61. Our Philosophy personnel, vermont Department of education staff, retired educators individuals reside in vermont s Correctional Facilities in need of remedial education in the http://www.chsvt.k12.vt.us/philosop.htm

Mission T o provide quality educational services responsive to academic, vocational and social needs of Vermont Residents without a basic education to improve their knowledge, skills and abilities to function as meaningful participants in the Community. B eing a meaningful participant means having attained the "Vital Results" in the Vermont Framework of Standards and Learning Opportunities. The Vital Results focus on the areas of: Communication, Reasoning and Problem-Solving, Personal Development and Civic and Social Responsibility. Weather O UR P HILOSOPHY A ll Vermonters should have access to a quality basic education that has equivalent educational expectations for all students. "Vermont's Framework of Standards and Learning Opportunities," including the "School Quality Standards" and the school reform processes, built on those "Standards," is the basis for assisting all students to acquire high academic and workplace skills. B ecause these students are presently under the custody of the Vermont Department of Corrections (DOC); the design, operation and continuous improvement of this School provides a strong emphasis on protecting the public, staff and students with programs, balanced with appropriate security. This Educational Mission is best served when the educational programs for students is established, as separate and distinct educational entity, within the operational functions of the Department of Corrections (DOC) and regulatory responsibility of the Vermont Department of Education.

62. Alzheimer's Association Of Vermont And New Hampshire - Programs And Services is free and is offered throughout vermont and New as well as to be mentors for facility staff. education CONFERENCES AND WORKSHOPS The chapter sponsors a http://www.alz.org/vtnh/programservices.htm

Alzheimer's Association of Vermont and New Hampshire Services HELPLINE (1-800-536-8864) : The Helpline is often the first contact with the Association for families dealing with Alzheimer’s disease. It is available Monday through Friday, 8:30 to 5:00, supported by staff and volunteers prepared to answer questions, offer assistance, and make referrals and provide information. The helpline can also be accessed at (802) 229-1022. SUPPORT GROUPS: Participating in a support group can help by providing a chance to share feelings with others who understand because they too have a loved one or friend with Alzheimer’s disease. The Alzheimer’s Association sponsors many support groups throughout Vermont and New Hampshire; there should be one that meets at a convenient time and location for everyone. RESPITE: Respite means getting a break from the constant stress of caregiving. Families caring for a loved one with dementia need respite to prevent burnout and serious stress related illnesses. Information about respite is available from the chapter, including the Respite Resource Registry which contains resources to assist in locating respite. SAFE RETURN: This nationwide identification registration program provides assistance in the safe return of individuals with Alzheimer’s disease who wander or become lost. Safe Return provides assistance whether a person becomes lost locally or far from home.

63. Vermont FEED (Food Education Every Day) - NOFA Vermont The vermont Food education Every Day (FEED) Project brings together school teams of teachers, farmers, food service staff and local leaders to weave http://www.nofavt.org/programs/vtfeed.php

Home About NOFA NOFA Programs Organic Certification Find... Organic Farms Farmers' Markets CSAs Membership ... Contact Us NOFA Vermont PO Box 697 Richmond, Vermont ph. 802-434-4122 fx. 802-434-4154 info@nofavt.org Home NOFA Programs > Vermont FEED Vermont FEED What is Vermont FEED? Vermont FEED is a collaborative project of the Northeast Organic Farming Association of Vermont, Food Works ( www.tworiverscenter.org ) and Shelburne Farms ( www.shelburnefarms.org Since 2000, the FEED partners have been connecting five components: classroom, community, farms, school gardens, and the cafeteria. We find that we can be the catalyst or spark in each of the schools we work in to improve children's connection to their health, the food they eat, and their communities. The goals of VT FEED are to: Improve direct marketing opportunities for locally produced foods and improve the diets and eating patterns of school aged children through the development of local purchasing contracts; and Increase students' knowledge of sustainable farming systems through development and testing of a replicable farm and food curriculum that meets the Vermont Framework for Standards and Learning.

64. The Education Alliance: Where We Work with the vermont State Department of education and the University of vermont, The education Alliance has Alliance staff and the vermont research team will http://www.alliance.brown.edu/states/vt_projs.shtml

@import url("http://www.alliance.brown.edu/css/rs_adv.css"); Introduction Connecticut Maine Massachusetts ... Site Tools VERMONT New England Equity Assistance Center (NEEAC) [detail] The New England Equity Assistance Center works directly with each of the State Education Agencies (SEAs) of the six New England states. In addition, staff of the Center plan and deliver services through regional and national activities in collaboration with organizations such as the National Association for Multicultural Education (NAME), the National Association of Bilingual Educators (NABE), the National Association for Equity in Education, and the Department of Justice. Conferences include Equity in Classroom Practices and the National Coalition for Sex Equity in Education. Staff provide technical assistance in response to requests from school districts as well as from individual schools. The following is a listing of current sites: Connecticut Hartford: Providing training for bilingual parents Dept. of Education: Title IX training Bridgeport New London Madison Granby Maine Portland Massachusetts Billerica Baldwinville:Narragansett Regional School District (Junior/Senior High School) Boston Bourne Fall River Holyoke Malden Milton New Bedford Randolph Southbridge Springfield Stoneham New Hampshire Nashua Manchester Carlton - Bay Path Regional School Rhode Island Bristol-Warren Central Falls East Providence: Martin Middle School Pawtucket: International Charter School Providence: Alfred Lima Elementary School; Mt. Pleasant High School; Veazie Street School, Pleasant View Elementary School, Cornel Young Elementary School, Flynn Elementary School, Lillian Feinstein Sackett St. Elementary School

65. VSA Arts Of Vermont - Early Childhood Development Projects Funded by the AD Henderson Foundation and the vermont education Initiative, VSA Arts of VT s Early Childhood development Program brings enhanced artsbased http://www.vsavt.org/programs/earlychild.htm

Mission Programs News Board/Staff ... Contact Us Funded by the A.D. Henderson Foundation and the Vermont Education Initiative, VSA Arts of VT's Early Childhood Development Program brings enhanced arts-based services to over 100 children in Burlington and Winooski whose families are homeless, at-risk of becoming homeless, or residents of Winooski and the Old North End in Burlington. Programming takes place at the Riverside Public Housing Project, the Committee on Temporary Shelter's Family Shelter, the Champlain Multi-Generational Center, the Sara Holbrook Center, and within the public school system of Winooski. These programs run year-round. VSA Arts of Vermont has conducted three separate year-round arts programs for pre-schoolers and elementary school aged children, along with program coordination and art supplies. These programs - New Visions Dance Project, Start With The Arts and Home in the Arts - have been enormous successes. The intent of the above programs is to provide early childhood development services for children with disabilities, lower-income families who reside in public housing, and families who are homeless or at risk of becoming so. Along with expanding the number of hours of available subsidized childcare - and, through the creation of evening and weekend programming, which increases the flexibility of that childcare - VSA Arts of Vermont's goal is to contribute to the emphasis on quality care that will insure children who are at-risk receive the necessary supports for healthy development.

66. Vermont-NEA Editorial 3/00 in all aspects of the public education system. Together with vermontNEA, we must redefine Association advocacy to of daily school life; z more staff input and http://www.vtnea.org/ed-39.htm

Home Who We Are Opportunities for Educators Advice for Parents ... Support for Kids "Bargaining for Quality" By Angelo J. Dorta, Vermont-NEA President As described in last month's Vermont-NEA Today, Education Week's recent "Quality Counts 2000: Who Should Teach?" report discovered a "salary gap" that mirrored an analysis of Vermont teacher salaries commissioned by Vermont-NEA last summer and publicized at the start of this school year. "While the prosperity train raced across the nation in the latter half of the 1990s, teachers have been left at the station," concludes Education Week. "From 1994-1998, salaries for bachelor's degree holders outside of education have increased 17%, or $6,808, after adjusting for inflation. And the average salary for people with master's degrees in non-teaching fields increased 32% over inflation, or $17,505. The average inflation-adjusted salary for teachers with either degree increased less than one percent over the same period. "

67. Staff Directory Executive staff Dr. Arnold L. Mitchem President ext. THE PELL INSTITUTE for the Study of Opportunity in Higher education 1025 vermont Avenue, NW, Suite http://www.trioprograms.org/staffdirectory.html

Home Staff Directory Press Room TRIOWorks Council for Opportunity in Education 1025 Vermont Avenue NW Suite 900 Washington DC 20005 202/347-7430, fax: 202/347-0786 THE PELL INSTITUTE for the Study of Opportunity in Higher Education Executive Staff Dr. Arnold L. Mitchem President ext. 150, e-mail: arnold.mitchem@coenet.us Maureen Hoyler Executive Vice President ext. 121, e-mail: maureen.hoyler@coenet.us Sharon Klinder Executive Assistant to the President ext. 150, e-mail: sharon.klinder@coenet.us Kelly Middleton Executive Assistant to the Vice President ext. 121, e-mail: Kelly.Middleton@coenet.us Nicole Norfles Special Assistant to President ext. 208, e-mail: nicole.norfles@coenet.us Alvin K. Phillips Associate Executive Vice President ext. 124, e-mail: alvin.phillips@coenet.us Dionne Paul Project Assistant ext. 149, e-mail: dionne.paul@coenet.us Marshall Grigsby Senior Fellow ext. 106, e-mail:

68. Archived: A Guide To Promising Practices In Educational Partnerships in other appropriately equipped contexts, providing sufficient staff development. Resource Directories vermont Educational Partnership Project (VEPP), Statewide http://www.ed.gov/pubs/PromPract/prom11.html

A r c h i v e d I n f o r m a t i o n A Guide to Promising Practices in Educational Partnerships April 1996 Part II Practices That Represent Partnership Activities Section IV Community Involvement Partnerships, by definition, depend on some form of community involvement. Earlier sections of this document discuss community involvement in terms of recruitment, provision of student support services, and roles in school-to-work transition activities. The following descriptions detail two of the more unusual means of involving community members, parents, and others in partnership endeavors. One is included because successful efforts to involve parents in activities that help support educational reform were rare among the partnerships we studied. Another is included as an example of both a practical and a political tool. The third brought the entire community together. Common to the practices was their function in creating willingness to support educational activities and build relationships with schools. Parent Education Interactive Learning Environment, Brooklyn, NY

69. Staff Of The Vermont Folklife Center :: Vermont Folk Life Center Middlebury VT as the VFC s Director of education and Folklorist. in the Orange Southwest Supervisory Union (vermont) for several Sarah joined the VFC staff in November, 1999 http://www.vermontfolklifecenter.org/vfcstaff.htm

Events Heritage Shop VFC Archive Vt Facts ... Directions Staff of The Vermont Folklife Center Jane C. Beck, Executive Director info@vermontfolklifecenter.org Jane Beck, Executive Director of the Vermont Folklife Center, is the guiding force behind the creation of this organization. She began her intensive study of Vermont folklore, folkways, and folk art as the Vermont Folklorist for the Vermont Arts Council in 1978. Beck holds an undergraduate degree from Middlebury College and a doctorate in folklore/folklife from the University of Pennsylvania. Meg Ostrum, Associate Director info@vermontfolklifecenter.org Meg Ostrum, Associate Director of the VFC coordinates exhibits and special projects. Ostrum has been active in efforts to preserve Vermont's cultural heritage through museum projects for many years. She served as Museum and Visual Arts Coordinator at the Vermont Council on the Arts where she organized a statewide project through the Vermont Museum and Gallery Alliance to improve collections care. This project received national recognition from the American Association for State and Local History. Ostrum has managed several major museum projects including the development of the Ethan Allen Homestead in Burlington and the Marley Center in Phoenix, Arizona. She has done extensive consulting on exhibits and media projects for organizations throughout New England. Gregory L. Sharrow, Director of Education/Folklorist

70. VERMONT Project staff will refine parameters for the alternate and submitted to the State Board of education. Pertinent vermont standards will be identified to serve http://www.signetwork.org/SIG2000/Vermont.htm

Summary of 1999 Funded State Improvement Grant Applications August 1999 VERMONT Abstract or Conceptual Framework for State Systemic Change The purpose of the Vermont state improvement plan is to improve educational results for children with disabilities through professional development, technical assistance, and dissemination of knowledge about best practices. Based on critical needs for professional development, the State Department of Education and its partners have identified four statewide initiatives for inclusion in the state improvement plan: Accommodating children with disabilities in statewide assessments. Preparing Master's level speech and therapists committed to working in Vermont schools. Recruiting and supporting the preparation of sign language interpreters and occupational and physical therapists committed to working in Vermont. Implementing model early literacy programs for all students, with special emphasis on students failing or at risk of failure, including those with disabilities. The framework for the improvement plan includes standards for vital results and fields of knowledge, recommendations for providing instruction, and assessment of student learning across the grades. VERMONT Basic Information Project Title: Vermont State Improvement Plan Primary contact person: Dennis Kane, Education Division Director

71. Employment Opportunities staff, will participate in the staff management team The homebuyer education program provides training and tools of homeownership in central vermont through the http://www.vhcb.org/employment.htm

Vermont Conservation Board Creating affordable housing, conserving agricultural and recreational lands,natural areas and historic properties, since 1987. 10 V.S.A . Chapter Employment Opportunities Vermont Land Trust Vermont Community Loan Fund Executive Director Central Vermont Community Land Trust DIRECTOR OF HOMEOWNERSHIP PROGRAMS; and HOUSING DEVELOPMENT DIRECTOR Vermont Land Trust Interested in working for a successful organization helping to conserve Vermont's productive landscape? We are seeking a hands-on fundraising pro to enhance the public profile of and revenue for VLT. The ideal candidate will have demonstrated success in all aspects of fundraising including designing and implementing annual appeals, major gifts and planned giving programs. Success in creating and improving fundraising systems and databases is important, as well as excellent public speaking; public and media relations; non-profit management and supervisory skills. High level of computer skills needed and marketing background valuable. Appreciation of conservation issues and the ability to communicate environmental values and philosophy is critical. Salary based on experience and includes an excellent benefits package. Position opened until filled, more information available at www.vlt.org

72. Southern Vermont College - Bennington, Vermont Increase in alumni and faculty/staff support of Campus Compact Board), vermont Higher education Council (president on board), and Consortium of vermont Colleges http://www.svc.edu/events/

Site Directory About SVC ACTion Academic Support Academics Admissions Adult Students Alumni Application to SVC Athletics Bookstore Calendar Campus Life Campus Map Campus Visits Career Services Catalogue Class Schedules Clubs Degree Programs Development Directions Directory Employment Evening Students Events Financial Aid Food Services Forms Functions Health Services History of SVC Home Page International Students Library Life Experience Local Information Low Residency Organizations President Press Releases Registrar Residential Life Scholarships Security Service-learning Special Programs Student Affairs Student Handbook VSAC Weddings Why SVC? Work Study What's New? Development Home Alumni Events Planning Mansion Restoration Project ... What's New New Directions for a New Century uring the past three years, much has been accomplished under the leadership of the current president, administration, faculty, staff and Board of Trustees. The following section highlights the significant changes and achievements of the College during this brief, but exuberant, period of time. In addition to the focus on enrollment and fiscal and governance issues in the first three years of new presidential leadership

73. Section 13 Education Positions JUDICIAL EDUCATOR The vermont Court Administrator is Educator develops and implements education and training programs for judicial officers and staff. http://www.ncsconline.org/D_KIS/jobdeda/sect13.htm

Section #13 Education Positions CHIEF, TRAINING AND STAFF DEVELOPMENT The Minnesota Supreme Court is seeking a self-starter to design and implement judicial and nonjudicial employee education and development programs. Must have at least two years experience in employee training and adult education. Legal/court-related experience is helpful. DIRECTOR OF EDUCATION AND TRAINING District of Columbia Courts. The incumbent develops and directs the D.C. court's education and training programs for judges and court management; serves as liaison to judicial institutes and national training associations; develops education assessment strategies and surveys; and determines education and training objectives; plans, organizes, directs, implements, and administers education, training, and employee development programs for nonjudicial court personnel. Qualifications include a master's degree in education, court administration, human resources management, law, or a related field and five years of senior-level management experience in planning, conducting, and administering judicial education and employee training programs in a court environment or related area. Salary is $63,606-81,967 annually. (1993) DIRECTOR OF JUDICIAL PROGRAMS EDUCATION DIRECTOR - Education Division, Oregon Judicial Department, Salem, OR. Directs education for state court judges and staff in a unified state court system; supervises four staff and contracted professional services. Responsible for developing department education strategies with in-house judicial committees, providing education curriculum program development and coordination, and providing online education opportunities.

74. Central Vermont Region - STW for activities in Central vermont, which contain life after school (staff development, develop career materials, student individual educational planning based http://www.badc.com/region/CVstw.htm

Central Vermont Region School-To-Work Partnership Partnership Members The members of this partnership include Montpelier School District, Washington Central SU, Washington South SU, Barre City, etc...Vermont Department of Employment and Training, Central Vermont chamber of Commerce, etc... The organization and governance of the partnership is evolving. A governing board of some kind has been suggested. At present, no fiscal agent or office has been chosen; no formal governance group has been authorized by the partners; no written agreements exist; and there is no Workforce Investment board organized for central Vermont. The first year goals and timeline address these issues. Year 1 Work Plan Goals and Timeline By November 30, 1995 adopt a Central Vermont School-to-Work mission statement with the following componentsmission, definition, beliefs, goals and objectives, building on this draft. The purpose of the Central Vermont School-To-Work Collaborative is to coordinate and support the development of sustaining and self-supporting School-To-Work activities within the schools, businesses, and community of Central Vermont. Also by November 30, hire a .6 project director to assist the collaborative in reaching its goals. Budget provides for .6 FTE plus 30% benefits for part time project direction ($20,000 plus $6,000). The project director(s) acts as the executive agent for the partnership governing board.

75. Find Vermont Education And Teaching Colleges and meet with parents and school staff to discuss a Teachers also participate in education conferences and workshops. vermont Schools with Programs in Teaching. http://www.yourcareertraining.com/Education/Vermont-Education-and-Teaching-Colle

Vermont Education and Teaching Colleges - Find Programs in Vermont Search by Location School or City , or study at an online college Search By State School Directory Career Guides ... Contact Us Search Colleges Accounting Colleges Advertising Colleges Animation Colleges Architecture Colleges ... X-Ray Colleges Locations Alabama Colleges Alaska Colleges Arizona Colleges Arkansas Colleges ... Wyoming Colleges Thinking about a career as a teacher? Looking for Schools with Teaching Degrees Working as a Teacher in Vermont Teachers act as facilitators or coaches, using interactive discussions and “hands-on” approaches to help students learn and apply concepts in subjects such as science, mathematics, or English. They utilize “props” or “manipulatives” to help children understand abstract concepts, solve problems, and develop critical thought processes. For example, they teach the concepts of numbers or of addition and subtraction by playing board games. As the children get older, the teachers use more sophisticated materials, such as science apparatus, cameras, or computers.

76. COPE - Publications And Presentations Finding the Best Educational Resources on the Web November, 2002 Conference vermont Fest Technology 2002 Conference National staff development Council, Dallas http://www2.edc.org/COPE/pub&pres.htm

COPE Staff Publications 1998 to Present COPE Staff Publications Prior to 1998 Educational Software Co-Authored by COPE COPE Staff Presentations Elements of Successful Online Professional Development Programs By Barbara Treacy, Glenn Kleiman, and Kirsten Peterson In Leading and Learning with Technology , Volume 30, Issue 1 Published by ISTE, 2002 http://www2.edc.org/newsroom/features/ETLO_ISTE.asp http://www.iste.org/LL/30/1/index.cfm Innovations in Science and Mathematics Education: Advanced Designs for Technologies of Learning By Pam Buffington In Science Educator Myths and Realities about Technology in K-12 Education By Glenn Kleiman In The Digital Classroom . Edited by: David T. Gordon Published by Harvard Education Letter, 2000 http://www.edletter.org/dc/ Project MEET: Supporting embedded professional development and creating cultural shifts By Pam Buffington and C. Monroe In On CUE Published by MassCUE, 2000 Fred Gross (Contributing Author) In EDThoughts Published by McRel, 2000

77. Vermont Court Administrator's Office vermont Court Administrator s Office. Out of State judicial and staff educational programs; Online interactive Improved parent education programs (COPE). http://www.vermontjudiciary.org/Committes/JudiciaryAnnualPlan03.htm

Vermont Court Administrator's Office Annual Plan, FY03 Action Plan Initiatives and projects to the help the Judiciary achieve its goals: A. To Enhance the Quality of Dispute Resolution: 1. Promote and support efforts to enhance the legal research capacity available on "justusnet," the judiciary's secure, internal website. Substantial progress will be made on development of sections of the electronic benchbook and model jury charges. Judges will be trained on how to do legal research on the web (the benchbook, westlaw and other materials) and then how to use word processing tools to draft their opinions. Make litigant records kept in any court in the state available to judges in accordance with policies established by the Supreme Court. Personal computers will be installed and operational in a least 14 Family Court courtrooms. 3. Continue efforts to provide quality alternatives to traditional, adversarial dispute resolution . Evaluate the innovative approaches developed in the family court under the "cartel's" project, and with the civil rules committee, evaluate civil experimental rule 16.3; recommend whether to advance these programs by 2/1/03. With PPIC, write a progress report on its implementation of the 1997 "goldenrod" report recommendations in abuse and neglect cases; the report will address the additional demands on the court system generated by ASFA and the courts' compliance with ASFA regulations and will include data on the two "pilot" courts and their accomplishments. Examine other areas where ADR may be appropriate.

78. Vermont return to the top staff. The specific details of initial licensure are outlined by the vermont Department of education for Elementary education 5440 http://www.nasbe.org/HealthySchools/States/Vermont.html

id=10872 Last updated on 05/19/04 Contact Us with any policy updates or revisions VERMONT Printable PDF file format CURRICULUM AND INSTRUCTION [Note: Statutes link to the general Vermont Statutes and users will need to search on the specific number provided] Health Education Education Statute Title 16, Part 2, Chapter 23, Subchapter 1, Section 906 requires "Physical education and comprehensive health education including the effects of tobacco, alcoholic drinks, and drugs on the human system and on society;" however grades, levels, or amount of instruction time are not specified. Education Statute Title 16, Part 1, Chapter 1, Subchapter 7, Section 131 (1987) defines a comprehensive health education program as "a systematic and extensive elementary and secondary educational program designed to provide a variety of learning experiences based upon knowledge of the human organism as it functions within its environment;" but again this statute does not specify grades, levels, or amounts of instruction. Health education is not a coursework requirement for high school graduation. Vermont's Frameworks for Standards and Learning Opportunities (2000), which includes healthy choices, were approved by the State Board of Education. The state does not require schools to follow a specific curriculum.

79. ASCD Annual Conference Online: Previewing The Conference A Discussion with vermont Commissioner of An Interview with educational consultant Beverley Burke interviews Californiabased staff development expert Beverley http://www.simulconference.com/clients/ascd/ptc/

Kathleen Burke Director, ASCD Annual Conference Each week leading up to the 57th Annual Conference and Exhibit Show, look in this space for a new " Previewing the Conference " program. Kathleen Burke And if you haven't yet registered to attend the Annual Conference, do it today. Simply click here to go to the ASCD Annual Conference registration page. "Choosing to Dance" — An Interview with ASCD President Kay Musgrove ASCD's 2002 Annual Conference is constructed around the theme "Choosing to Dance: Taking Bold Steps for the Sake of Our Children." For ASCD President Kay Awalt Musgrove that theme embodies both a major challenge facing educators and a strong personal commitment to risk-taking and change. Interviewer Kathleen Burke explores the 2002 theme and other aspects of the upcoming Annual Conference with President Musgrove. Click the link the above to listen to the interview and read a transcript. Former United States Surgeon General Joycelyn Elders is a passionate and formidable advocate for children - especially the need for comprehensive health education and health care. "Despite being the richest country in the world, we rank behind 11 other countries in how we take care of our children and how we educate them, and then we're 54th in healthcare," Dr. Elders explains to interviewer Kathleen Burke. Listen to Dr. Elders to preview her remarks at the upcoming ASCD Annual Conference and share some of her passionate commitment to children, education, and health. Click on the link above to listen to the interview and read a transcript.

80. Institute For Social Ecology - Popular Education For A Free Society Planning and Design, and works with the development Office. Grimmer also teaches history in the Continuing education division of the University of vermont. http://www.social-ecology.org/index.php?topic=faculty_staff

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