The Howler: January 31, 2026

Dear Ottauquechee School families,

There was a lot going on at OQS, and we ended on such a high note with the Talent Show Friday morning. I want to extend my sincere gratitude to Ms. Wetzel and Ms. Hemenway who organized all of the auditions, rehearsals and set-up, to the teachers who provided extra time for students to practice their acts, and to all the families who supported our performers at home and came to enjoy the show. All the participants showed amazing courage and gave the entire community a reason for joy! Thank you, everyone!

Below you will find photos from the Talent Show, information about upcoming events and programs, updates to our school's Positive Behavior Interventions and Supports, and an important message about safe ways for students to be Upstanders at OQS. Read on, and stay safe and warm this weekend!

Sincerely,

Amelia Donahey

Principal

P.S. We also had a student Paws for the first time!

2/5: PTO Meeting 6pm in the OQS Library

2/6: Ski Club & Winter Enrichment

2/11: All School Celebration

2/16: Late Start Monday: K-5 drop off 9:45-10:00; no school for PreK

2/18: SPARK! Community Science Night 5:00-6:30

2/23-3/3: Extended February Break

3/4: Return to school!

3/5: PTO Meeting 6pm in the OQS Library

3/9: NAEP Testing (4th Grade)

3/19: Early Release Day 12:45pm (PK-5) for student-led conferences

3/20: No School (student-led conferences); Report Cards Released

3/25: SPARK! Community Science Night 5:00-6:30

3/30: Late Start Monday: K-5 drop off 9:45-10:00; no school for PreK

3/31: Book Character Day

4/2: PTO Meeting 6pm in the OQS Library

4/13: Late Start Monday: K-5 drop off 9:45-10:00; no school for PreK

4/20-4/24: April Break

4/29: SPARK! Community Science Night 5:00-6:30

5/1: Better World Day

5/7: PTO Meeting 6pm in the OQS Library

5/18: Late Start Monday: K-5 drop off 9:45-10:00; no school for PreK

5/25: No School (Memorial Day)

5/26: Spring Performance

5/27: SPARK! Community Science Night 5:00-6:30

6/4: PTO Meeting 6pm in the OQS Library

6/11: International Day of Play

Congratulations to all our performers! In addition to those pictured, we also enjoyed:

• A corn snake!
• The Cha Cha Slide
• Will from third grade completing all the 9x multiplication facts up to 10 in under 2 minutes!
• Finley and Kalyn in fifth grade each playing songs on their trombone and clarinet, respectively.
• Emmett in fifth grade completing a rubix cube in record time.

It was wonderful to see the diversity of talents in our school community!

This year, we have been taking a close look at how we support student behavior, safety, and wellbeing across the school. Our goal is to be more proactive and consistent—teaching social-emotional skills, reinforcing positive behavior, and providing timely support before small challenges grow into bigger ones. Starting in January, we began restructuring how we use our counselors and behavioral staf, toward more time working directly in classrooms, in small skill-building groups, and in collaborating with teachers to design and implement plans to target specific behaviors. These are key actions to support students in building independence, strengthening relationships with trusted adults, and keeping more time focused on learning.

We are also partnering with a Vermont PBIS (Positive Behavioral Interventions and Supports) coach to help us strengthen our systems at the universal, targeted, and intensive levels. Through classroom walkthroughs, staff training, and feedback from students, families, and staff, we are identifying what’s working well and where we can improve. This continuous improvement approach ensures that expectations are clear, responses to behavior are predictable and fair, and every child receives the level of support they need to be successful.

In addition, we have updated our staff communication systems to align with district safety expectations. This includes reducing the use of "walkie talkies", which previously caused a high level of distraction for both students and staff and were not secure. Instead, we are using a limited number of radios on designated, licensed channel, carried by key staff and used only in emergencies and for contact between the office and our outdoor spaces. Together, these updates are designed to create calm, consistent classrooms and a school environment where all students feel safe, supported, and ready to learn.

At OQS, we have worked hard over the years to foster students' empathy and care for one another -- and we know how much you, as families, do to support that at home. Our Equity Message Map, below, was created by the OQS Family Equity Team in 2021 and articulates the skills we work on with students, through Den Meetings, Class Council, and woven into curricula throughout the day.

Creating a school where every child feels safe, respected, and valued is one of our highest priorities. While OQS is not exempt from the increasing incidence of derogatory, identity-based language across the country, we do not tolerate it. We take every instance seriously and respond right away. Our goal is accountability and education — not shame — so that the students impacted are cared for, the students involved learn from their mistakes, and all parties treat one another with respect, awareness and kindness going forward.

Here is our protocol for what happens every time a student uses racist or hateful language:

• Staff immediately stop the behavior and address the language in the moment.
• We check in privately with the child who was harmed to offer support and ensure they feel safe.
• We speak directly with the student who used the language to help them understand the impact of their words and why they are hurtful.
• Families of all students involved are contacted the same day.
• We follow up with appropriate consequences, restorative conversations, and learning assignments so students can repair harm and grow.

The most important action that students -- and families -- can take as upstanders is to report any racist or derogatory language directly to a staff member. When students talk with one another about incidents that have been addressed days, weeks or months after staff have addressed them, that can lead to new conflicts that quickly escalate.

We ask for your partnership in reminding children that:

• If something hurtful happens, walk away and tell an adult right away.
• It is the adults' job to investigate and handle the situation.
• Students may not spread gossip or take matters into their own hands.
• Once a situation has been addressed, we allow space for learning and moving forward.
• Retaliation is never an acceptable response.

Racist, derogatory and identity-based language is unacceptable in our school, and we do not tolerate it. We teach and expect children to be upstanders by reporting immediately to adults and by not targeting others based on their previous mistakes. Thank you for helping reinforce these messages at home and for partnering with us to keep our school community safe and respectful for everyone.

In February, our whole-school celebration will be the ever-popular snack cart! We are in need of fooda and beverage donations, along with approved parent volunteers to deliver snacks to classrooms. Please sign-up if you can. This is a fun one!

Week 19: Using Community Circles

This week's Curiosity Corner is written by Dr. Melissa Wyman, a 15 year teacher in HSD who specializes in place and implementing place-based practices. To learn more about this work, please feel free to email her at wymanm@hartfordschools.net.

During the 2024–2025 academic year, I was honored to receive a fellowship grant from the Rowland Foundation, a Vermont-based organization that invests in educators to strengthen the climate and culture of Vermont schools. My fellowship project focused on expanding place-based education practices across all content areas in our building.

The grant provided funding for a long-term substitute, allowing me to spend the year deepening my understanding of place-based education. This included visiting and learning from educators across Vermont and the greater New England region who are actively engaged in this work. Throughout these visits, I paid close attention not only to what place-based learning looked like in practice, but also to the systems, structures, and routines—the “containers”—that made this work possible and sustainable.

Across nearly every setting I visited, one practice stood out: the use of circles. In classrooms, schools, and community-based learning spaces, circles were consistently used to support teaching and learning—and for good reason. Place-based education is inherently learner-centered. To be learner-centered means intentionally calling students into the learning process, creating spaces where they feel safe to connect, reflect, ask questions, and support one another.

Place-based learning also extends beyond classroom walls by using the community as part of the classroom. When learning happens in the field, students still need structured opportunities to make meaning of their experiences—to pause, reflect, share observations, and deepen understanding. Circles provide that structure. They act as a portable and flexible container that can travel with students wherever learning occurs.

Spaces become places when we center the human experience. Circles transform space into place by fostering connection, belonging, and thoughtful reflection. In this way, they serve as a powerful foundation for place-based learning—supporting both academic growth and the development of strong, connected learning communities.

Calling all hikers and climbers--Wolves on the Prowl Session 2 is open for registration! 4th and 5th graders can sign up here. Please note that Session 2 is a separate registration from Session 1, so students wishing to participate in both sessions will need to sign up again. Please contact Kari Amick at amickk@hartfordschools.net with any questions.

Lunar New Year Celebration on Friday, February 14th, from 1:00–3:00 pm at the Hood Museum of Art in Hanover, NH.

• Exhibition Spotlight Talk | 1:30–2:00 pm Learn about the horses featured in Nurturing Nationhood: Artistic Constructions of America from the curators. Space is limited; guests may sign up at the Welcome Desk.
• Horse Banner Contribute to a community banner celebrating the Year of the Horse.
• Red Envelope Decorating Decorate a red envelope and write a note for someone special.
• Snack Station & Coloring Page Enjoy a snack while decorating a Year of the Horse–themed coloring page.
• Book Nook & Discovery Table Browse Lunar New Year–themed books and explore traditional celebration objects.

We are hoping to host Girls on the Run at OQS again this spring, and we are looking for additional volunteer coaches. Coaches make a difference in their communities, enrich the lives of young girls, and create positive connections. GOTR offers training about how to lead a team and provides season-long support. Learn more about coaching at gotrvt.org/coach.

The Quechee Ski School and Ski Quechee offers OQS significantly discounted lessons and tickets for our students. In addition, here are some other opportunities they're offering this winter:

• Access to the rope tow is free!

• Afternoon "Twilight" lift tickets are available from 2-4pm for $25.

• Local Pricing of $50 for group lessons and $70 for Privates with twilight lift ticket pricing for those over 7. Proof of local school address necessary for booking. Available Jan 11, Jan 19 (Mon), Jan 25, Feb 1, Feb 8, Feb 22, Mar 1, Mar 8, Mar 15 (No sessions the week of Feb 14). Sign Up with this link: https://quecheeskiandsports.jotform.com/app/252156118701147

In light of the recent tragic events in Minneapolis, we know many families and staff have questions about our school’s safety procedures. Please be assured that the safety of every student and staff member is our top priority. Our school has strict entry procedures: all doors remain locked during the day, and anyone not recognized as staff or a student must identify themselves before entering the building, then proceed directly to the main office to check in and take a visitor pass. Staff visually and verbally confirm the identity of every visitor, and administrators meet law enforcement officers at the door before entry is allowed. Non-local law enforcement, including ICE, cannot enter classrooms or other non-public areas without proper legal documentation, and we follow careful protocols to protect students’ privacy and rights. Parents and guardians will be notified if a law enforcement visit involves their child, and we work closely with local authorities to ensure every action is lawful and safe.