OVWS alum Ida Eames reflects on the festival of Michaelmas and what it means to conquer our own personal dragons.

I was standing atop a grassy hill, sword in hand, ready. I was Saint Michael.

I was ready for this moment to be over. Not because I don’t enjoy acting, because I do, I love it. I wanted the moment to be over, so I could leave. I wanted to leave this 911���� school that sheltered and protected me.

We celebrated Michaelmas every fall and now, finally, it was my last time ever taking part in the pageant. Just days prior, I had been begging my mom to let me go to a public school, but there I was, chosen to be Saint Michael, out of every other eighth-grader.

I was chosen to march down the hill to tame the dragon. The dragon was destroying the crops, the sustenance of the villagers, and the villagers were looking to me to save them.

At that moment with the warm autumn sun shining into my face, sword aimed at the dragon, I did not realize that there was so much more I had to learn about myself.

Michaelmas is celebrated at the time of the harvest between the summer and Winter solstices. The Archangel Michael, a powerful figure in Christian, Judaic and Islamic traditions, comes down from the heavens to tame the dragon that is wreaking havoc on the village. We all have the possibility within ourselves for personal transformation, and our own dragons to tame, whether greed, fear, selfishness, or other destructive forces. At Michaelmas, we seek to face with courage, one’s dragons to transform oneself.

My personal dragon’s name is Fear.

Fear was subdued at my old school. I did not know this dragon lived inside of me and was ready to break loose until I left the comfortable environment that nurtured me in my early years.

I didn’t realize how grounding it was to look my teacher in the eye every morning and be met with a firm and kind handshake and a welcoming “good morning.”

The day was filled with a focused main lesson, artwork, singing, and purposeful movement, which left me feeling alive. I did not realize my curiosity about the public school and my strong desire to leave the 911���� school would cast me out on my own, leaving me to face my personal dragon, Fear.

I met Fear up close on the first day of my freshman year. There were computers, teachers, loud bells, and complicated rules, all new and startling to me. I felt so alone and uncared for, I felt fear deep in the pit of my stomach. Fear stopped me from going to school, trying new things, and eating. I became a person I did not recognize, scared, and unconfident. Where was my sword to tame this dragon?

I discovered my sword. It was there, inside me, a burning light, dimed in those harsh moments of change. I was still there, the enthusiastic and determined child who was the first to knit my hat and the first one outside at recess leading the kids down to play soccer; I was there upright singing my heart out during the morning verses.

My light began to flicker brighter when I joined the high school chorus and theater group. I returned to my sewing machine in earnest, making empowering creations such as quilts, masks, and tote bags. I found teachers who saw my light and in their eyes encouraged me. I found soccer, helping to create a girl’s team that not only nurtured my need to move, but also made other girls feel cared for and part of a community. I kept dancing, fueling my light of courage. I surrounded myself with dear friends who fueled my heart.

My flame came back, perhaps brighter than before, slaying my dragon, Fear. I am ready for what’s next, climbing mountains, visiting new places, expanding my knowledge. I will move through the world with courage, awareness, and curiosity.

Ida Eames attended OVWS through 8th grade and graduated last year from Craftsbury Academy. She is attending Northern Vermont University in Johnson VT , where she received a full tuition scholarship because she was salutatorian of her high school class. She plays soccer at NVU and is majoring in Holistic Health.

A 7th generation Vermont farmer of the local LePage family, Alan evolved the farming methods on the family land in Barre, VT towards biodynamic and organic practices to serve the Central Vermont community for over 30 years. His daughter, Lila, recently took on Alan’s role as market farmer there.

Alan and a few others laid the foundation of the Montpelier Farmers’ Market from the ground up. His passion and dedication, not only to growing interesting organic vegetables, but toward remediating the earth and offering his expertise to the community of our school and the greater community interested in improving their gardening skills and stewardship skills is burgeoning. 

In Alan’s transition from running his own market farm to contributing as an expert in the community, he is growing the following at Grace farm:  A most productive vegetable and melon garden, hand-remediated soil health, bed preparation for some 400 heads of garlic to be planted this fall, as well as visions of integrating more botanical functional beauty and sustainable practices into the fabric of the Grace Farm landscape.

“This is incredibly rich and productive soil, or I wouldn’t be here.”

— Alan LePage

I invite you to take a moment to peek over the garden gate beside the climbing clematis to witness the bounty of having a local expert and elder who is committed to growing health and beauty through the soil (from the north lot at Grace Farm, walk past the garden shed and stone circle up the hill towards the garden gate). 

Alan primarily tends the soil and garden, and secondarily, he educates. This fall, he will offer a Kimchi making workshop, from the garden to the ferment, on October 9th at Grace Farm. It is a measure of great abundance that Alan is here working with the land at Grace Farm.

Alan tends the foundation for a healthy organic and biodynamic garden this growing season with occasional help from a farming mentee, Devon Smolca. Their work is deep and effective, the potential is vast.

“Over the long term, I believe that the cultural requirements of agriculture are being unmet. Institutions (Cornell…UVM) teach agronomics, but they don’t teach the essence of agriculture to people who might be wanting to grow their own food and security for themselves and their neighbors, and gain the satisfaction of something that is life sustaining and fascinating - IF you can slow down enough to do this!”

— Alan LePage

Alan’s vision for enriched soil, farm sustainability methods and community impact is worth listening to. I recorded a . Shuffle about halfway through to listen as Alan begins to hold court with his views on the importance of beauty and purpose.

His is a parallel expression of the , through a vision for the earth, her bounty, and the impact on humans who engage in the physical and mental labor of tending her.

This is not surprising, as the mystic Rudolf Steiner envisioned both 911���� Schooling and Biodynamic Gardening from the same basic value system of investing in the nourishment of ourselves, our children and the world.

With his radical and progressive views, Alan circles back to the old ways, and as a listener, I am reminded that the word radical stems from the latin ‘�����徱���ܱ���’: the rootlet or part of the embryo of the plant which develops into the primary root.  This work of the 911���� educator, the organic gardener, the parent, child and human being who maintains a value on presence, beauty, and a reverent regard for human (child) development IS a contemporary radical notion. 

We look forward to integrating the children and greater community into planting garlic this fall during our Community Michaelmas festival, and establishing a series of agricultural workshops led by Alan for the greater community, starting with the Kimchi Workshop on October 9th.

Alan LePage, an organic original, hosts practical advice, botanical history and esoteria, agronomics and radical fun on . WGDR 91.1 Plainfield, Sunday mornings 7-9 a.m.)

Story by Angie Barger

by Madelief Becherer, Administrative Director & Lynn Rappaport, Pedagogical Director 

Thank you so much for the immense amount of time, energy and love that everyone has poured into starting this school year off strong for our students. We are grateful to each and every one of you for your devotion and are inspired by your dedication.

As we navigate the start of this second year of the pandemic, Orchard Valley is also feeling and experiencing the very real and uncertain challenges facing many schools, organizations and businesses in the United States. Finding, hiring and retaining qualified teaching staff is a clear and present challenge that is now affecting programs each day.

Gratitude for Teachers and Staff

Our school has been leaning on our valiant teachers and administrative staff to step in and take on extra hours across all programs just to stay open since the start of the COVID-19 pandemic. Every staff member has been stretching to meet the needs of our programs and we could not be more proud of the highly skilled and committed colleagues we work with. They go above and beyond the call of duty every day, greeting the children with smiles and forfeiting prep time and family time to be able to serve and meet the needs of our students and families. We are forever grateful for their sacrifice. And we endeavored to honor them even more by re-fortifying our staff during the summer as we prepared for this new school year. 

Our Progress 

We began planning for this school year with great confidence and hope when it came to hiring new teachers. For months we have posted jobs on a wide range of sites and locations, and have expanded our hiring networks in the hopes of finding qualified teachers and substitutes. We extended our hours at Sweet Clover Nursery and also committed to a 3-5:00 pm aftercare program at Child’s Garden this year to meet the critical needs of some of our families. And yet, even with all the deep commitment from our teachers and administrative staff to make these plans work, this week it became painfully clear that we simply do not have enough employees to keep these programs open.

Many of you have experienced and know that Orchard Valley is currently struggling to maintain a full staff in each of our Early Childhood Programs (Sweet Clover Nursery, Child’s Garden and Farmhouse). With this, we have been forced to freeze enrollment at Sweet Clover Nursery and have even had to close some programs due to lack of staffing and substitutes during the week. As you may imagine, this is both very disappointing and also absolutely necessary.

A Hiring Crisis, Tipping Point & Call to Action

This phenomenon is not unique to Orchard Valley, or to Early Childhood Education in general. As previously mentioned, all business sectors in Vermont are struggling to become and remain fully staffed. The continued pandemic-era fallout is fueling this crisis, though we are clear that the foundation of this country-wide staffing crisis is rooted in a fundamental lack of early childhood care and educational programs. Without childcare, parents cannot work. 

Staffing in early childhood education has reached a crisis point in Vermont specifically. Childcare centers and preschools are reducing hours, closing entirely or are frequently experiencing daily closures due to lack of staffing and substitutes across the state. Job openings are posted, re-posted and creative ways of recruiting are used, but fewer and fewer applicants are applying. 

Today, we are reaching out to you to share this very real picture of the environment our teachers and administrative staff are working within. We want you, as parents, to be both informed and empowered to join us in working our way out of this crisis. Orchard Valley needs advocates for Early Childhood Education, for our Orchard Valley programs and we need to be speaking up for our children's needs. 

What You Can Do

A few specific ways that you can support our programs and our ongoing efforts to advocate for Early Childhood Education during this crisis include:

1 - Assist with helping us fill open Substitute teaching positions for all our programs - Apply

2 - Reach out to your state representative about this early childhood education care crisis and employment crisis in Vermont.

3 - Join

• Let’s Grow Kids Action Network:

• Vermont Early Childhood Advocacy Alliance:

Our entire Orchard Valley Team is grateful for your care, compassion and support as we continue navigating this staffing crisis and ongoing COVID-19 health crisis. Please contact us anytime if you have questions, concerns or creative ideas to contribute as we strive to develop new solutions.

Our head, heart and hands are open and welcome your feedback, talent and energy. Together we can continue serving the needs of our children and families, and find new ways to forge ahead during these challenging times. 

"We must eradicate from the soul all fear and terror of what comes to us from the future. We must acquire serenity in all feelings and sensations about the future. We must look forward with absolute equanimity to everything that may come. And we must think that whatever comes is given to us by a world direction full of wisdom.

It is part of what we must learn in this Age; namely, to live out of pure trust. Trust in the ever-present presence of spiritual worlds. Truly nothing else will do if our courage is not to fail us. Let us develop our will. And let us seek the awakening from within ourselves every morning and every evening."

  - Rudolf Steiner

by Julie Henderson

Julie Henderson was one of the early founders of 911���� and had such a passionate vision for the land and what could be made manifest for the children of our community. We are so blessed to have her presence still resonating in our school community even though her children have long since graduated. Her sharp intellect and commitment to the school are both inspiring and deeply comforting. We invited Julie to share her story and journey with 911���� Education and Orchard Valley.

My introduction to 911���� education came at a talk given at the Child's Garden by a former kindergarten teacher. What I heard that autumn evening changed, in an instant, how I thought about my three-year-old daughter’s developing mind, about parenting, about school. Through the many years that followed, my commitment to 911���� education never wavered. Even when it was delivered imperfectly, I held fast to my understanding of 911���� principles: that this form of education strives to meet the child where they are, developmentally; that it values each child for the gifts they bring and helps the other children see and appreciate these; that a child is a being not just of mind, but of soul and spirit; and that they have capacities for thinking, feeling and willing, that can be nurtured and cultivated at the right time and in the right way. I came to recognize that the teachers were acting with intentionality, borne of an understanding of the true human being. Every lesson, every activity, arose out of this shared perception. The purpose? To educate children with love, that they might go forth, in freedom, to meet their particular destiny in their full potential. 

Pictured above: my daughter, Piper French, was in the first graduating class of Orchard Valley in 2008. She went on to Lake Champlain 911���� High School and then Brown University. My son Eli French graduated Orchard Valley in 2012 and went to U32 and then Colby College.

My daughter first attended Morning Garden, then two years of mixed-age kindergarten. At the time there was no 911���� grades school in central Vermont. The nearest option was the Green Mountain 911���� School, in Wolcott – a 45-minute bus ride away. Many previous parents had utilized this option, but for a small group of us, we could not imagine taking that step. 

The Child’s Garden had a single classroom of twenty children and did not have the capacity to start a grades school. Our parent group forged ahead on its own, advertising – the old-fashioned, pre-internet way – with posters that read: "Seeking A 911���� Teacher, Interested Families, and A Space." This impulse had surfaced a few times previously in the central Vermont community, with no success, and I was told later that some thought our poster naïve, even audacious! 

But the cosmos aligned, the time was right, and the year was 2000 – a time for many new beginnings. The wonderful Miss Jacqueline Gabe appeared to teach a first grade with seven students, in a rented house on land in Berlin. So much excitement for this first class! Parents contributed incredible amounts of energy and resources to bring this dream to fruition; it was a time of awe, gratitude, great fun, and goodwill. 

Three Rivers School co-existed peacefully with the Child’s Garden for several years, only adding another first grade three years later. There was both interest, and resistance, in uniting the schools. Each school was growing and needed more space, and it became clear that the best way to bring the two together would be to find a property with room for both. A third entity took up this effort, looking for properties and financial support. After an intense, brief fundraising effort, the group successfully purchased the amazing Grace Farm campus at auction in August 2003. These were heady times, both exhilarating and exhausting, as renovations were made to the farmhouse and the former dairy barn. Countless hours were spent in meetings and workdays, with parents and community members working so hard to create this new school. Nine months after beginning co-habitation, the Child’s Garden and Three Rivers School merged, and The 911���� was born. Those of us present experienced the profound privilege of being part of a truly creative act.  

Still, there were more years ahead of monumental effort at continuing renovations as well as developing the school’s infrastructure. Support continued to flow from the spiritual worlds in manifest ways - how else could seven families and one teacher have started a school that grew, at one point, to 120 grades students? I learned that this support is ever-present if only we seek it. 

Over the years, I have seen the number of students and families expand and contract. I am continually grateful for - and delighted by - those who find their way to this education, this community, this place. I am in awe of the sacrifices families make that their children might be here. I know they must understand, or at least sense, what is being offered to their children. So much more than academics! The artistic and practical activities foster strong soul forces in the growing child. Love and reverence for the world and each other develops strong social intelligence. There is much at work in the world against our higher human impulses, and helping the child develop their whole being enables them to meet these obstacles and distractions. I continue to support Orchard Valley because it is so important to me that children – all children – have the opportunity for this education. 

I have witnessed the school’s transitions and challenges, the arrivals and departures. It is not the same school we started twenty years ago. It is being re-created, over and over, by new groups of parents, teachers and staff. It is an evolving, living entity grown from seeds planted decades earlier. I always understood that Three Rivers, and then Orchard Valley, stood on the foundation laid by the Child’s Garden. But only after years in the grade school did I come to deeply appreciate that Orchard Valley would not have come fully into being without the Green Mountain 911���� School having gone before. After it closed, teachers and families flowed to Orchard Valley, strengthening the faculty and expanding the base of committed 911���� families. I began to recognize that there is, indeed, a time for all things, and what we do today will bear fruit in the future, even if at present we cannot imagine what form that will take. The school today is a moment in this flow, evolving to meet the needs of the times. My hope is that the impulse at the heart remains, while the vessel of the school forms and reforms through time. 

I knew nothing about Rudolf Steiner, or anthroposophy, (the foundation for 911���� pedagogy) when our family began its 15-year journey with 911���� education. I only knew that what I heard at that very first parent talk I attended was true. Those truths were augmented and reinforced over the years through the wise guidance of teachers and the thoughtful reflection of other parents. I have witnessed our two children grow into caring, responsible, confident and capable young adults. I am forever grateful for what they received through 911���� education, and for the way it shaped our family’s life.” 

From Grades Teacher Libby Case:

The 911���� curriculum relies heavily on a multi-sensory approach to education. When preparing lessons for the class, teachers attempt to present the material in ways that meet all the different learning styles of the class. They do this through traditional means of learning -- reading and writing; but they also do this through story, song, dance, and games. So when teachers were told they would be teaching from their homes and not seeing the students on a daily basis, they were presented with quite a challenge. Our grades teachers here at OVWS have risen and met this challenge in many diverse and creative ways. I thought I would share a few of those with you.

To begin with, all teachers initially prepared and sent home packets and materials to their students containing three weeks of lesson plans. These included readings, writing assignments, math worksheets, main lesson books, class readers, colored pencils, paints, beeswax, clay, and recorders. These packets were well organized and included suggested daily schedules, step by step guidance for completing assignments and teacher availability to help with work. Beyond that, teachers are reaching out to their students in a myriad of ways.

In grade one, In addition to all of the wonderful practice sheets on writing and math, teacher Dana Cudney has been sending her flute lessons to her students via video. Students receive audio recordings of songs they have been learning in class as well review of poetry and math games. She has a weekly read aloud session with the whole class which the students love.

In grade two/three teacher Lottie Maker greets her children daily with an audio greeting that goes over the work of the day. She has created a Google file that her families can access that contains weekly recorded songs and stories. She meets daily with certain students and maintains direct contact with each student at least once a week.

In grade four/five, teacher Libby Case has been guiding her students through a study of Ancient Egypt through stories, readings, paintings, drawings and clay work. She meets with her whole class once a week on a Zoom call and with individuals at least once a week, and more as needed, to go over assignments. Each morning her students are greeted with a written welcome letter that recaps the work from the previous day, presents the work of the current day and gives a heads up for what is to come. After April break her students will be receiving a daily audio file of the story of the day.

Middle school teachers Jane Hill and Lindsey Benton began teaching beyond the classroom with packets just like the rest of us. They have since moved to daily Zoom lessons with their class. Both have embraced this new method of teaching and are making it work. Ms. Hill is teaching Physiology utilizing numerous hands on exercises to demonstrate the functions of the body. Ms. Benton performs organic chemistry experiments for the students out of her kitchen and has students give some of them a try in their own kitchen.

French, On-the-Land and handwork teachers, Jan Erkelens, Kelly Davis, and Kate Camilletti, all prepared assignments and materials for students to pick up and in addition have prepared audio files and video instructions for the students. Some have directed students to online resources to help with learning songs and new skills. Ms. Davis has all students getting outside each day, exploring nature and keeping a nature journal.

All and all it is a challenging but creative time for all of us here in the grades. We could not do any of it without the support of the parents at home! We are so grateful for this amazing community and we thank everyone for all you are doing during this time. Our greatest hope is that families will feel supported, connected, and loved.

is one of the "specials" classes in the Orchard Valley grade school curriculum. Through this class, students broadly learn about and move upon the 55 acres that comprise the Grace Farm campus. The curriculum varies by year and by season.

On The Land classes worked with fire throughout the late fall. As the hours of darkness increase with the season, tending to fires brings much needed warmth and light. The younger grades (1-3) learned to build and tend fires, gathering around for stories about how the forest creatures prepare for winter. Class 4/5 learned to cook over the fires they built, making delicious treats such as baked honey apples and bread on a stick! Grades 6-8 worked with friction fire and carved bow drill kits of their own. Friction fire making will continue throughout the winter when the snow is thin.

As winter settles in, the curriculum shifts to ski season. All students in grades 2-7 have been outfitted with cross-country skis, and this week class 2/3 had their first cross-country ski lesson! Grade 1 students will continue to explore the forest in winter, on snowshoes when needed.

While waiting for snow, Grades 6-8 continued their work with friction fire, while grades 4-5 began to work with the Central Vermont Solid Waste Management District to learn how the school can improve its waste management and work toward greater sustainability. Grade 2/3 has cycled back to their work with the Three Sisters garden they tended in the fall, baking cornbread from corn they grew and ground into cornmeal themselves! Grade 1 has been working on a large shelter, adding greenery to make a cozy outdoor space to gather in the winter.

Grade 8 will be skiing during Movement class with Mr. Maynard, and will use their On The Land class time in service to the greater community. The class has been split into three groups and each will cycle between working at three locations: 1. North Branch Nature Center, where they will work to protect trees from beaver damage; 2. Orchard Valley's Sweet Clover Nursery, where they will help in the infant room; 3. Good Samaritan Haven, where they will help staff at the homeless shelter to prepare for the winter. Each group will have a chance to visit all three of the sites. The class will then shift into a deeper look at the issues of Global Climate Change and Food Justice.

In school year 2018-19, both grade 1 and grade 2 were standalone classes. This year they combined to become a 2/3 class. This is the third year that Orchard Valley has followed , and the rhythm is really taking shape in the heart of the school and the work of the faculty. Here we'll take a look at how this works in handwork class.

The first year two classes are combined merges the children into a new social group and broadens the range of academic and social strengths than those that already exist in an age-based group. This presents a wonderful learning opportunity for all, as the 2/3 handwork class shows.

Handwork Teacher Kate Camilletti began the year with the traditional grade 2 project -- a knitted rainbow ball. The project was new for the 2nd graders, but a repeat for the 3rd graders. As such, Kate worked with the second graders and students new to knitting on the basic knitted ball, while the other children created a ball that was fashioned more like a baseball, "requiring more mathematics and a deeper process," Kate said.

Working on the same project, but differently, was a great way to bring the class together. The children are now either knitting a gnome or learning to crochet, with Kate assigning students to a project based on where they are individually and not based on grade. Knitting is the foundation, she says, while crocheting is different for the mind and the hands -- and not everyone takes to it. So Kate works to meet each student where they are so that they feel a sense of "joyful challenge" in their work. The students will move back and forth between knitting and crocheting as they progress through the remaining projects this year -- string bags, potholders, and dolls.

Lashio, Shan State, Myanmar

by Child’s Garden Director Stephanie Hoelscher; published in the November 2019 IAWSECE newsletter

When human beings meet together seeking the spirit with unity of purpose then they will also find their way to each other. ~ Rudolf Steiner

An American teenager stood in a Buddhist temple complex. He, the observer, was seventeen, educated through 8th grade at 911���� schools in southwestern and northeastern United States and now studying in a public high school.

They, the subjects of his interested gaze, were kindergarten-age children eating their lunches. Many, many children. Dozens of children. Too many children to count. Burmese, Shan, and Chinese children.

They sat on benches at long rectangular tables arranged end-to-end. The six tables occupied most of the space in the rectangular room adjacent to a row of six classrooms. Tall pots of rice and vegetables sat on a counter alongside a jug of water and a plate of cups.

The lunchroom was quiet. The children were eating. When finished they stood from their place, scraped their bowl, and rinsed them at a sink. Children wanting more food helped themselves standing on tiptoe at a stool to reach the food. The children were as young as 3 ½. A few teachers worked quietly in the corners of the room. They did not speak. No verbal instruction or redirection was needed.

The observer was astonished. “That would be utter chaos in the United States,” he reported to his mother. His mother, an American 911���� early childhood teacher, agreed. She turned to her host, Ying Hwe, who had brought them to this “leading kindergarten” in the northern Shan state of Myanmar. This school, the first to bring 911���� early childhood education to the Shan state, serves over 200 young children in twelve classrooms in a large temple complex perched on a high hill overlooking Lashio, the final stop on the British-built narrow gauge railroad line from Mandalay, a 12-hour ride away.

“We could not do this in the United States,” said the American teacher. “How is this possible?”

Ying Hwe did not understand the question. She cocked her head, wrinkled her nose, crinkled her eyes and grinned at her American friend. The American rephrased the question; she tried to provide a cultural context.

Ying Hwe was quiet. She looked out into the expansive outdoor play space quiet and empty at lunchtime. Some moments passed before she spoke.

Ying Hwe gestured toward her heart. “When the teachers are calm inside, the children will be calm,” she said in reply.

The American mother and son looked at her. They looked at each other. They did not speak.

Ying Hwe sensed their wondering puzzlement. She continued: “Every morning before the children arrive all the teachers come together for twenty minutes of meditation. All together. Two dozen teachers each and every day.”

Ying Hwe’s 7-year-old son pulled on the arm of his American teenager-friend. The older obliged the younger with a smile, and the two scampered off. The two teachers continued to sit together in silent contemplation. Brought together months ago in Dornach. That is another story.

Everyday something must be achieved inwardly.

~ Rudolf Steiner. (1998). “Guidance in Esoteric Training: From the Esoteric School”

As we begin our school year, 911���� marks 15 years of serving children and families. We have much to celebrate!

The beginning of the school year also brings the start of Orchard Valley's Fall Appeal. This appeal is a crucial piece in ensuring we can successfully meet our operating costs. Your support is vital to this school and all of work we do on all three campuses -- Sweet Clover Nursery, Child's Garden, and Grace Farm.

We recently received a generous $15,000 matching gift to our Fall Appeal, which means that each dollar you contribute through November will move us twice as far toward our goal! Thank you so much for your support!

"The Tetra is up and they love it," says Libby Case, class 4/5 teacher. This new middle school play structure was a gift to the school in honor of Libby from her 2018 graduating class. The structure was designed by Yestermorrow Design/Build instructor Giocondo Susini; the 10 students in Gio's two-week class then worked with his plans to build it. (Yestermorrow is a Design/Build school in Waitsfield, VT.) Then a team of OVWS parents (Debbie Goodwin, Erica Zimmerman, Casey Gullage, Shaun Stephens, and Madelief Becherer), along with Libby and Gio, spent hours preparing the site and erecting the structure.

The idea for the structure "came out of the need for middle school students to have their own space," Libby says, and "it worked!"

Parents from Libby's graduating class approached the faculty to define a need they could support with a class giving effort. The parents raised about $4,500 for the project with 100% class participation, along with parents from Libby's long-ago kindergarten classes! While a sizable figure, it was not enough to fund a structure without the partnership with Yestermorrow, said Erica Zimmerman. "This project set an example of what graduating classes can do," Erica said. "Giving in celebration of your class's graduation is a great way to support the future of the school."

The structure includes a climbing wall, chin-up bar, and several small decks. It was designed to make it easy to add other elements onto it. Thank you to all!