On Thursday, December 05, the residents of Fairfax were asked by the BFA Fairfax School Board to vote on a building bond that considered three articles not to exceed $26.4 million. The voters of Fairfax voted not to approve all three of the articles in the building bond:

As a school administrator for the past two decades, I have experienced the challenges and discord that occurs when communities grapple with the allocation of large amounts of resources. The democratic process should be full of robust debates and opportunities to examine the issues from multiple perspectives. I am proud to work in a community where the citizens are engaged and passionate about their school and students. I appreciate that I work in a town where our citizens take the time to get informed and to advocate for their point of view.  Our community has spoken and we must now come together, determine another solution to the imminent needs of our school building, and begin to move forward together. 

I wanted to express my appreciation to the Long Range Facilities Planning Committee members: Alice Scannell, Stephanie Lynch, Scott Mitchell, Mike Bruso, Fred Griffin, Terry Briant, Nicholas Hibbard, Roberta Rodimer, Matt King, Cathy Larsson, and John Tague. These individuals have volunteered their time and energy over the past months to support this process. The work of the LRFPC has been challenging and complex. I am really proud of this committee’s work and their efforts to listen, learn, and communicate about the needs of our building and our community. 

Being an engaged community member is essential to continuing to make our school a responsive and supportive learning environment. Thank you to all of the community members that took time to attend the informational meetings, provided feedback, and voted. 

Thomas Walsh is currently Principal of BFA Fairfax Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @educatamount

Last week, I sat in the lobby during high school parent conferences and answered questions about BFA’s Proficiency Based system. As I spoke with parents, I had the opportunity to share our process and reflect upon our journey toward proficiency. The conversations were especially important given recent news coverage regarding the Class of 2020 and their college applications. The Class of 2020 is the first class impacted by Act 77, Vermont’s law the requires Flexible Pathways and Proficiency Based Graduation.

There are many aspects to a proficiency based system that distinguish it from a traditional system. There has been a focus on transcripts, “grading”, and reporting systems in proficiency systems, but the heart of a proficiency based system is clear expectations for learning. At BFA, learning scales based on our Proficiencies, Indicators and Targets provide that clarity and will be the focus of this post.

BFA high school and middle school teachers began the transition to proficiency in the summer of 2015, when the Class of 2020 was about to enter 8th grade. Teachers and administrators worked with a consultant to understand and develop “Learning Scales”, which have become the backbone of our proficiency system. A Learning Scale provides the expectations for a student in a specific skill or process. It establishes clear criteria for evidence of proficiency. A learning scale also defines the components that are lacking if a student is not proficient or the additional aspects necessary for Extended Proficiency. All assessments in the high school use a learning scale to provide feedback on student learning. All Learning Scales provide the opportunity for students to demonstrate learning beyond the “Proficient” level. We continue to develop and revise our Learning Scales.

Teachers worked with the consultant throughout the year to develop Learning Scales within their content area. At the same time, teachers worked to develop the Proficiencies and Indicators for their content area. They based their work on the national standards (Common Core, NGSS, C3…) for their discipline. Proficiencies are the broad categories (Writing, Historical Inquiry, Algebra…) for a content area while the Indicators are more specific sources of evidence within each proficiency (Write informational text, determine validity and reliability of  source, solve equations). Targets are the focus of lessons and topics that students engage with in class. Targets inform Indicators and Indicators inform Proficiency. This system allows students to understand how the work they are doing in class is related to the Indicators for a course and their level of Proficiency toward Graduation. 

Learning Scales allow us to gather a body of evidence of a student’s level of proficiency in each content area and transferable skill. A common misconception is that students are allowed to repeatedly take an assessment until they demonstrate proficiency. In reality, students have multiple opportunities to demonstrate proficiency in each course and over several courses through different learning activities and assessments based on the Learning Targets. 

For example a student might write several informational essays in a ninth grade English class that all provide evidence for the same indicator based on different topics. They continue to write informational essays in subsequent English courses based on the focus of the class. Over time, we acquire a collection of evidence that shows the students progress toward proficiency regarding informational essays in particular and writing in general. It is these multiple opportunities to demonstrate proficiency in a specific area (but in different contexts) against a consistent learning scale over time that define BFA’s Proficiency system. 

The journey to proficiency at BFA began long before the Class of 2020 started high school. We have made mistakes and adjustments along the way and will continue to learn and adapt in the years to come. Proficiency Based Learning represents a seismic shift in teaching and learning. Learning Scales helped us begin that shift. Since 2015, we have worked to develop a recording and reporting system, common assessments, and benchmarks for students. We are confident that our work provides equity and opportunity for our students and would be happy to answer your questions.

John Tague is the Principal of BFA Fairfax High School and is a regular contributor to THE FWSU STORY. You can follow him @jtague252

Leapin’ Lizzards!

2019 Marked the 10 year anniversary of the BFA Fairfax fall musical under the production of Mr. Jerry Bailey. Upon my arrival this summer, I quickly began to notice the dedication, passion and hard work throughout the many, many students, adults and community members involved in this year’s production of Annie. With over 31 Middle School students, 38 High School students; 2 student musicians; along with 14 community members involved in bringing Annie to our stage, the final performances this past weekend were heart-felt, full of a sense of community and a perfect example of the power of community theater.  

Each year’s production is announced in the year prior. Auditions are held each spring and are attended by a spectacular variety of performers. Somehow, each year the production team seems to fit the skills of the performers with roles that are a just-right fit for the growth of their talents.  

Immediately upon my arrival at BFA during the summer of 2019, I was astounded by the array of work and responsibilities taken on by cast and crew. This year’s production involved student led choreography, direction and behind-the scenes set development. From Choreography camps, vocal workshops, rehearsals and even dog-training (for our guest star Fozzie!) all ages and abilities came together to coach, rehearse, practice and refine the smallest to the biggest parts of the musical for months on end.

Even in the weeks prior to the final performances, students were leading the charge and helping one another to refine choreography, cues, set pieces and lines to make the performance the best it could be. Having had the opportunity to enjoy all 4 performances, it was amazing to see our student performers refine and relax into their roles, while backstage seemed to be operating seamlessly.  

While the performances were each a highlight in their own right, listening to the students’ post-performance appreciations for one another, their mentors, their families and communities was a true joy.  

Some may discount the arts or theater as frivolous, however, I know I am not alone in my observations that throughout the development, rehearsal, performance and beyond it is clear that through these experiences we are developing aware, involved, articulate, thoughtful and committed community members. Through their involvement in this year’s, and future productions, our students are practicing the transferable skills which we hold in such high esteem across all of our work at BFA Fairfax: Clear and Effective Communication; Self-Direction; Creative and Practical Problem Solving; Responsible and Involved Citizenship; and Informed and Integrative Thinking.

Each student should be proud of their role, whether it be on the stage or back stage (or in the pit, as the case may be). To share in the joy of the audience across all of the performances was a privilege. We hope that in the future you will continue to support our theater program either through attending the shows, donating concessions, or helping with costumes. It takes a community to put on a show this large, and we appreciate everyone who has assisted us over the years. See you next year! Looking forward to next year’s performance already!

This Season of Giving:

One of my favorite parts of living in Vermont, and Fairfax in particular, is the sense of community and willingness to help our neighbors. Each year, BFA Fairfax students across our schools work together to support area families in need. Prior to the Thanksgiving Break, students in grades 5-8 come together to create Thanksgiving Baskets and Break-Boxes for area families who are food insecure. Student leaders step forward to assist with shopping for ingredients, the assembly of meal kits and preparations for delivery/pickup. Our goal is to ensure that every family in the Fairfax community can celebrate the upcoming holidays in warmth and comfort.

Beginning in December, BFA Fairfax is host to a variety of opportunities to support area families in need. We hope you will join us in the spirit of generosity this season. Winter Gift Giving Mitten Trees will be on display in both the Elementary & Middle/High School Lobbies from December 2-12. Middle and High School classrooms will be conducting our annual December Happiness Food Collection & Coin Drop in classrooms. Grades 5-8 are taking part in a “coin war” fundraiser and High School Classrooms will be accepting Food Donations. Finally, we are also hosting a Winter Sock Drive from December 2-20 in both the Elementary and the Middle/High School Lobbies.

Wishing you a warm and hearty Holiday Season!

Justin Brown is the Principal at BFA Fairfax Middle School is a regular contributor to THE FWSU STORY.