Teacher Advisory | Literacy | Learning about Ecosystems | and more...

As we open the door to a new calendar year, our focus remains steadfast on the MTSD Vision of Learning: ensuring every student is prepared to thrive and pursue their passions. To achieve this, we must ensure our school systems are clear, accessible, and working effectively for every family.

This month, I am pleased to provide an update from the Superintendent Parent Advisory Group (SPAG) who is planning a  "Listening Tour". 

What is SPAG? The SPAG is a volunteer advisory group of MTSD parents and caregivers. Their role is to act as a bridge—a "connector" between our families and district leadership. SPAG is not a decision-making body, but rather a group dedicated to listening to the community and advising the Superintendent. 

The Purpose: Strengthening Our Systems. We believe that people - staff, students and families are the cornerstone of our school community. It is important that students and families have a positive experience. Our systems—such as academic and co-curricular programming, transportation, communication, and school safety are interconnected and must be effective to serve the needs of our community.

The goal of this Listening Tour is to:

• Identify Patterns: To learn about family experiences and uncover "system-level" themes with the goal of improving them.

• Remove Barriers: Understand where our processes might be confusing or inconsistent so we can improve the experience for our students.

• Foster Partnerships: Build a culture of mutual respect where every parent feels heard and valued as a partner in their child’s education.

What’s Next? SPAG will host listening sessions for each of our different "age bands" (PreK-1; 2-4; 5-8 and 9-12). They will have both in-person and Zoom options. There will also be a way for parents and caregivers who can not participate to share their input. Following these sessions, the group will synthesize what they have heard and then work with me to explore practical improvements and be responsive to the community.

I look forward to sharing how this feedback helps us stay aligned with our mission to empower all members of the Milton school community to pursue their passions and be prepared to contribute to an ever-changing world.

We encourage community members to bookmark the district’s budget webpage and check back regularly. Information will be updated as it becomes available and as the FY27 budget moves closer to its final draft.

Tuesday, March 3, 2026

Milton Town Offices

Voter Registration

The work our reading specialists do with students is guided by a clear and purposeful goal: to help children become effective, independent readers and self-regulated literacy learners.

 “We believe that strong literacy skills empower students to access learning across all content areas and build confidence as they grow.”Reading support is provided during students’ independent work times, allowing them to remain fully engaged in regular classroom instruction. This intentional “double dip” of reading, classroom instruction, paired with targeted intervention, is especially beneficial for many young readers. We work with students in grades K–4 for 25–30 minutes each day, ensuring consistent and meaningful instructional time.

As reading specialists' approach to reading instruction is comprehensive and responsive. Instruction is grounded in what each child already knows and is able to do, with clearly defined goals and ongoing progress monitoring. This allows us to adjust instruction as needed and ensure students receive the right support at the right time.

We prioritize engaged learning and motivation, creating opportunities for students to actively read and write in ways that are both meaningful and enjoyable. Instruction focuses on developing a strong foundation in literacy, including concepts of print, phonological awareness, letter–sound associations, decoding, fluency, vocabulary, and comprehension.

Ultimately, we strive to teach students to become independent word-solvers who can confidently approach unfamiliar text. By using both code-based and meaning-based strategies, students learn to problem-solve, accurately identify words, and construct meaning skills that support lifelong reading success.I'm a new paragraph block.

“I love sharing my own love of reading with my students. I know that reading is not necessarily an interest of all people, but my hope is to give my students the skills needed to read with ease. Reading is an incredibly important skill to learn in life and opens the doors to so many opportunities. I feel that the work I do here is important and my hope is that my students can not only learn the skill of reading, but find enjoyment in it.” -Lindsey Bolger

“There are many things that I love about being a reading teacher! Building foundational reading skills has the power to change a person’s life and put them on any path they choose. I love being able to assist a child in that journey and allow them to take control over their learning and their life. In addition, I really enjoy being able to share my passion for learning with so many people, children and adults, and promote more life long learning. I truly believe this will change the world!” - Melissa Danforth  

“It’s such a privilege to be a part of a student’s journey in becoming an independent reader and to share in their excitement as they learn to read. I love seeing the sense of pride and excitement students experience when they independently figure out a word or finish a new book! Helping children learn to see themselves as readers and develop a sense of confidence in their abilities is deeply rewarding.”- Leslie Read

Our young ecologists are officially finishing up our Ecosystems unit and are diving into their final capstone project in partnership with our library faculty! Each student has selected a favorite wild animal to serve as the "star" of their research, tracing how matter and energy flow through that animal's specific habitat by constructing an original food web. To put their knowledge to the test, students are also investigating a real-world invasive species to see how a single "intruder" can disrupt an entire environmental balance. Throughout the process, they will be honing their library skills by citing all scientific sources with approved sources. We are so excited to see their hard work come to life when they present their findings to the entire class next week!

Our young ecologists are officially finishing up our Ecosystems unit and are diving into their final capstone project in partnership with our library faculty! Each student has selected a favorite wild animal to serve as the "star" of their research, tracing how matter and energy flow through that animal's specific habitat by constructing an original food web. To put their knowledge to the test, students are also investigating a real-world invasive species to see how a single "intruder" can disrupt an entire environmental balance. Throughout the process, they will be honing their library skills by citing all scientific sources with approved sources. We are so excited to see their hard work come to life when they present their findings to the entire class next week!

This year, Milton High School has taken an important step in reflecting upon and strengthening its advisory program. A committee led by Trevor Wagar, who is completing his administrative internship at MHS, was formed to study how advisory programs are organized across Chittenden County and what goals they are designed to serve.

The committee included both faculty members and students, ensuring that multiple perspectives were represented and that student voice was present in the work. In addition to researching advisory structures, the group visited several schools to observe advisory programs in action, including Champlain Valley Union High School, Essex High School, and Mount Mansfield Union High School. These visits provided valuable insight into how advisory can support both academic success and student engagement.

Through this process, two consistent elements emerged across schools in our region.

The first is an academic callback component of advisory. During advisory, teachers are able to identify students who need additional academic support, time to complete makeup work, or targeted assistance. Those students are then “called back” by teachers for focused help, allowing advisory time to directly support learning and progress.

The second element is a social and co-curricular component. While academic callbacks are taking place, other students participate in clubs, activities, and enrichment opportunities that are student- and faculty-led. This structure creates space for relationship-building, student leadership, and connection to school life during the school day.

These components, if implemented, would not make up the entirety of the advisory program. Team building, Personalized Learning Plans, and social-emotional learning would all continue to be desired outcomes of the program. But the committee hypothesized that these two elements would complement one another and help to provide a more balanced and engaging advisory experience that supports both academic growth and a strong sense of belonging.

Milton High School is now in the process of studying the committee’s observations and recommendations as we consider possible adjustments to our advisory schedule for the 2026–2027 school year. This work includes carefully examining the capacity of our current schedule and staffing to determine how these proven advisory elements might be incorporated in a way that best serves our students.

We look forward to continuing this conversation with our faculty and staff as we explore the future of advisory at MHS and look to make adjustments in the new school year.

For January, staff were invited to nominate a Behavior Support Personnel Employee of the Month. The following individuals were selected in recognition of their dedication, compassion, and impact.

Jamie Abell — Milton Elementary School

Behavior Interventionist

Jamie Abell is a dependable, compassionate, and highly respected member of the MES community. She consistently goes above and beyond to support students and staff, stepping in wherever help is needed—from behavior support and bussing to covering roles and assisting administrators.

Jamie is known for her calm presence, strong relationships with students, and ability to respond quickly and effectively to needs throughout the building. Her reliability, flexibility, and follow-through provide comfort and consistency to both students and colleagues.

Her professionalism, patience, and willingness to help make her an invaluable asset to the school, and her positive impact is felt every day.

Lizzy Trudo — Milton Middle School

Behavior Support

Lizzy Trudo is a dedicated advocate for students and a trusted presence at Milton Middle School. She is known for building strong connections with students—especially those who struggle to connect with adults—while holding high expectations with care and consistency.

Lizzy goes above and beyond her role by supporting students inside and outside the school day, including volunteering for extracurricular activities and school events. Her ability to balance accountability with compassion makes her a safe and supportive figure for students navigating challenges.

Colleagues and students alike recognize Lizzy for her passion, reliability, and commitment to helping every student succeed.

Carol Cushing — Milton High School

Behavior Interventionist

Carol Cushing is widely regarded as the backbone of Milton High School’s behavior support system. Her calm demeanor, restorative approach, and deep commitment to relationship-building make her an extraordinary advocate for students.

Carol is proactive, compassionate, and highly skilled at supporting students through difficult moments while maintaining a safe and productive learning environment. She takes on challenging conversations with care, curiosity, and professionalism, helping students grow and succeed.

Her tireless dedication, empathy, and leadership have a profound impact on students, staff, and the broader school community. Carol’s presence makes Milton High School a stronger, more supportive place for everyone.

You may have noticed some exciting changes this spring—Milton Town School District has a brand-new website! Along with it, we’re introducing a mobile app designed to make it easier than ever to stay connected. From following sports and school events to receiving important announcements, everything you need is right at your fingertips.

The app also includes translation features, so you can view updates in the language of your choice. Downloading is simple—just use the links below to get started and stay connected with MTSD wherever you are.

Milton Town School District
12 Bradley Street
Milton VT 05468