VAMLE Newsletter
July 2025 Edition
Special Olympics Vermont is a nonprofit organization dedicated to fostering inclusion, acceptance, and opportunity for people with intellectual and developmental disabilities through year-round sports training and competition. As part of the global Special Olympics movement, it offers local community programs where athletes aged 8 and up can train, build friendships, and participate in a wide range of Olympic-style sports and statewide competitions—such as the Winter Games with snowshoeing, cross-country skiing, alpine skiing, and snowboarding, as well as summer contests in basketball, bocce, soccer, and more. Through consistent coaching and competition, SOVT helps athletes grow physically, socially, and psychologically, boosting confidence and wellbeing that carry into daily life. The organization also engages in health and wellness initiatives like Healthy Athletes free screenings and partners with schools and local groups to support Unified Sports, which bring people with and without intellectual disabilities together on the playing field.
In addition to sports programming, Special Olympics Vermont sponsors signature fundraising and community events that both raise essential funds and bring Vermonters together in support of inclusion. A flagship event is the annual Penguin Plunge, where participants raise money by taking a chilly dip into Lake Champlain to support SOVT’s mission and programs. The Law Enforcement Torch Run is another high-visibility tradition; law enforcement officers, first responders, athletes, and community members carry the “Flame of Hope” through towns across the state to open the Summer Games and increase awareness. SOVT is also a long-time partner and co-sponsor of VAMLE's annual "Creating communities of Equity & Respect" conference. These events and many others rely on thousands of volunteers and sponsors each year, creating a broad community network that celebrates athletes’ achievements, promotes social inclusion, and enriches communities throughout Vermont.
Find more information on how you can get involved and support Special Olympics Vermont:
https://www.specialolympicsvermont.org/volunteers
Register for the annual Penguin Plunge (March 14th) here:
We are incredibly excited to be hosting our annual conference at Champlain College again this spring! As in past years, our theme for the conference is "Creating Communities of Equity & Respect," and our focus is providing opportunities for middle level students to present to each other. This year we have teams of students from nine Vermont schools presenting, as well as several organizational partners. Topics range from promoting student leadership and developing inclusive schools to youth-adult partnerships and strengthening school communities. Nineteen schools from across the state will be sending teams of students to join us for the conference, so we'll have over 250 students and educators in attendance!
Middle level educators work with students who are experiencing rapid intellectual, social, emotional, and physical changes, making professional learning especially important during these formative years. Ongoing, targeted professional development helps teachers better understand how young adolescents think, learn, and interact with the world around them. When professional learning is centered on the developmental needs of this age group, educators are better equipped to design instruction that is engaging, responsive, and supportive. Organizations such as the Association for Middle Level Education and VAMLE play a vital role in promoting research-based practices that honor the unique nature of middle school learners.
Professional learning focused on young adolescents helps teachers move beyond generic instructional strategies and toward approaches that recognize students’ growing need for autonomy, relevance, and meaningful relationships. Middle school students thrive when learning experiences connect to their interests, identities, and real-world concerns. Through specialized professional development, educators learn how to create inclusive classroom communities, differentiate instruction, and foster positive social-emotional growth. This type of learning empowers teachers to respond effectively to diverse learners while maintaining high academic expectations.
A particularly valuable resource for middle level educators is the Successful Middle School Series. This collection of professional books offers practical guidance grounded in research on adolescent development and effective middle school practices. The series addresses essential topics such as curriculum design, classroom culture, teaming, scheduling, student engagement, and equity. By presenting real classroom examples and evidence-based strategies, the series helps teachers translate theory into daily practice. As a result, educators gain tools they can immediately apply to improve student learning and well-being.
Similarly, VAMLE's guiding text, "Middle School is Not a Building," emphasizes that effective middle schools are defined not by their physical structures but by their commitment to meeting the developmental needs of young adolescents. Successful middle-level education is grounded in strong relationships, responsive teaching practices, and a school culture that values student voice, belonging, and engagement. Through the framework outlined in Middle School Is Not a Building, educators are encouraged to focus on interdisciplinary learning, collaborative teams, and personalized support systems that promote academic growth and social-emotional development. Ultimately, the work reinforces the idea that a true middle school is created through intentional practices and shared values that honor students’ identities, curiosity, and capacity to learn.
Engaging with resources like the Successful Middle School Series and "Middle School is to a Building" encourages educators to become reflective practitioners who continuously refine their craft. When teachers participate in professional learning communities, book studies, and workshops centered on these materials, they strengthen their shared understanding of what young adolescents need to succeed. This collective commitment to growth leads to more coherent programs, stronger relationships, and more responsive instruction. Ultimately, professional learning grounded in the needs of middle school students—and supported by high-quality resources—ensures that educators are prepared to guide young adolescents through a critical stage of their academic and personal development.
- "Middle School is Not a Building"
- The Successful Middle School: Student Voice
- The Successful Middle School Schedule
https://my.amle.org/Shop/Store/Product-Details?productid=%7B0095E186-85B6-F011-BBD3-7C1E52177A24%7D
- The Successful Middle School Advisory
- The Successful Middle School: A Place to Belong & Become
Place-based experiential learning is a powerful approach for middle school students because it connects academic content to the real world in meaningful, memorable ways. At this developmental stage, young adolescents are naturally curious, social, and eager to understand how learning relates to their own lives. When students investigate their local environment, community, and history, they move beyond abstract concepts and begin to see themselves as active participants in their world. This type of learning strengthens critical thinking, problem-solving, and collaboration skills while helping students develop a deeper sense of purpose and engagement in school.
Through place-based learning, students are encouraged to observe, question, and analyze the systems that shape their daily lives. Whether studying local ecosystems, community challenges, or regional history, learners practice skills that transfer across disciplines. Science becomes relevant through field research, social studies comes alive through community interviews, and literacy grows through authentic reading and writing tasks tied to local issues. These experiences foster intrinsic motivation, as students see that their work matters beyond the classroom and can contribute to real solutions and meaningful conversations.
Vermont is uniquely equipped to support place-based experiential learning because of its rich natural landscapes, strong community networks, and long-standing commitment to environmental and civic education. From the shores of Lake Champlain to the peaks of the Green Mountains, students have access to diverse ecosystems that serve as living laboratories. These environments provide authentic opportunities for studying water quality, wildlife, climate patterns, and conservation practices, allowing students to engage directly with scientific inquiry.
In addition to its natural resources, Vermont offers strong partnerships between schools and community organizations and a rich history of local governance and civic participation that enhance experiential learning. Numerous organizations regularly partner with schools to provide hands-on programs focused on agriculture, sustainability, history, and land stewardship. Through these partnerships, students can explore farm-to-table systems, renewable energy, and historical preservation while interacting with experts who model lifelong learning and civic responsibility.
Vermont’s small, close-knit communities also make it easier for schools to integrate local voices and experiences into instruction. Students can interview town leaders, collaborate with local businesses, and participate in service-learning projects that address community needs. These experiences help adolescents develop empathy, communication skills, and a sense of belonging. By seeing how their actions impact their neighbors and environment, students learn that they are capable of making positive contributions to society.
Ultimately, place-based experiential learning in Vermont supports the whole child—academically, socially, and emotionally. By grounding instruction in local contexts, educators help students build strong academic skills while nurturing environmental awareness, civic engagement, and personal responsibility. Vermont’s natural beauty, community partnerships, and educational traditions make it an ideal setting for this approach, ensuring that learning is not only rigorous, but also relevant, meaningful, and deeply connected to students’ lives.
Here are a few resources and tools to help you implement place-based learning in your classroom:
- Financial Resource: Vermont Rural Education Collaborative's Place-Based Learning Grants
- Informational Article: 4 Steps to Establishing a Place-Based Learning Program, Edutopia
- Implementation Toolkit: Tarrant Institute for Innovative Education
- Opportunity for Partnership: Shelburne Farms
- Attend the Middle Grades Collaborative's monthly "Conversations" to discuss problems of practice and strategies for overcoming them.
- Attend the New England League of Middle Schools' (NELMS) Annual Conference. In 2026 it is being held in Springfield, Massachusetts on March 19th & 20th.
- Join the VAMLE board! More information about board membership can be found here on our website. We would love to have you as part of our team!
Contact VAMLE:
Kyle Chadburn (he/him)
Executive Director
P.O. Box 62
Newport, VT 05855