VAMLE Newsletter

We are currently in the process of developing an updated website with even more helpful resources related to middle level practice in Vermont and beyond! Though our website is currently inactive as these updates take place, we are excited to be sharing the new and improved site with you very soon. You'll be able to find us at www.vamle.net starting on May 1st!

Building a strong sense of community and teamwork is important for middle schoolers because it helps everyone feel like they truly belong. At this age, friends become a huge part of life, and being part of a supportive group makes school feel like a safe and happy place to be. When students work together on a team, they learn how to listen to others, solve problems peacefully, and help their classmates succeed. These skills don't just help with schoolwork. They also build confidence and teach students how to be kind, reliable friends. So how can schools create opportunities for this work? Flood Brook School in Londonderry is doing it through an initiative that they call "Middle School Retreat," and it's paying off in a big way!

This past fall, Flood Brook School held their two-day retreat at "The Rafters" in South Londonderry to help their middle school students build a strong, collaborative community as they step into their roles as school leaders and mentors. Roughly one hundred sixth, seventh, and eighth graders participated in a variety of team-building exercises, including water-transport challenges, tarp-flipping puzzles, and arts and crafts, while also taking responsibility for preparing their own meals. According to Principal Johanna Liskowsky-Doak, the event was designed to foster essential skills in problem-solving and communication, ensuring that the older students develop the solid relationships and personal confidence necessary to set a positive example for the younger members of the K-8 school.

Want to learn more? Check out the slideshow from Flood Brook's presentation at this year's VAMLE Creating Communities of Equity & Respect Conference!

https://docs.google.com/presentation/d/1M3aturcGZg4h_3cBKBp4FtaLI0IMUJVLXg-H0USF3o8/edit?usp=sharing

Montpelier, VT — March 10, 2026 — The Vermont Association for Middle Level Education (VAMLE), in partnership with Special Olympics Vermont, hosted its 13th annual student conference, Creating Communities of Equity & Respect, on Tuesday, March 10 from 9:00 a.m. to 2:00 p.m at Champlain College. The event brought together more than 250 middle school students from 18 schools across Vermont for a day focused on collaboration and learning about how students are taking the lead to make their schools inclusive, responsive, equitable, and safe.

As one of the only student-led conferences in the United States, the VAMLE conference provides a unique opportunity for young leaders to collaborate, share ideas, and learn strategies to create more welcoming and respectful school communities. Students participated in interactive workshops and activities designed to promote equity and foster understanding among peers.

The keynote presentation was delivered by the Yoh Theater Players from Woodstock Middle & High School. Through performance and storytelling, the student-led theater group highlighted themes of belonging, respect, and the importance of building inclusive communities.

Throughout the day, students attended workshops led by both student groups and Vermont-based organizations. These sessions encouraged participants to explore practical ways to promote inclusivity, develop empathy, and strengthen student leadership within their own schools. In addition to the student presenters, VAMLE welcomes representatives from Outright Vermont and the Vermont Holocaust Memorial who also provided powerful presentations about the importance of treating all people with dignity and standing up for what is right, even in the face of hardship.

The conference is about empowering young people to take an active role in shaping school communities where every student feels valued and respected. By bringing students together from across Vermont, the VAMLE board hopes that we are playing a part in helping to build a network of young leaders committed to equity and inclusion as part of VAMLE’s ongoing mission to support middle level education and provide meaningful leadership opportunities for students throughout Vermont.

We hope to see everyone again next year at our 14th annual conference in 2027! And, if you didn't make it this year, we hope you'll join us then!

Note: This section of our newsletter is dedicated to promoting the Essential Characteristics and Attributes of a successful middle school as outlined in the text The Successful Middle School: This We Believe, distributed by the national Association for Middle Level Education.

In the middle level education landscape, assessment should never be merely a final grade or score at the end of a unit; rather, it must be a continuous, diagnostic tool that is essential in developing support for the rapid developmental changes of young adolescents. According to This We Believe, successful middle schools must employ varied and ongoing assessments that move beyond traditional high-stakes testing. Because students aged 10 to 15 experience significant cognitive, social, and emotional shifts, a singular approach to assessment fails to capture their true capabilities. Flexible, adaptive assessment must be woven into the fabric of daily instruction to provide a real-time map of where a student stands and where they need to go.

AMLE emphasizes that for assessment to be effective, it must be authentic and multifaceted. This means educators should utilize a diverse toolkit including portfolios, performances, projects, and self-assessments that allow students to demonstrate their learning in ways that align with their individual strengths. By offering variety, teachers ensure that assessment is inclusive of different learning styles and cultural backgrounds. This approach shifts the focus from "sorting" students to "supporting" them, fostering a growth mindset where mistakes are viewed as important data points in the learning process rather than failures.

This We Believe also emphasizes the role of formative assessment in guiding instruction. Ongoing assessment allows teachers to be flexible, adjusting their practices and strategies based on immediate feedback. When assessment is frequent and low-stakes, it reduces the anxiety often associated with the middle school years and provides students with a clear sense of purpose. This continuous loop of feedback helps students take ownership of their education, as they learn to monitor their own progress against clearly defined benchmarks and learning targets.

One of the most critical, and yet often overlooked, aspects of assessment at the middle level is the importance of student involvement in the process. At the middle level, fostering autonomy is crucial. When students are engaged in peer-assessment or self-reflection, they develop the metacognitive skills necessary for lifelong learning. This collaborative approach transforms the classroom dynamic from one of "teacher vs. student" to a partnership focused on mastery. By understanding the "why" and "how" of the assessment process, young adolescents are more likely to remain motivated and engaged in a curriculum that feels relevant to their lives.

Ultimately, varied and ongoing assessment serves as a bridge between high expectations and meaningful support. Every student is capable of learning at high levels, but they require a responsive environment to do so. By prioritizing assessment systems that are comprehensive and developmentally responsive, middle level educators can ensure that no student is overlooked or left behind. These practices not only measure academic growth but also honor the diverse identities of the students they serve, creating a strong support system for success both inside and outside the classroom.

• The Successful Middle School: Student Voice

• Re-Learning & Re-Assessing: Practical Tips, Rick Wormeli

• Using formative Assessments to Individualize Instruction and Promote Learning, Kaftan, Buck, & Haack

As the weather begins to warm up and students become increasingly anxious to get outside, it's time to take the learning outdoors! Outdoor, experiential education takes students out of the traditional four-walled classroom and immerses them in the natural world. For middle level students this method moves beyond rote memorization to prioritize hands-on engagement with their environment. By participating in activities such as ecosystem monitoring, wilderness navigation, or collaborative problem-solving in the field, students are required to apply abstract concepts to tangible, real-world situations.

Research consistently highlights that this age group undergoes significant neurobiological shifts, making it a critical window for social-emotional development. Studies in environmental psychology suggest that outdoor settings provide a "restorative environment" that reduces the mental fatigue often associated with the high-pressure academic atmosphere of middle school. When students learn in nature, their cortisol levels tend to drop, and their ability to focus improves.

Academic performance also sees a measurable boost when experiential learning is integrated into the curriculum. Middle schoolers often show higher retention rates and deeper conceptual understanding in STEM subjects when they can physically manipulate the variables they are studying. For instance, measuring the pH levels of a local stream to understand chemical properties creates a much more lasting cognitive imprint than reading about the same process in a textbook.

Beyond the grades, the "middle level" is defined by the search for identity and autonomy. Outdoor experiential education fosters a sense of agency and self-efficacy. When a student successfully navigates a trail or builds a shelter, they receive immediate, non-judgmental feedback from the environment. Research indicates that these "mastery experiences" are foundational in building self-esteem during a period when many young adolescents struggle with self-doubt and social anxiety.

Socially, the outdoor classroom breaks down the rigid hierarchies often found in school hallways. Collaborative outdoor tasks require communication, empathy, and collective resilience. Longitudinal studies on residential outdoor programs for middle schoolers show that these experiences lead to improved peer relationships and a decrease in bullying. The shared challenge of the outdoors forces students to rely on one another, fostering a "pro-social" behavior that carries back into the traditional school setting.

There is the undeniable benefit of environmental stewardship. Research by environmental educators suggests that the "significant life experiences" that lead to lifelong conservation efforts almost always occur during the formative middle school years. By fostering a personal connection to the land through experiential education, schools are not just teaching science; they are cultivating the next generation of environmentally conscious citizens who understand that they are part of a larger ecological system.

Here are a few resources and tools to help you implement place-based learning in your classroom:

• Informational Article: How Outdoor Education Can Shift Mindsets in the Classroom, Edutopia

• Informational Article: 5 benefits of Outdoor Education, Edutopia

• Resource Toolkits: The Nature Conservancy

• Helpful Hints: Top Ten Tips for Teaching Outside, Project learning Tree

• Attend the Middle Grades Collaborative's monthly "Conversations" to discuss problems of practice and strategies for overcoming them.
• 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!
• Attend the Middle Grades Institute at St. Michael's College or Brownington Central School this summer!

Contact VAMLE: PLEASE NOTE A CHANGE IN THE DIRECTOR'S EMAIL ADDRESS

Kyle Chadburn (he/him)

Executive Director

P.O. Box 62

Newport, VT 05855

kchadburn85@gmail.com