m

Bellows Free Academy

ercury

december 8, 2015

Will it affect me: Act 46 By Robbie Maher

Act 46 is currently being studied across the state of Vermont. If the act is carried out, the new law will force many of Ve r m o n t ’s smaller school districts and supervisory unions to consolidate. Proponents suggest that the consolidation must be done to reduce spending on education. However, many Vermont families feel that Act 46 is a looming threat. The pending legislation is of special concern to smaller schools like Fairfield, Bakersfield, Sheldon and Georgia. This is because families wonder whether their student will lose school choice and be shipped elsewhere. The answer to the question of losing school choice is both yes and no. Yes, these schools could lose their school choice (the ability for students to choose their choice of school) through Act 46, but ultimately would not because of another act in place, Act 129. Through Act 129 school choice is still existent, however schools are forced to limit the number of transferring students. A cap of 10 percent of resident students or 40, whichever is smaller. “Not many people make use of it, even though that law allows them to do so,” Dr. Kevin Dirth, FCSU Superintendent, and FCSU Act 46 Study Committee Member, said. Current students who attend BFA from schools like Fairfield, Sheldon, Bakersfield, Georgia, etc, would be grandfathered in.,meaning that since they are

opportunity is a huge priority for the state. This is one of the reasons as to why Act 46 is pending: in hopes to provide smaller schools with the same opportunities as larger one’s. “The state is worried that smaller schools are losing out to the big schools,” Malone said. By providing students with equal opportunity, the hope is that each of them are on a more equal playing field educationally. “If all freshmen could come in at the same level, then high schools wouldn’t have to waste time getting them there,” Farr said. “Skyrocketing property tax” was another reason as to why the act was brought on. When you are a small school, you lose state aid, thus losing a few students raises the tax rate, while if a school is in a large Supervisory Union loses a few students it is not as big a deal. “This all affects the tax rates,” Dirth said. By consolidating into larger districts and supervisory unions, the goal is to ultimately lower the tax rates. However, consolidating cannot happen without all three districts: Fairfield, St. Albans City and St. Albans Town. If all three districts vote “yes,” to the act, then a single unified union district would be formed that would consolidate all three communities into one. Due to this, taxpayers in each community would receive tax incentives. If any one town happens to vote “no,” then there would be no change to Franklin Central Supervisory Union,

is estimated to be $1.54,” Dirth said. This is the same for both St. Albans City, and St. Albans Town. St Albans Cities tax rate would be lowered from $1.51 to and estimated $1.45. While St. Albans Town would be lowered from $1.53 to an estimated $1.47. Based on using a home value of $200,000. Fairfield taxpayers would save a total of $949.00, St. Albans Town taxpayers would save a total of $1367.00, and St. Albans City taxpayers would save a total of $1,065.00. All total savings of course would be attained only if the act were to be passed. When asked to describe how he felt about the act, Malone responded “Act 46 has been a long time coming.” Like many, Malone felt that providing equal opportunity for all schools was important and that “students reaching the same level of competency,” could be attained through the consolidation of schools. “It needs to be about the kids, and for the most part it is,” Farr said. These words from Farr show that his main priority is making sure that the act is in the best interest of the students. “It’s a good opportunity for equal opportunity,” Farr said. Of course this all will be thrown out the window if it is voted down Tuesday, March 1st 2016. “Every town has to vote and approve on town meeting day,” Dirth said. The common goal from the Act 46 study committee is for the act to be in the best interest of

“It needs to be about the kids, and for the most part it is.” already enrolled in, and attend BFA, they would not be moved elsewhere. One of the intentions behind Act 46 consolidating school districts is to provide smaller schools with the same opportunities as larger schools. “The goal is to provide more opportunity for students especially in the southern part of the state. Some of those schools can’t offer the same opportunities,” James Farr, St. Albans City School School Board Chair, and Act 46 Study Committee Member, said. Equal educational

and it would continue on with its four current school districts. These four being St. Albans City, St. Albans Town, Fairfield, and BFA Union. Along with no change, there would be no tax incentives available. Thus, in order for the goal of ultimately lowering tax rates to kick into gear, all three districts would have to vote “yes.” “When consolidation would begin, if we did nothing and did not consolidate, the Fairfield tax rate is estimated to be $1.61. If we were to unify, it

All charts provided by Superintendent Dr. Kevin

FCSU Dirth.

the students. “The study committee is working really hard,” Dirth said. With hard work from numerous committee members, Act 46 is sure to be in the best interest of everyone.

December 8, 2015

By Ben Stoll A student-run design business by the name of Fut Design Co. (fut is pronounced like foot) has recently made an appearance here at BFA. Fut Design is a four-man team that provides a variety of different styles of t-shirts and hoodies, with plans for future products such as phone cases, backpacks and socks to be made available. Fut Design Co., and more specifically the fut design that can be found on most fut apparels, was the brain-child of Liam Morton (’16), creator of Fut Design. “I made up the fut in Graphic Design my junior year. I didn’t do anything with it until this year,” Morton said. Morton, despite the considerable experience he gained by taking two art classes,

By CJ Brown

more News High fashion hits BFA 4 design tech classes and a digital art class, realized that the business would be too big to tackle himself. He soon enlisted the help of Branden Mays (‘16), who has taken 17 classes of graphic design throughout his high school career and had past knowledge on creating shirts designs. Morton also brought on board Nate Gunter (‘17), who would later make the Fut Design Instagram page, and Henry Long (‘16), the marketing director. Fut Design soon became a large part of these four student’s lives. “Fut has affected my life in a big way; I have learned key marketing skills as well as how to key print and screen print,” Long said. After getting the team together and brainstorming, they got to work acting on these

plans. Within the first week of announcing business, Fut Design made five designs for sweaters and shirts, and they plan on making more. “Since we are a freelance design company, we can make as many designs as the designers want,” Mays said. Despite only having five current options to choose from, Fut Design Co. has made over 30 sales since they first announced their business. One of these Fut purchases was made by James Lowe (‘18), who became a fan of the product quite quickly. “I think that the company makes the shirts well, and it is amazing that a few high school students could start such a great business. I enjoyed meeting new friends, and looking cool while wearing a Fut t-shirt,” Lowe said. To gain even more

loyal customers like James, the Fut Design team started an advertising campaign known as Fut Friday. Every Friday during school, people that have purchased Fut attire wear it for the duration of the day. Then at the end of the day the Fut Design team and their customers take a group shot, and the picture is then posted on the Fut Instagram page. So far Fut Friday has yielded good results, catching the eyes of many new buyers, including Mason Mashtare(‘10) here at BFA. “I think it’s cool that students are becoming entrepreneurs and created a business. I will definitely be buying future Fut products, no doubt about it,” Mashtare said. Although the company is off to a roaring start, Fut Design is still play-

ing it safe with costs. “Starting a business is exciting, but it’s also scary. It’s not straight money, you have to invest and reinvest into the company.” Mays said. After high school, the young entrepreneurs plan on continuing Fut Design. They hope to find a local place to set up shop, then spread the company elsewhere,

PAge 2

in and out of state. But why wait until then to do business with Fut Design? Connecting with the company is easy and can be done by visiting the Fut Design Instagram page @ teamfut__, or by contacting the team personally at [email protected]. Be sure to pick up your Fut products today!

The language of quizlet

The BFA World Language and Classics Department at BFA is one of the many departments in the school. The department covers French, German, Latin and Spanish. Traditionally, textbooks featuring one language have been used. However, this has become a declining trend. Quizlet is a free online resource used for studying. Among offering customizable flashcards, it also offers games and various tests that teachers and students can take advantage of. Madame Leet, the current French I, III, and IV teacher has picked up on using Quizlet in an attempt to add more technol-

ogy to her classroom. “It’s better for the environment than making flashcards because you’re not wasting paper, it’s all online. It also saves you time because you don’t have to write them out. I make a list and share it with the students,” Leet said. Quizlet has been increasingly popular with not only Mme. Leet, but the Language department as a whole. Rather than buying books every few years, Quizlet offers the opportunity of complete customization of all course work. The days of buying a textbook for a class, and only using half of the content because it doesn’t fit with the cur-

riculum, are going away. Because of the accessibility and customization, this could save schools hundreds of dollars. Mrs. Batten is the current Latin teacher and department chair. She has an opposite view on the program. “Personally, in my class, we don’t use Quizlet,” Mrs. Batten said. Although some of the teachers are on board with Quizlet, there are others who are not as fond of the tool. Studies have shown that actually writing out what you are studying greatly increases your memory of the one topic. While Quizlet is often seen as a timesaver and one of the most popular study tools, it’s use could

be seen as a harmful tool rather than an aid. Rather than writing the material and learning it by heart, one would to look at flash cards. This may work for some people, but it doesn’t work for all. According to Pam Mueller and Daniel Oppenheimer of Princeton University, writing down the content that you are trying to remember is a beneficial and necessary step in the learning process for acquiring new language in your memory to one’s memory than just looking at the words. This does have a work around however. You can print the flashcards and tests off the site. This work around lets teachers print

out hassle free tests, letting them have more time to polish their assignments. Quizlet could be seen as a new dawn for educational tools. Its practicality and usefulness is excellent for students

and teachers alike. Here at some BFA language classrooms, it is making foreign languages a little less foreign.

Independent learners can thrive By Levi Stanley As education moves forward into the future, many students are seeking to learn at their own pace and about their own interests. BFA offers a number of opportunities for students who do not tend to thrive in a traditional classroom. Designing an “independent study” is an option some motivated students choose. The students who choose independent studies are those who want to learn about something on a different, usually higher level, and often on their own. Regardless of the teacher or subject the students have to come up with a planned curriculum, or learning goals, for themselves to complete corresponding with their subject. These students have to meet up with their guidance counselor, and a teacher who is knowledgeable about what they are interested in. They then write a plan for what is to be learned, and how,

forming a curriculum in the subject. Once this is completed, it must be approved by Ms. Warden, assistant principal at BFA. These classes are graded by the supervising teacher and credit is awarded depending on how much time is spent on the course. Right now there are five independent study students at BFA. They are studying Spanish IV, biomimicry, studio art, mentoring and information technology. Peter Chesarek (‘16) designed a course for himself last year, learning how to use Adobe Suite, under the supervision of the IT department. “It’s a different feel from a regular class. It allows you to take hold of your education and design a course you are interested in if the school doesn’t offer it,” Chesarek said. Chesarek first developed an interest in computers his sophomore year, when he took a two semester class in computer networking at the Tech

Center with Mr. Bell. When he realized the school didn’t offer a class to continue in his area of interest, he talked to Mr. Cooledge about possibilities. The first efforts were “shoot and miss,” Chesarek said. He worked with Cooledge and Mr. Davis, a member of the IT department, to advise him with options. “I needed to see where I wanted to go with the program. I was in control,” Chesarek said. The independent study class in his junior year was successful and he chose to create another independent study class this year to further pursue his interest in computers. Preston Randall, Director of Guidance at BFA, is knowledgeable about the many options for more selfdirected study available to BFA students. The school offers access to VHS (Virtual High School) classes. These are online, with a set curriculum, and are taught by a teacher on-line. Many of the students

taking the VHS courses at BFA are seeking high level knowledge. “Often times, these accelerated students fall behind or are subject to learn at a slower pace –forced to proceed with the same speed as the rest of their classmates. Left unchallenged, their lack of motivation puts them in danger of becoming the “Other Child Left Behind” – highly intelligent students who neglect their studies or fail their courses.” (http://thevhscollaborative.org/) The VHS teachers are from all over the world, and students in the courses also come from all over the world. This is a great chance for BFA students to interact with students from all over, in on-line discussions and posts that are often a significant part of the online class experience. There are actually some BFA teachers, including Mr. Cioffi and Mrs. Bettinger, who have created, and teach, online VHS classes. And there are other

options in addition to independent studies and online curriculum like VHS, and some of these are utilized at BFA for a different kind of student. Plato is an online curriculum used at BFA primarily for credit recovery. “Plato Courseware is a standards-based online learning program grounded in a tradition of solid research, sound pedagogy, and applied innovation. We develop rigorous, relevant curriculum that challenges your students . . . “ (www.edmentum. com/) These courses focus on proficiencies and do not have a teacher. Penelope Gratton, tutor at BFA, is in charge of helping students succeed in these courses, so they can earn the credits necessary to complete their BFA education. Right now, students are making up courses in social studies, English, math, science and other academic areas. In this type of curriculum, students can test out of activities if they pass a pre-

test given before each unit. If students wish to complete one of these courses quickly, they can work on it any time, in school or at home. On the other hand, if students do not complete the work in a semester or school year, the course can be carried over. So, if the regular BFA Course of Studies does not offer something that you really want to learn, you can start by talking to a teacher in that general subject area. If that does not work out, get in and schedule an appointment with your guidance counselor. Especially if you are responsible and independent in your learning, one of these options could be right for you.

Feature Cell phones; a blessing or a curse?

December 8, 2015

By Colin McGovern In recent years, the accessibility of portable devices, like cell phones, has skyrocketed to the point where most everybody has one. A study made by the Pew Research Center in 2013 shows that roughly 78% of teens have cell phones. Obviously, since then the percent of people owning cell phones has risen due to the fact that children are receiving them at an earlier age. At BFA specifically, phones have become a bit of a problem. Students are using them during classes when they’re not supposed to and are getting distracted by them. Polly Rico, a teacher at BFA, is known for her method of keeping students’ cell phones in a basket for the duration of class. “Actually I got a lot of push back when I first started doing it a couple years ago, but then I noticed that once students put their phones in the basket it’s sort

Page 3

of a relief that they don’t have to think about it,” Rico said. Rico’s stance on cell phones is definitely a negative one. But even she knows they most definitely can be helpful in the classroom. “Because not every classroom is one-toone computing, sometimes cell phones can fill in that gap if you have to research or do any kind of Google docs,” Rico said. Another use that most cell phones carry is the ability to listen to music anywhere at any time. Everybody loves listening to their favorite artists while doing dull or boring tasks. So a lot of students do this while working on a long assignment. Studies show that listening to classical music while studying or doing an assignment can stimulate a student’s learning. But then again most kids aren’t listening to Beethoven. It’s been shown that the opposite can happen to a lot of kids while listening to

music because it distracts them too much. Cell phones aren’t too great for school though, since their intended purpose is to communicate with others. This often leads to students distracting each other with texts to each other during class. “Cell phones create a huge distraction. For instance students are constantly getting notifications and constantly getting text messages… I can’t imagine how somebody can focus on the task at hand when they are getting constantly poked by their cell phones 16 times a day,” Rico said. Recently in the art rooms a rule similar to Rico’s has been created, and phones are being kept away from students. Jamie Bedard, one of the art teachers, has explained that cell phones have become enough of an issue to where this needs to happen. “I would say this year because we, all of the art teachers, have said ‘let’s put the

cell phones away’ it’s really helped kids stay focused,” Bedard said. A lot of behavioral problems at BFA are caused by students refusing to stop using their phones or to give their phone up when asked to by an adult. This is because a lot of students can’t control themselves when they know there is something they can be replying to. This is what prompts some teachers that are fed up with students not paying attention to

even two hours isn’t enough,” Osiecki said. The yearbook gives something Osiecki to look forward to at the end of her high school career, as it allows her to have a sense of pride within the yearbook. “It’s kind of a good feeling to be involved with the school,” Osiecki said. There are approximately ten people who constantly work on the yearbook, though Osiecki said that having a large number of people as well as a small number of people working on the yearbook both have their perks. The yearbook staff meets twice a week. “We have it on Mondays and Thursdays,” Osiecki said. A challenge that the yearbook often runs into is making sure that everything is 100% appropriate, and accurate. “Sometimes we’re

really bad at spelling or identifying finger signs,” Osiecki said. Lauren Forcier is the other co-editor of the yearbook. “I love the freedom of it. You can let your creativity run rampant,” Forcier said. Most people think that the yearbook staff gets a free copy of the yearbook. It makes sense right? “No we do not. We get to see the yearbook getting made and make the decisions on it but we do not get any free copies for ourselves,” Forcier said. As of right now the students of BFA have to wait a few more months until they can receive their yearbooks. “I am not sure of the printing dates but the books should be at school in early June, hopefully. Definitely before the seniors graduate,” Forcier said. Being in charge of a yearbook seems like such a fun idea,

and one would think that it would be rather easy with so many people working on the same project. There are some rather difficult parts of yearbook however. “Planning. There are so many pages and choices to make that it can get stressful. Choosing a theme for this year was a bit of a rollercoaster but we are all proud of it and what we have accomplished so far,” Forcier said. With only two advisors and over three hundred pages that need to be done within the yearbook, decision making can be complicated. “Usually Alice and I decide most stuff. If we don’t know something or are unsure, we go to Mrs. Parent or Mrs. Howard, our advisors,” Forcier said. Even with the whole school year to work on the yearbook, the staff is always busy at work

their class to want phones to be banned during class time to be a mandatory rule. “The use of cell phones, cameras, and any other digital recording devices to record, or take pictures of students, faculty, and /or staff, is prohibited unless approved for academic purposes.” This is the exact rule regarding cell phones in the BFA Handbook. So it is not a problem of a lack of rules, it’s a lack of punishment of

said rule breakers. But it’s not all black and white, for it’s easy to argue that cellphones are being used for “academic purposes.” Phones could be viewed as a distraction, distracting students from their education. On the other hand, they could be viewed as useful tools that help out in the classroom. Either way, blessing or curse, phones have a large impact in most schools in the United States, and definitely at BFA.

Showing a year with photos

By Sierra Hernandez

At the end of every year, the students of BFA receive their own yearbooks, their last memories from that year of high school. But how does the yearbook end up being just that? The yearbook, what kind of work goes into it? Why do schools even have yearbooks? Alice Osiecki (‘16) and Lauren Forcier (‘16) are editors for the current BFA yearbook to be published in the spring. “Even if you’re not working on yearbook, you’re thinking about yearbook,” Osiecki said. Osiecki made it very clear that yearbook is such a time consuming part of her day, she even stated that she spends extra time working on the yearbook, showing that it’s something she is passionate about. “You’re working for two hours after school and

especially making sure that everything is moving forward to actually pay for all of the expenses involved in creating the book. “BFA actually has one of the cheaper yearbooks in the state. We produce full color books- color costs money, we have over one hundred pagespages cost money, and we have hard covers- hard cover costs more. Buying a yearbook one year helps to cut the cost for the next years yearbook. We are lucky enough to have enough money in the budget to have a textured book- so you can look forward to that,” Forcier said. When senior year hits the seniors have so many pages within the yearbook. “Seniors do not get discounts. Seniors do get their yearbooks a day or two before everyone else does though,” Forcier said. Errors are impossi-

Fun at St. Albans City School By

Robbie

Maher

The sound of young fun was in the air; kids running, jumping, hooting, and hollering all for a good cause. On Friday, November 13, 30 students from BFA’s Sports and Entertainment Marketing class manufactured an event at St. Albans City School with first through third graders. “It’s an opportunity for the kids to interact with high schoolers,” Stacy Rouleau a SACS teacher said. The students participated in high energy activities like Duck Duck Goose, Mr. Fox, and Graveyard.. “The purpose of this is to provide an opportunity for fun after school,” Rouleau said. The students most definitely did appear to have fun, running around giggling, and smiling. “Elementary schoolers really look up to the high schoolers, and it’s an activity just for them,” BFA Business

Department Chair Mary Brouillette said. Brouillette, among others, created the community based event. Entrance for the elementary students was $2.00 (paid by their parents of course). This money is all donated to the Hannaford Helps Fight Hunger Program. “We bought nine boxes, and that feeds nine families for Thanksgiving,” Brouillette said. Brouillette’s Sports and Entertainment Marketing Class put on the event known as the “First through Third Fun Event,” with the work of a few other volunteers. “There were around 45 elementary students, and roughly 30 high schoolers at the event,” Brouillette said. Before the event began, a snack was provided by the Abbey Group. The Abbey is the lunch provider for both St. Albans City School, and BFA. “I would just like to point out that the Abbey provided snacks, which

was a huge bowl of fruit,” Rouleau said. The event is now in its third year, and continues to be a hit with the elementary students. “It’s a chance for the high schoolers to get to be role models, and get to see what it is like to work with little kids, and see that it is not always easy,” Brouillette said. These 3:00-5:00 afternoon activities of fun are a great experience for both elementary schoolers, and high schoolers. “Elementary students really look up to them, so it’s something for them,” Brouillette said. But the best aspect of this event is that not only does it allow high schoolers and elementary schoolers to interact, it benefits hungry Vermont families. The event continues to go strong, and looks to be in its fourth year of fun, next year. “It’s just a fun event,” Brouillette said.

“It’s an opportunity for the kids to interact with high schoolers.”

ble to avoid, though the yearbook staff works hard to make sure that the finished product has as few errors as possible. “We edit as soon as someone says that the page is done. Unfortunately some pages are not seen as much as others so mistakes get printed. It happens- we try not to but we are human,” Forcier said. The yearbook continously provides lasting memories for BFA students, but we must acknowledge the fact that without the people working behind the scenes, we simply would not have a yearbook at all.

Bellows Free Academy Mercury The Mercury is published by the Journalism classes at BFA. Articles are selected and written by students. They may also be submitted by the community at large. The Journalism classes are responsible for every facet of the Mercury production. Suggestions and ideas for articles and letters to the editor can be sent in care of: English Department Bellows Free Academy 71 South Main St. St. Albans, VT 05478

Editors:

Robbie Maher Ben Stoll

Reporters:

CJ Brown Colin McGovern Sierra Hernandez Levi Stanley Emilie Linstedt Grace Farrar

December 8, 2015

PAge 4

Great coaching; what makes it possible? By Emilie Linstedt and Mercury Staff Many BFA athletes recall a former coach with great fondness. “Coach X was the BEST!” But what was it about that coach? What are the qualities that make up a good coach, anyway? Is it just the coach’s personality, or did she or he learn specific skills along the way? According to Bill Cole, creator of “The Mental Game Coach,” there are 15 characteristics that stand out in good coaches. Some of the these qualities include: exquisite self awareness; high emotional intelligence; broad vision with detailed, focused, communication; regard for clients (athletes); being a continuous learner; humbleness and open-mindedness. In addition to these qualities, being able to “teach” athletes, especially in grade school

and high school, is a must. Being an effective “teacher” of skills and strategies to young athletes could be one of the most useful skills that a great coach needs to have. As well, the “style” of coaching often is important. What is good for one sport might not be effective in another, and even for different athletes within a team, there are styles that motivate the majority of players. Jeff Moulton, social studies teacher and long time coach at BFA, believes style is important. Moulton recalls: “the old school type, where coaches would get in your face and yell, not to demean you, but to motivate you. This works for certain players but not all. This worked at a certain time, but not necessarily today,” Moulton said. And younger, or “new” coaches have to be open to com-

bining qualities and skills, as they seek to become a coach who is respected, and possibly even admired. Josh Corrigan is a new teacher in the BFA physical education department, and he has coached BFA athletes as an assistant for a number of years. “It’s not just the practice 2 hours every day, or the games. Coaching takes a lot more of your time. You have to think about plays, games, and practice designs,” Corrigan said. It does not take long for many of those entering coaching to learn lessons about qualities they need, teaching, and effective styles: “Coaching is a lot more than teaching these kids and athletes the game. It is about getting to know the kids that you are working with. It takes a lot of patience to know the kids,” Corrigan said. All of the individu-

als who coach for BFA are directed by Athletic Director Dan Marlow. Part of the required process for every BFA coach is to take a series of classes regarding successful coaching methods and player safety. Being the kind of coach who athletes will remember long after the season is over clearly involves a special formula of all of these elements, but especially the relationships with the athletes themselves. Qualities, teaching, styles and training -- in the end they all matter.

“It’s not just the practice 2 hours every day, or the games. Coaching takes a lot more of your time. You have to think about plays, games, and practice designs.”

Kids in the hall BFA students respond to the question: “What is the worst Holiday present you could recieve?”

“Nothing! Christmas is “Socks.” for giving.” ~Brittany Vezina ~Maria Magnan

“Dirty Underwear.” ~Branden Mays