longer being readily available and consideration of air quality and humidity. Individual class teachers will be able to provide you with the best description of outdoor/indoor learning as it applies to your student.  

EXPERIENTIAL CHANGES FOR STUDENTS: 

Parents and students should expect other changes as well when we return to school.  Some of the more significant changes are as follows: 

• Relocation of the front office at Grace Farm to a larger space in order to improve ventilation and provide a contained infirmary room.  

• Subject teachers will come to classrooms rather than classes moving to subject class rooms.  

• Each child will belong to a pod that will not mix with other pods. For larger classes this will be a single class. Smaller classes will be paired with another small class to form a single cohort.

• Aftercare for the Early Childhood programs will be ending at 3 pm in order to properly disinfect buildings and preserve our facilities and human resources. 

• Outdoor structures will not be shared between pods. Each pod will have a designated outdoor area.

• Facial coverings will be worn indoors by teachers and students.   

• Health screenings will be conducted every morning.  The daily health checks will involve  a temperature reading with a non-touch thermometer and answering a series of simple questions specific to COVID-19 symptoms and exposure.  Staying healthy and open means that anyone who feels unwell must stay home.  Any student who has a temperature exceeding 100.4 or showing other COVID-19 symptoms will need to go home immediately.  

• It is critical that every student be prepared attire-wise for outdoor learning.  For this reason, students can expect a gear check every morning as well.  Warm weather will require sun hats and rain gear.  Cooler weather requires thermal layers, well-fitting hats, wool socks, and insulated outer gear.  A specific gear list will be provided later in the summer.  Children who are missing proper gear for the start of their school day will be asked to go home.

CLOSURES AND EXTENDED ABSENCES:

We anticipate that there will be a need to close at some point during the school year. We are working on two overlapping scenarios to prepare for possible closures. 

• Depending upon expected approval from the Agency of Education, we will build flexibility into our calendar to avoid/reduce the amount of Beyond the Classroom instruction. Adding weeks at the end of the year would allow 5 weeks of closure WITHOUT remote learning and having an end date of July 2 should we have closures, and May 28th should we not experience closures.  

• In the event of a school closure exceeding 5 weeks, all class teachers will use the same platform through which to share materials and communicate. Advanced planning by teachers will facilitate a smooth transition to remote learning if necessary.  Parent survey input as well as group reflection from teachers has been critically helpful in this work to provide a consistent and unified learning plan.  

• New stringency in our Health and Wellness Policy likely will bring more absenteeism in students and teachers.  For this reason, we are planning on the following: 

  • Support materials for learning at home will be available for extended absences due to illness.  

  • Unwell teachers also must stay home. To address the anticipated higher need for substitutes and to reduce the number of substitutes moving through the school, we plan to hire three full-time, in-house substitutes.  Substitutes will receive training on health and hygiene protocols.  These employees also will support other areas of the school when not needed for substitute teaching work.  

DISINFECTING/CLEANING/FACILITIES:

In preparing for a new degree of outdoor learning, remote learning scenarios, and greater social and emotional needs of their students, teachers cannot be expected to also take on the responsibilities for heightened cleaning and facility work.  In order to ensure that teachers are able to focus on teaching and the children, we are bringing two supplemental budget items to our operating budget this year.  

• Hiring a full time skilled facilities person to work with our part time Facilities administrator.

• Hiring cleaning staff for 30 hours a week to take on the disinfecting and cleaning needs.

In addition, an infirmary space will be identified for each program to isolate students who develop symptoms during the day.  We will meet all requirements for air ventilation and recommendations on ideal humidity for indoor spaces. 

HOW WILL WE DO ALL THIS FINANCIALLY?

The Board passed a budget on June 16th that had $1.4 million in income and $1.4 million in costs. Balanced, but based on a "normal" year. It also had $179,000 in dedicated funds to be able to respond specifically to COVID-19 needs and adjustments. As of July 23rd we have allotted $70,000 towards outdoor infrastructure, increased cleaning needs, increased needs for substitutes (with the hope of hiring 3 full time in house substitutes) and increased facilities support. 

WHAT WE ARE STILL WORKING ON

The teachers just concluded faculty work weeks dedicated to making plans for the fall. This month we will dig into the work of moving classrooms, building outdoor classrooms, adjusting our facilities to accommodate the added hand washing sinks and infirmary spaces, creating systems of support for the social/emotional health of students and teachers, digging into anti-racism curriculum and self reflection among many other details. We will be sending updates along the way as we have more to share. 

Please don't hesitate to reach out to any of the folks on the COVID Task Force, the Board of Trustees, Finance Committee or your teachers (all listed below). We are all available to answer questions, receive ideas and share nervousness and excitement for the year ahead. 

Warmly,

COVID-19 Coordinator: Madelief Becherer

COVID Task Force: Lottie Maker, Stephanie Hoelscher, Jada Berg, Madelief Becherer, Anna Rankin

Board of Trustees: Joe Astick, Anna Rankin, Johanna Polsenberg, Jason Boss, Lydia Russell, Eileen Jones, Ken Russell, Michelle Gullage, Jada Berg, Lindsey Benton, Madelief Becherer

Finance Committee: Johanna Polsenberg, Kate Camilletti, Madelief Becherer

*Hard working, determined, compassionate, encouraging, unflappable,

a gift to children, parents, and teachers*  

For nineteen years Libby Case has given her heart and soul to the Å·²©¹ÙÍøÈë¿Ú. We have all been touched by her efforts as she worked tirelessly in every area of our school. Libby was a devoted class teacher in early childhood and in our grade school. She prioritized creating beautiful festivals and was always present for our community work days, rolling up her sleeves, wielding a paint brush or a cleaning rag, and staying until the very end. Libby served on nearly every Orchard Valley committee, taking on leadership roles and leading the charge to strengthen and grow our little school. For many years she devoted herself to the governance of our school, always providing solid, practical advice that helped guide us further along.  Libby noticed the small details around our school building that needed care or cleaning and she never hesitated to scrub, mop, or tidy up even after a long day of teaching.  Libby was truly a dedicated community member and she daily went beyond her classroom in service to our Waldorf families and staff.  

Libby began her career as an environmental educator, traveling across the United States, visiting schools and learning about different educational approaches. During one of these expeditions, she and her husband, Ben, met a young woman who was grounded, comfortable in who she was, and had a keen interest in the world. And no wonder, she had been a Waldorf student! This acquaintance planted seeds for what would become a passion of Libby's - Waldorf education that would also incorporate her work as an environmental educator.  
As Libby began to learn more about Waldorf principles, she knew she wanted to dig deeper as well as have her own two children experience this rich and unique education. She had the good fortune of working in a Waldorf early childhood classroom where she became an assistant for a master teacher.  When the opportunity presented itself, she enrolled in a Waldorf foundations class.  In 2001, Libby and Ben made their way to Central Vermont and to Å·²©¹ÙÍøÈë¿Ú.  Libby was hired as the lead teacher at the Child's Garden where she remained for three years. From here she moved on to the beloved farmhouse at the Grace Farm campus. 
After ten years as an early childhood teacher, Libby decided she wanted to further her own Waldorf education by becoming a grade school teacher. Libby is a life-long learner.  Her early childhood parents encouraged her to take the first grade class, and she was ready! Libby was one of very few who made the inspiring journey from grade one all the way through grade eight. Libby counts this as one of her greatest blessings. "It was an amazing experience" that presented lasting, rich relationships with her students and their families. Libby then continued to guide another class for two more years.  With a wistful sigh, Libby said,  "I will miss those kids! Making them smile was the highlight of my day!"