Joey Jacques Wins Jr. Iron Chef Competition!

In our March Newsletter, we wrote about Bellows Falls Union High School students competing at Junior Iron Chef VT. Due to a winter storm, the competition was postponed and was rescheduled for April 2nd. Due to rescheduling, teammate Kevin Patterson could not compete, so Joey Jacques had to cook solo—a rarity at Jr Iron Chef, where teams are usually three or more students.  

However, cooking solo did not damper the team's abilities. In fact, Joey won the Mise en Place award cooking by himself! Quite a remarkable achievement! 

Coach Jake Gallogly remarked that “watching Joey cook was pretty awesome. I don't know if he noticed or not, but all of the judges and many of the coaches kept coming up to me and asking if he was really competing alone. They were really impressed.”

So Jake wasn’t completely surprised when they announced Joey’s name as the winner. But the extra reward came when the captain of the judges told Jake, “his dish was by far the best, and they’d pay for it in a restaurant!” I had felt exactly the same when I tasted it during a practice session.

Jr. Iron Chef helps build confidence in students and offers them a unique opportunity. Jake reflects, “Jr. Iron Chef is a great program. All three times that I have had the opportunity to coach a team, I feel that the kids walked away with more confidence in the kitchen. Cooking aside, I think some of the students that participate in the program aren't always involved in competitive sports, so showing up to the expo center with all the energy and the big crowd of people there has to be exciting. Everyone needs a few butterflies in their stomach once in a while!”

We’ll be waiting with anticipation to see if Joey competes again next year. 

Westminster Center School Celebrates Farm and Field Day

Stuffing scarecrows, painting pumpkins, cooking lunch over hot coals, and playing musical chairs… These are not your everyday school activities. But this is how the students at Westminster Center School spent the morning of October 29, when they celebrated their first Farm and Field Day. 

Students from grades K-6 took part in six different activities crafted to link students to the outdoors and celebrate the harvest season. In addition to the excitement of scarecrows, pumpkins, and musical chairs (renamed “Boo-tiful Music!” in honor of the holiday), students went on a story walk, harvested kale from the garden for lunch, watched working farm equipment in action, and watched as the chicken for their kale salad cooked over coals in the outdoor cinder block kitchen, the “Cinder Cafe,” built especially for this event.

Despite the frigid temperatures, students were excited to be outside. “The best part is you get to have fresh air!” remarked Scarlett, a second-grader. “I’m having fun! It’s very fun!” exclaimed first-grader Anthony Lakeside. And fourth-grader Jenny said her favorite activity of the day was harvesting kale. “You get to peel all the leaves off!”

The librarian and Garden Coordinator, Mandy Walsh, said she was inspired by a similar event at Newbrook Elementary several years ago. Mandy has been growing the Farm to School program at Westminster for years and was excited to host her first Farm and Field Day. “We are so lucky to have the resources of gardens, animals, woods, and fields, and we live in a historically agricultural community. The day was about celebrating what's around us, coming together as a school community, and being joyful.” In reflecting on the success of the event, Mandy remarked, “I think that in the big picture, the best student learning happens when students get to be outside, working together, trying new things (food and activities). These are the days our students remember with fondness when they think back on their elementary school days.”

The Farm to School Team at Westminster is already planning future events and is flush with ideas of building on the tradition they’ve started. One thought was that perhaps next year, the sixth-graders could lead the stations rather than the teachers. Cheers to Westminster Center School for growing and cultivating leaders in the Farm to School Movement!

Open for Business: BUHS Farmstand Persists Throughout Remote Learning

Remember the last time you split a restaurant bill with friends—how long did it take? If it’s anything like my experiences, it always ends up being far more complicated than expected. Now, imagine splitting the grocery bill for 30 teachers and divvying up cases of potatoes, mushrooms, asparagus, arugula, and more. Add in special orders (Terra Nova coffee, anyone?) and delivery, and you’ve got the Brattleboro Union High School’s (BUHS) Virtual Farmstand. 

Despite the pandemic restrictions, BUHS students in the F.A.R.M.S program (Foundations of Agriculture, Reading, Math, and Social Engagement), with the help of teachers Alison Kelly, Erica Cross, and Lauren Allembert, managed the school’s buying, which sold over $2,500 worth of local food to school staff over the past year. School staff would place their orders via a Google Sheet developed by Food Connects, and the Food Connects Food Hub would then deliver the bulk order directly to the school. From there, students handled all communications to the staff, measured and packed individual orders, and sent invoices to their customers. Taken all together, the BUHS Farmstand is a standout example of how Farm to School in the upper-grade levels can be interdisciplinary, hands-on, and engaging for the entire school community. 

“The Farmstand was an anchor for many of our students this past year. Not only did it keep learning hands-on during the pandemic, but it helped our students build community within the school." says BUHS teacher Lauren Allembert. 

Students practiced their math skills—dividing orders, measuring out correct weights, and tallying up invoices. The class had to create systems to manage the flow of fresh produce through the classroom and back out to customers. Individuals honed their communication skills via emails to teachers and when delivering orders.

School staff were excited to support the students in their real-world learning. Added benefits for the school community included an easy way to buy local foods and lower prices since they were buying directly from the Food Hub. 

The F.A.R.M.S. program does much more Farm to School as well. Students grow crops in raised beds built by the Windham Regional Career Center, practice culinary skills using local foods, and learn about the natural sciences through the lens of horticulture. The program is also open to a wide audience, explains Allembert, “the F.A.R.M.S. program creates an opportunity for all students in our community to engage at any level. Students have taken sustainability coursework, participated in the farmstand, and others have completed community service within the C.S.A."

Looking to next year, the class is excited to get their farmstand back in person. While the virtual format was an innovative pandemic solution, the sense of community fostered through the physical stand can’t be replaced.

The Living Schoolyard: Nature, Learning, and Landscape at Oak Grove School

Seeds planted during the 2018-2019 school year at Oak Grove School are bearing fruit as a living schoolyard and a vibrant garden featuring native plants take root on Oak Grove’s campus. Over the past two and a half years, a collaborative process between school staff, parents, students, and administration unfolded, making steady progress in spite of several obstacles. Principal Mary Kaufmann celebrates the project’s success, stating that “the schoolyard has developed into a lovely and welcoming space. Kids love to be outside! The more we have worked on the space, the more time we see classes outdoors.” 

The visioning process for the project began in 2018 as a conversation between then principal Jeri Curry and a group of parents interested in making improvements to the playground. They identified problems including: 

• A lack of quiet spaces for students in need of a less stimulating recess environment

• Outdated play structures and not enough swings

• A lack of shady areas on hot, sunny days 

• Limited choices for a range of play opportunities across all ages, especially pre-K and older students

Every project needs champions, and there are several champions of Oak Grove’s living schoolyard project. This project weathered a change of administrators, superintendents, and facilities manager, as well as a school district merger and a global pandemic. It’s not been easy, but as the rewards start to emerge, it’s worth it. Some of the champions who helped bring this vision to reality are:

• Former principal Jeri Curry. Curry began the project in her final year as principal, acknowledged parents' ongoing concerns about the outdated playground, secured start-up funds, formed a committee, and approved the idea to invest in mapping a long-term, broad scope vision by hiring a designer.

• Current Oak Grove principal Mary Kaufmann. Kaufmann has supported the continued progress on the project’s goals through many transitions and prioritized hiring a school garden coordinator.

• School garden coordinator Tara Gordon. Gordon led the move of the school garden and is connecting the garden to the classroom through meaningful hands-on learning and curricular connections for all students.

• Former facilities manager Greg Frost. Frost supported the garden relocation, built outdoor stump seating and other outdoor classroom spaces, and managed many other project logistics.

• New facilities manager Chad Pacheco. Pacheco continues to support the project as he enters into his new role.

• Academic support teacher Laura Haskins. Haskins leads the Oak Grove Green Team and has been planting trees with students on the playground for many years.

• Fifth-grade teacher Karen DiIorio-Bowen. Dilorio-Bowen has been integrating nature-based education into her curriculum for many years and built part of her curriculum around the living schoolyard this year.

• PTO chair and parent Tara Davis. Davis immediately took a keen interest in the project—standing at the crossroads of parent, neighborhood, and teacher perspectives as a former teacher interested in outdoor education and a neighborhood resident. 

The project began with visioning, which included surveying students, staff, and parents to get feedback on which playground elements these stakeholders wanted to keep and what new ideas people had that could be expanded on and prioritized. As part of this visioning process, the team brought in Nancy Striniste, a landscape designer with a background in child development, to help create a master plan redesigning the playground and school gardens. Certain elements of the plan have already happened, such as:

• Relocating the school garden

• Building a footbridge for creative play

• Creating a new, wider, curved welcoming pathway at the playground entrance

• Building cedar stump seating for the outdoor classroom

A highlight has been the move of the garden. Kaufmann says the garden has “grown and flourished thanks to the work of Tara Gordon and the students at Oak Grove.” Kaufmann notes that students take pride in the work they do in the garden. She sees many benefits in students “being able to be a part of something so beautiful that leads to harvesting and enjoying their hard work.” According to garden coordinator Tara Gordon, “The Oak Grove School garden is developing into a special place abundant with a rich array of perennial and native plantings, garden cultivars and annual florals, vegetables, fruits, and even mushrooms.” These plantings are designed to support and encourage outdoor learning, foster connections to nature, and provide opportunities to learn about the local landscape. Gordon sees garden education as an integral part of the school curriculum and community development. Community engagement has been one of the keys to success—during the fall of 2020, a group of “guerilla gardeners” came together and planted more than a hundred spring bulbs donated by various community members and kept the location of the plantings secret from the students for a spring surprise.

Student involvement is another key component of the project. The school invited all students to participate in the Pennies for the Playground initiative—a program designed to teach the power of the penny. Back in November 2020, tennis ball piggy banks were distributed to all students. As a show of gratitude, students were invited to collect pennies to help support the living playground project. Working with pennies made it accessible for students and families from all economic backgrounds. Collaboratively, the school community has raised $649.34 so far, including $163 raised by a penny challenge organized by Brattleboro Savings and Loan. Students voted recently to spend this money towards another step in the master plan—creating a new digging area won by a landslide. This will be completed over the summer and ready when students return to school.

DiIorio-Bowen’s fifth-grade class has been a key partner in the project this year through participation in the Wild Treasures program, 350 Vermont’s Rewild Vermont project, and a collaboration with Edible Brattleboro to plant additional trees on the campus. Kaufmann says, “The work the fifth graders did this year to learn about the carbon cycle and the environment led to an amazing culminating activity in which plants and trees were added to the playground, bringing more beauty and function to the space.” Karen’s students worked and consulted with Gordon to develop a plant list and placement throughout the school grounds following the master plan. Plantings included a whole array of native perennials, including trees, shrubs, and herbaceous pollinator plants. The project's budget also includes an extensive signage collection with artwork and research by the students displayed throughout the gardens. The fifth-grade planting day culminated with a closing circle around the new sugar maple tree. Students placed handfuls of soil around the tree roots along with special wishes they had written on pieces of paper to place into the hole. Together, everyone recited the Earth Pledge and sang the official state song of Vermont, “These Green Mountains.” 

Jen Tourville's pre-k class has also been involved in lots of garden work this year, setting aside time weekly for planting, harvesting, and cooking together with Gordon. They are also enjoying an infusion of local produce into their snack program thanks to a CSA grant from the Vermont Agency of Agriculture.

All classes took part in the project in one way or another, thanks to Gordon’s ability to engage all classrooms in food preparation with garden produce, foraging education in the neighborhood, and a dedication by all staff to get students out in the gardens and onto the living schoolyard regularly.

This project has relied on the incredible generosity of spirit, time, resources, and skills coming from the community. Many thanks to:

• Edible Brattleboro for donating fruit trees and a hickory sapling,

• Bonnyvale Environmental Education Center (BEEC) and local arborist Bob Everingham from All About Trees for donating large cedar stumps for stump seating,

• numerous neighbors and community members who donated supplies for a mud kitchen playspace for preschool students, bird feeders for classrooms to feed birds throughout the winter, and permission to tap maple trees in the neighborhood,

• Heritage Maple Farm for supporting the first school sugaring operation by supplying buckets, taps, and other resources,

• Hamilton Lumber for providing firewood for the wood-fired sugaring operation,

• and the Food Connects Farm to School team for their continued support throughout the garden move, providing professional development opportunities, and a matching donation to the Pennies for the Playground initiative.

Davis made a point of reaching out to the community via Facebook, Front Porch Forum, and casual conversations with neighbors. She believes in creating connections, “especially as we emerge from the pandemic—connection is vital in bringing joy and meaning not only to Oak Grove students but our community at large. Everyone benefits when we work together for the collective good - in this case, the creation of a vibrant living schoolyard that also happens to lie in the heart of the Oak Grove neighborhood.” 

Looking ahead, there are several next steps in the process for the living schoolyard:

• The creation of a sensory path around the playground’s perimeter, funded by a grant from RiseVT, This path will build upon the new bridge, incorporating a living tunnel and a balance trail.

• The construction of an edible mushroom garden along the north side of the building will feature shiitakes and oyster mushrooms. 

• A digging area, funded by the Pennies for the Playground initiative, some mounds for climbing, and some cob construction structures.

Kaufmann sums up the success of the project, saying, “our school grounds are something we take pride in, and the work of the living schoolyard team, the community, and the students and staff at Oak Grove School have made it a wonderful place to be and to learn!” The living schoolyard project actively seeks support from local businesses and community members who want to be involved. For more information, call Oak Grove School at (802) 254-3740 or email principal Mary Kaufmann at mkaufmann@wsesdvt.org.

Cafeterias Unknown: Talking Trash with the Leland & Gray Environmental Action Force

What’s one of the best ways to ensure Farm to School becomes an integral part of school culture? Welcome students as partners and leaders in the movement. It’s always a goal when introducing Farm to School and is a big focus of our upcoming Farm to School Conference. The keynote address and one of the workshops are all about engaging students. 

Because of all this, I quickly accepted the offer from the Leland & Gray Environmental Action Force (LEAF) to join them for lunch the Friday before winter break. I was excited to hear what they’ve been working on and to share some ideas for tackling food waste in their school. 

Before meeting with advisors, Mary and Chris, and the students, I swung by the cafeteria to grab lunch and chat with Food Service Director Chris Parker. I was recently a judge for the local Junior Iron Chef competition and we caught up on the regional teams that will be headed to the statewide competition next month. The recently renovated cafeteria was bustling with students getting made-to-order sandwiches, making their own salads, and the main entree for the day.

With my plate loaded up with a BBQ Chicken Sandwich, corn salad, and more veggies from the salad bar, I headed back up to Mary’s classroom for the LEAF meeting. By the time I got there, they were already deep in discussion but were happy to backtrack for me. 

So, what’s LEAF been up to at Leland & Gray? They’ve been deeply involved in climate change activism in their community and statewide. Students traveled to Brattleboro and Burlington for panel discussions and protests. Regularly, you’ll find students outside with signs during lunch, raising awareness of climate change issues locally and keeping it on people’s minds. The group also manages the school’s compost system and has been supporting sustainable school practices such as buying reusable utensils for the cafeteria. 

The group was also receptive to the idea of digger deeper into food waste reduction. A lot of the strategies proposed in Food Connects’ recent grant focused on working with Food Service Directors, but engaging with student groups is arguably the best way to shift school culture. LEAF is going to start with a food waste audit to measure how much food waste is leaving the cafeteria and then evaluate what the best next step is. 

We also talked about the upcoming Farm to School Conference and the group was excited to join. Mary, Chris, and a group of LEAF members decided to sign up. Having an engaged student presence at the conference and in the workshops will benefit everyone in the room! Students are often a stakeholder group that is absent in Farm to School conversations but can add depth to school partnerships when they’re involved. 

We had covered a lot of ground in a small amount of time. Abruptly, the bell rang and ended our conversation. I looked down at my plate, I had taken one bite of my sandwich! Luckily, I didn’t have a class to get to and Mary let me finish lunch in her classroom. The impossibility of a 25-minute school lunch becomes clear when you have experienced it for yourself. 

Leave class, get to the cafeteria, chat with a friend, wait in line, get your food, find a table, socialize and eat your lunch (without cramming!) all in 25-minutes—good luck! 

But, that’s a topic for another time.