Spring '23 VIEW

Page 1

Alumni Profile: Tyler Jager ’18

Faculty Interview: Jon Wilson ’01 on work-based learning

2022 Reunion: More than 200 alumni gather to celebrate and connect BURR AND BURTON MAGAZINE · SPRING 2023

GOALS, HABITS, GROWTH:

Reflecting on Ten Years of Success

Trust fall: during summer Success Camp, incoming 9th graders learn about the BBA community and participate in fun, community-building activities.

Headmaster Mark H. Tashjian

Associate Head of School

Meg Kenny

Director of Advancement

Kate Leach

Director of Communications

Jill Perry-Balzano

Design

Craig DesRoberts

Board of Trustees

Ed Campbell ’70, Chair

Charley Stevenson, Vice Chair

Scott Swenor, Treasurer

Sanfra Weiss, Secretary

Kellie Baker-Waite ’79

Brian M. Barefoot

Peggy Brophy Brockett ’88

D. William Cairns ’72

Charity Clark ’93

Rabbi Michael Cohen

Michael Cooperman

Pauline de Laszlo

Thomas N. Kelly, Jr.

Heidi Lynn

Carol O’Connor ’67

William V.N. Philip

Michael Powers ’60

Robert Redmond

Trustees Emeriti

Seth Bongartz ’72

Orland Campbell

Robert E. Treat ’55

Tony Whaling

Photography

James Chandler ’10

Oscar Forester

Jake Murnaghan

Robert Lahue

Sherry Steeves

Alex Vincent

Contact Us: 802-362-1775 burrburton.org

2/ From the Headmaster 4/ News From Campus 10/ Athletics Roundup 12/ Arts Roundup 34/ Class Notes FEATURES 14/ Goals, Habits, Growth: Reflecting on Ten Years of Success 22/ Alumni Profile: Tyler Jager ’18 28/ Faculty Interview: Jon Wilson ’01 on Work-based Learning 32/ 2022 Reunion
DEPARTMENTS
COVER PHOTO
2023
SPRING

OFFICE OF THE HEADMASTER

Dear Families, Alumni, and Friends,

We are in the final sprint toward the end of the school year, culminating in Commencement for the Class of 2023 on June 9. Throughout this year, we have been bringing our absolute best to the challenges that arise while celebrating the milestones and contributions that fill the Burr and Burton community with pride and joy.

Please enjoy this inspiring issue of the VIEW, which honors our work creating opportunity for all—both right here in the shadow of Equinox and out in the wider, interconnected world. Articles include:

• highlights from the classroom, field, studio and stage,

• a deep dive into ten amazing years of the Student Success Program,

• an Alumni Profile of Tyler Jager ’18’s award-winning work on humanitarian ethics, and

• a Faculty Interview with Humanities teacher Jon Wilson ’01 on our Work-Based Learning Program.

That is what education is all about, and I am grateful to each parent, grandparent, teacher, staff member, paraeducator, coach, mentor, or friend, all of whom contribute to the success of our students and our school. You make our community strong.

Onward and forward to Commencement and beyond!

Sincerely,

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NEWS FROM CAMPUS

New Rehearsal Space Energizes BBA Performing Arts

BURR AND BURTON DANCE TEACHER EMILY OWENS ’12 HAS A SPECIAL CONNECTION TO THE NEWLY RENOVATED PERFORMING ARTS SPACE IN LARSON HALL: “ON JUNE 18, 1966, MY GRANDPARENTS, HOWARD AND SANDRA WILCOX, WERE THE LAST TO BE MARRIED IN LARSON HALL WHEN IT WAS STILL A CATHOLIC CHURCH.”

St. Paul’s Catholic Church, built in 1896, was sold in the mid-1960s when the new church opened in Manchester Center. The church eventually became Larson Hall, named for Sarah Given Larson, and has been used by Burr and Burton in various capacities.

Last summer, as media arts programs were relocated to the Riley Center, BBA began renovating Larson Hall to accommodate the Theater and Dance programs. In the process, the drop ceiling was removed, and the original vaulted wood ceiling was restored.

Owens says that the space is, “Truly magical... the new studio space at Larson has provided the department with endless possibilities going forward. We now have much more space and higher ceilings, allowing more freedom and creativity in choreography and workspace. The clean lines, cathedral ceiling, and natural light combined with the original wood paneling and gold inlay of the original church create a very spiritual space to nurture creativity.”

Owens, a class of 2012 alumna of the program she now leads, took over after longtime BBA dance teacher Claudia Shell-Raposa retired last school year.

Theater director Jim Raposa is thankful for the team of local businesses and BBA employees who made the project possible, “I would like to acknowledge the crafts and tradespeople who worked on bringing this reimagining of the space to life–and the BBA facilities crew and administration who supported this project.”

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Breaking New Ground with the History of Hip Hop

ENGLISH TEACHER PETE NICHOLSON

RECALLS THAT WHEN HE FIRST BEGAN TEACHING IN THE EARLY 2000s, SOME STUDENTS WERE SURPRISED TO LEARN THAT HE LIKED HIP HOP.

“They didn’t associate that with a teacher. I realized that it was a really good connection point. Kids who may not have been interested in class otherwise would enjoy connecting about music. I wanted to tap into that interest.”

Fast forward several years, and Nicholson, who grew up in the New York suburbs where hip hop was part of the social fabric, had a classroom across the hall from new social studies teacher Andy Cassarino.

“It was geographical luck.” Nicholson says with a smile.

Cassarino, born and raised in Vermont, says that he started listening to hip hop as an adolescent, but he really became interested in college: “My mentor introduced me to conscientious hip hop–that’s when I really started listening to the lyrics, and that’s when I really started to love hip hop.”

When the two connected on hip hop, they knew right away that they should

co-create an integrated English and social studies class on the genre—a class where, as Nicholson says, “The music is a way to learn history and culture.”

Nicholson and Cassarino wrote a proposal and received a Burr and Burton faculty grant to create the new curriculum over the summer of 2021.

The History of Hip Hop course, which first ran in the fall of 2021, is fully integrated and counts as either an English or a social studies course for students. Nicholson explains that it’s also a unique course offering even among Burr and Burton’s many course offerings, “It’s a 20th century history class; it’s an African American history class. Those two aspects of history are really valuable to teach—and may not have always gotten as much attention in history classes in the past. We wanted to make sure that the history got all the way up through the 80s, 90s and the turn of the century.”

Cassarino explains the approach to the curriculum, which weaves together

movements in music with the history that influenced them, “For example, this year we’re looking at the Great Migration and we look at why [Black Americans] were leaving the south. We examine these blues songs that were specifically about the issues they were facing. Students listen to the music, and we consider the reasons why so many farmers were leaving the south. There’s the ‘Bo-Weavil Blues’, and the ‘Sharecropper’s Blues.’ The music reflects on and responds to the political, social, cultural issues we’re studying.”

Nicholson explains the magic of integrating English and social studies: “That interplay is what the course is all about. We’ll do a deep literary analysis of specific songs that also becomes an access point to understanding history.”

And helping kids construct context for and deeper understanding of something they care about is part of the success. Cassarino reflects, “It’s a subject that so many students are personally invested in, because they love the music; that’s the beauty of this course.”

BURR AND BURTON ACADEMY 5

Model UN: More than a Class

Burr and Burton is proud to help students find their passions, and that is exactly what the Honors Model United Nations (Model UN) class does.

Model UN is a class where students can explore interests in diplomacy and international relations. Traditionally, Model UN is offered as an extracurricular club or group, but here at BBA, we are fortunate enough to have it offered as a class.

In the fall, Model UN class took a trip to East Brunswick, New Jersey to attend the Princeton Model United Nations Conference (PMUNC). PMUNC is one of the most exciting weekends of the year for delegates in Honors Model UN.

Henry Sexter ’24 said, “To prepare for the conference, I did everything [Model UN teacher Thomas Von Allmen] recommended we do. First I completed my position paper and created a research binder for my topic. I also looked for countries in my committee that have similar policies, so I could work in conjunction with them.”

Being a delegate in Model UN is a great way to learn new information and challenge yourself. At the conference, many delegates were very pleased with how the committee session has played out, and are very excited for the upcoming sessions. Others had challenges that they were working to find solutions to.

Anna Markcrow ’25 is a member of the 2022-23 Burr and Burton Model UN delegation. She especially enjoys social studies classes and is looking forward to participating in the full schedule of Model UN conferences next year. An accomplished equestrian, Markcrow also competes nationally in Hunter/Jumper competitions throughout the year.

Adelaide Redden ’25 told me about some of the challenges she faced in the Social, Cultural, and Humanitarian Committee (SOCHUM): “In this past committee session, the mental challenges were definitely a hard part for me. It can be pretty up and down so you just need to try to stay positive and upbeat. It won’t go your way a lot of the time, and sometimes you need to be able to adjust accordingly while keeping a positive attitude.”

Many delegates said the biggest challenge for them is public speaking. Although it can be nerve wracking, it is undoubtedly one of the most important parts. Oakley Robbins ’24 said, “[Public speaking] is definitely a challenge for me and lots of people. Sometimes I feel like I have no idea what to say and am freaking out while I am raising my placard, but I think once you get up and say it you will be okay. The more you do it, the more comfortable you become and that is key in your confidence build.”

Seniors Elijah Blesofsky and Kaitlynn Cherry shared some of the opportunities that Model UN has provided for them. Blesofsky said, “I initially signed up for Model UN

Model UN students attend several conferences each year, among them the Princeton Model UN Conference and the Yale Model UN Conference.

[because] I like history and I like debating, but as I got farther into junior year, I started to realize what I’d like to major in [political science and film and communications with a minor in international relations] and I really think this class helped me figure out what I want to do with my life.”

Cherry said, “Model UN has given me the opportunity to explore what it would be like to be a diplomat, which is a track I would like to pursue in college and in the future. It will give you an opportunity to try something new out that you might really like.”

Blesofsky reflected: “Model UN is the best class. The opportunities and family-like dynamic are what make it so special. It truly changed my life.”

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Three Cheers for Ben Beers!

ON SATURDAY, SEPTEMBER 24TH THE BENJAMIN FRANKLIN BEERS MAINTENANCE BUILDING WAS DEDICATED IN HONOR OF LONGTIME BBA FACILITIES TEAM MEMBER, BEN BEERS.

Beginning his career just two days after his wedding to wife Carol Ann and only one day after graduating from Burr and Burton, Ben’s name is synonymous with hard work and dedication. With his tenure spanning more than 62 years, it is only fitting that one of the hardest working buildings on campus would bear his name.

Board of Trustees President, Ed Campbell ’70, Director of Facilities Eric Subik, and former Facilities Director Ken Glasier shared fond memories and words of appreciation in front of dozens of friends, family and community members that were gathered for the ribbon-cutting ceremony. Ben, always humble and grateful, shared his gratitude for the honor, thanked the construction workers and facilities team for their hard work on the project and thanked faculty, staff and his family for supporting him over the years.

Set above the turf field, the Benjamin Franklin Beers Maintenance Building will serve as the Facilities department headquarters. The upper level will house offices for staff and the ground level space offers a large two-bay garage and workshop with an additional three-bay garage building next door. The new spaces will allow the maintenance team to safely store and work on vehicles and equipment in all weather conditions and better serve the BBA community.

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News from the Mountain

As spring reveals itself on the mountain, students at the Mountain Campus are beginning a phenology study that will take them through to the end of the semester. Phenology, the study of seasonal change, has become essential in understanding local effects of climate change.

Students will be identifying different phenophase indicators—such as bud burst and bird migration—and collecting real-time data that will be contributed to Vermont citizen science groups in an effort to track how spring timing is evolving.

Alumnus Noah Forest ’22 (MC spring ’22) will be assisting in the study as well as facilitating a food and farm systems unit for this class. Two other Mountain Campus alumni Maggie Brown ’20 (MC spring ’18) and Chloe Andersen ’22 (MC spring ’20) have or will be joining our semester backpacking trips as trip co-leaders. We are so delighted to have alums return to the mountain and participate in different aspects of the program!

BURR AND BURTON ACADEMY 9

ATHLETICS ROUNDUP

Students from a number of sports participated in the Vermont State Athletic Directors Association Leadership Retreat in Burlington this fall, where students participated in workshops and heard from leadership speaker Ed Gerety. Max Brownlee ’24 said, “The retreat was an excellent opportunity to meet other student athletes from all over the state of Vermont. Ed Gerety gave the best speech I’ve ever heard; it changed my perspective on life.”

BUILDING ON SUCCESS

This winter, Gymnastics came back strong, winning the State Championship for the second time in three years. 9th grader Robin Tashjian was the all-around champion and a strong group of seniors helped to leave a special legacy for BBA Gymnastics. Senior Tristan Prescott won the artistic excellence award for her floor routine and placed fourth in the competition overall.

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BBA Football Varsity Football had a strong season with a 7-3 record. This fall, Boys and Girls Golf continued to dominate, winning their respective state championships for the second and third years in a row.

Boys Cross Country was undefeated in the regular season, winning the Southern Vermont League Championship; Matheo Gallazzini ’24 was the individual champion.

Girls Cross Country had a great season, winning the Southern Vermont League Championship in Rutland.

GO BULLDOGS!

Varsity Field Hockey was also strong and had success with a 9-6-1 season. Goalie Delana Underwood ’23 had 6 phenomenal shutouts.

Girls Hockey had an exciting season with 16 wins, finishing the regular season in second place in Division II. Coach Ed Lewicki reached his 100th win early in the season with a victory over Middlebury.

Performing at the top of their game for the fourth year in a row, Boys Snowboarding won the State Championship at Jay Peak in early March. Connor Kelly ’24 earned overall individual honors, with Ryan Kelly ’23 taking third overall. Ben Nowicki ’24 took first in the Giant Slalom event, and Connor Kelly won the Slopestyle and Rail Jam events.

BURR AND BURTON ACADEMY 11

ARTS ROUNDUP

Artists on a Journey

The fall and winter saw Burr and Burton arts programming humming along, with artists—both beginners and those more experienced—teaming up to bring magic to the arts classrooms, recording studios, and the Riley Center stage.

BBA Music, Lighting Up the Stage

The title of Lily Larue ’25’s School News story on the fall play captured it perfectly. The play, The One-Act Play that Goes Wrong, was a successful disaster in just about every way. A play within a play, The One-Act Play that Goes Wrong tells the story of the doomed actors in the faux play Murder at Haversham Manor. Filling the Riley Center four times, BBA actors, supported by an incredible stage and technical crew, drew laughs, performed outrageous stunts, and all together brought down the house in an incredible show.

Asked about how the cast and crew make it all work, actor Joey Masalsky ’25 who played a lead role as the inspector said, “We have a lot of fun but it’s also a very professional work environment and we both listen to each other and understand each other very well on a professional level and a social level. We all have a lot of love for one another.”

New dance teacher Emily Owens and longtime theater director Jim Raposa kept the Dance and Drama Winter Showcase alive, with original dance pieces and dramatic sketches created and performed by students in the curricular arts and drama classes.

Last fall, BBA Music launched a songwriting course, cotaught with musician and paraeducator Laura Molinelli, that culminated in a field trip to see the musical Woody Sez, about the life and music of Woody Gutherie, at the Weston Playhouse.

In December, Music and Cinema teamed up for a new event, Flicks and Riffs, a media arts showcase featuring original student films and songs.

In addition to a winter full of musical festivities, students taking applied music classes also experienced lessons and small group instruction from nine talented local musicians.

In February, a triumphant Calliope Concert was filled with original talent and inspired renditions. Less than two years after the Covid pandemic made traditional music instruction impossible, the Riley Center stage was full of musicians on their journey once more.

“Scripted chaos. Successful disaster. The show must go on!”

Visual Arts and Design: Breaking Down Walls Between Disciplines

Over the last couple of years, the Visual Arts and Design Department has implemented open-door initiatives that encourage students to explore different ideas, skills, and media in the visual arts. Now that open-door approach is driving a reconfiguration of the arts spaces on the first floor of the Rowland Center.

Visual Arts and Design Department Chair Travis Kline is excited for this change: “Reconfiguring the space will help facilitate a multidisciplinary approach that reflects the reality of a contemporary artist.”

Visual Arts students have also been experimenting with the ancient Japanese technique of firing pottery in a raku kiln. This technique, where pottery is fired as hot and as fast as possible and then removed and placed in a secondary vessel, enables elements to express themselves in unpredictable ways, creating unique and unexpected colors, patterns, and designs.

After a busy fall of creating, Visual Arts students are excited to participate in local spring exhibitions.

The Manchester Community Library has been host to a variety of works in drawing, painting and mixed media. From hyper-realistic drawings to vibrant graffiti-inspired paintings on canvas, the works represent a wide range of student talent.

Students in BBA’s Foundations, Studio and Advanced Portfolio classes were featured at the Southern Vermont Arts Center at the Art from the Schools exhibit. Ceramics, woodworking, digital art, drawings, paintings, mixed media, design, film, and photography are displayed. It’s a show you don’t want to miss.

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GOALS, HABITS, GROWTH:

The Student Success Program Turns Ten

THE MISSION OF THE SUCCESS PROGRAM: SUCCESS SCHOLARS WILL DEVELOP COLLEGE AND CAREER READINESS SKILLS, STRENGTH OF CHARACTER, AND A SENSE OF PURPOSE THAT WILL PROPEL THEM TOWARD A LIFETIME OF SUCCESS.

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It is mid-October, and the cozy Success classroom, nestled in the basement of the Seminary Building, smells of fresh popcorn and buzzes with energy. In the glow of a neon “Success” sign, 9th graders in the C block Prep for Success class are busy writing up the results of their “Habits” interviews. They recently took a personality assessment, were tasked with identifying one habit they want to improve, and then interviewed three people to get advice on how to create an action plan.

Claudia Villagran is working on becoming “less self-critical.” She interviewed her Humanities teacher, Andy Cassarino, who helped her to become aware that her perspective is not necessarily what everyone else sees. Hadley Taft says she is “prone to burn out”; now, based on the feedback from her interviews, she will be working on time management.

Habits are a focal point of the Success Program; in fact, they comprise a core component of the program’s motto: “Goals. Habits. Growth.” These three guiding words form the foundation of the reflective work students do throughout the program, as they build skills and take active steps toward achieving their dreams.

in Summer Success Camp, a three-week program for incoming 9th graders that helps to ease the transition from middle school to BBA. Students build relationships and a sense of community through fun and interactive group activities. The intention is for students to enter high school with confidence as they make new friends, connect with their teachers, and get to know the Burr and Burton campus.

Claire Honan first encountered the Success Program while in middle school. A BBA mentor, Paige Mann ’22, met with her regularly and got her excited about coming to high school. Honan enrolled in Summer Success Camp, which, she says, made a big difference: “In the first week of camp, I was closed off. I’m an introvert and I get scared of these situations, but the combination of teachers and socializing was very good for me. It got me out of my house. I got my iPad, got in the swing of things. Knowing my teachers and knowing the campus made it familiar and helped me make connections in the community.” Myles Oulette agrees: “Three weeks wasn’t enough. I wish it was the whole summer. I loved the ropes course.”

The Success Program staff—director Jason Pergament, assistant director Billy Canfield, and academic interventionist Rachel Senecal—use class time to connect individually with students and ensure not only that their academic work is on track, but that they are happy and healthy. Throughout the course of a given week, this can take a variety of forms, from one-on one-conversations, to grade-level cohort check-ins during flex block, to on-the-spot crisis intervention, or providing students a quiet location to gather their thoughts and get work done.

Jasonna Amsden has already started thinking about a possible career; her personality assessment identified that she might like being a preschool teacher. Now she is researching what the job entails and the educational steps necessary to pursue that career path. Prep for Success is helping her to imagine, in concrete terms, what she can do with her life.

This kind of self-exploration is at the heart of the course, which is designed to help 9th graders in the Success Program develop a future vision, set academic goals, build habits of mind, and strengthen planning skills necessary to achieve their goals. Prior to enrolling in Prep for Success, students participate

Pergament explains, “Our job is to help students integrate into Burr and Burton with confidence. No matter what they grew up with or what they’re going home to, we give them a safe place to land.”

From Research to Impact

The seeds of the Success Program were planted when former BBA social studies teacher Kendra LaRoche pursued a Rowland Sabbatical in the 2011-12 school year, researching the socio-economic achievement gap. LaRoche’s study resulted in a proposal to develop

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Our job is to help students integrate into Burr and Burton with confidence. No matter what they grew up with or what they’re going home to, we give them a safe place to land.
Derrik Whittemore ’17 pictured with his sister Amber (BBA and Success alumnus, ’16) during their deployment in Japan with the US Marines.

a program better connecting lower-income students to the kind of resources and support critical for high school and post-secondary success. Then-trustee and Burr and Burton benefactor Barry Rowland provided the start-up funding, and in the Spring of 2012, Jason Pergament, a teacher at KIPP STAR College Prep School in Harlem, was hired as the program’s first director. Pergament formed partnerships with sending schools, introducing the program and identifying incoming 9th graders who would benefit from taking part. In the summer of 2013, the first Success Camp was launched with 32 students.

The Success Program has grown significantly—this year’s Summer Success Camp served 83 incoming 9th graders (more than one third of the 9th grade class)—and it has evolved over time: the target population is still primarily lower-income students, but enrollment is inclusive.

The Success Program has grown significantly—this year’s Summer Success Camp served 83 incoming 9th graders (more than one third of the 9th grade class)—and it has evolved over time: the target population is still primarily lower-income students, but enrollment is inclusive. Sending school counselors and families identify potential Success scholars: students are also recommended because of adverse childhood experiences or family situations, such as addiction, divorce, trauma, abuse, disability, anxiety, or incarceration. Billy Canfield, who brings a background of social work experience to the Success Program, joined the staff in 2019 to help serve the growing number of students and their diverse needs. “Success is a place to belong,” he says. “No matter what a student’s background is, no matter what their family situation is like, we will help anyone. We will meet them where they are at.”

Mindful of the range of challenges that students in the Success Program face, the program’s mission defines “success” in the following way: Scholars will become self-reliant; they will have a strong sense of financial and social independence. They will effectively

BURR AND BURTON ACADEMY 17
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10
Dylan Kapusta ’17 with his students

navigate relationships and resources, with the goal of ultimately contributing positively to the greater good of the Burr and Burton community and society as a whole. Scholars will develop a sense of self-worth through the process of setting and realizing personal and professional goals.

For sophomores Izzy Nystrom and Makayla Barry, it was initially difficult to attain that definition of success, especially while navigating through the trials of COVID. They had a challenging 9th grade year, and struggled with their coursework. Rachel Senecal ’16 provided academic intervention support and helped them to transition to BBA’s satellite Target Program, where they now work more independently, with individualized instruction. Both formed a close bond with Senecal, and now travel to the main campus every day as part of an independent study course they co-created with her. Nystrom elaborates: “we get to research possible careers and things that interest us, so we can figure out what we’re passionate about. We wrote a paper, brainstormed ideas, and so far we’ve tried cooking, exploring nature, music, and photography. Now we’re designing a thrift room as a service project, so that people who need winter clothes can come get what they need. It’s been really fun.”

Community Support

Senecal is not only a Burr and Burton alumna, but she is a Success Program alumna as well. After graduating, she went on to complete a degree in secondary education with an emphasis in environmental studies and environmental education from Prescott College. Senecal completed her student teaching in BBA’s science department and filled a number of support roles at BBA.

Speaking of her experience as a student in the Success Program and now as part of its professional staff, Senecal shares, “I loved setting aspirational goals and having a community that was goal-oriented, that wanted to help make change. I joined the Mountain Campus because I wanted to be surrounded by people who wanted to improve themselves and the world. It feels rewarding to have been in the program and now to help run it—I feel like a success story. I thank the program and want kids to have the same ability to feel successful and find opportunities, to get that one-onone support and appreciation that I got.”

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Senecal’s full-time academic interventionist position is underwritten by the Stratton Foundation, which began supporting the Success Program in 2012 on the heels of its first 24 Hours of Stratton fundraising event. According to Tammy Mosher, the foundation’s executive director, Success served as a “springboard” through which the Stratton Foundation could reach students in need, as well as “directly help enhance the Success Program and make it even better.” Because the Stratton Foundation’s mission, to break the cycle of generational poverty, aligned so closely with the goals of the nascent Success Program, an enthusiastic partnership was born.

The Stratton Foundation provided an initial grant of $75,000 and has since become an even more generous supporter of the Success program. In 2017, with the Charles S. and Millicent P. Brown Family Foundation, and as a result of brainstorming sessions with Mosher, members of the Brown family, and Pergament, Personal Life Plan Scholarships (known familiarly by Success scholars as “Brown grants”) were established. Success scholars apply for these grants in order to pursue summer internships, partake in college preparatory experiences, attend workshops and conferences–basically any concrete action step that helps them to move forward in achieving their career dreams. To date, over 125 Brown grants have been awarded to Success scholars.

the first two years of the academic interventionist position Senecal now holds, which arose out of the academic struggles many students, like Nystrom and Barry, faced during and after the pandemic. “COVID shined a light on the need for these programs,” says Mosher, “the mentorships kept kids connected in ways that other programs couldn’t, and that’s powerful.”

Thanks to the Stratton Foundation and the Brown Family Foundation, $180,500 in grant funding has been funneled into the Success Program, directly impacting the lives of hundreds of BBA students.

Success Scholars

By the time Success Scholars are seniors, they have participated in a number of Success classes, as well as activities such as the annual Thanksgiving dinner for Success families, and alumni panels where they hear from former Success students now pursuing college educations, careers in the trades, or service in the military. A Senior Workshop class is offered in the fall semester for Success scholars who are applying to college or technical/trade school, and who are likely to be the first in their families to do so. Students are supported through the college application process, including completion of financial aid forms. They also investigate and apply for scholarships, and research various aspects of life on a college campus.

The Stratton Foundation and Brown Family Foundation contributed more funding in 2019 to support the peer mentorship program, which pairs current Success students with future Success students in BBA sending schools, thereby providing additional layers of mentoring and support– the kind Claire Honan experienced. Most recently, the Stratton Foundation and Brown Family Foundation additionally offered start-up funds to cover

Abby Muñoz Wells is one of those seniors. She received two Brown grants—one at the end of her sophomore year to travel to Dallas, Texas to participate in a Hugh O'Brian Youth Leadership Conference, and another this past summer to attend the National Student Leadership Conference at American University as part of its nursing program. Muñoz Wells spent nine days exploring aspects of nursing and experiencing hands-on simulations, such as learning how to suture, intubate and draw blood; she also became CPR certified. One of the first Success students to receive a Martin Scholarship in honor of late trustee Skip Martin, which will help her to pay college tuition and purchase necessary technology, Muñoz Wells applied to eleven schools with nursing programs, including Emory and Villanova. “I’m grateful for the Brown grants, because I went into my summer programs thinking I wanted to do something but I didn’t know what it felt like–actually doing it helped solidify that this is what I want to do. Those opportunities showed me that I really like leadership and I really like nursing.”

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In the Success community, it doesn’t matter what kind of status you have—everyone is equal, kind and considerate. It’s focused on you and your success in high school—you don’t get lost in the crowd.
– Abby Muñoz-Wells

Senior Shae Muchler also received a Brown grant, which allowed her to travel to New York City and participate in intensive master classes in theater as well as see Moulin Rouge on Broadway. Reflecting on her four years at BBA, and on her involvement in both Success and BBA’s theater productions, Muchler muses, “I couldn’t even talk to anyone as a freshman—I had extreme social anxiety and now I am speaking at assembly.” Last fall, Muchler applied to theater programs at Emerson and NYU. “This class made us very ahead of the process . . . I don’t think I’d be where I am unless I was in Success. Billy and Jason have been huge supporters.”

To celebrate the culmination of their time in the Success program, seniors experience a post-graduation trip to a destination of their collective choice. This June, after some significant fundraising, Success seniors will travel to the Outer Banks. Past trips have included California, Colorado, England, Florida, and Puerto Rico. Students earn the trip through a point system based on their level of involvement in the Success Program, in extracurricular life at BBA, and in challenging academic experiences, such as an honors or AP level class, a dual enrollment college course, or a semester at the Mountain Campus.

A high rate of involvement and the accumulation of significant points, according to Pergament, is often an indicator of future success: “Time and time again, we’ve seen that kids who show up and engage end up in a better long-term outcome.” They also get a chance to travel to places they have never been, and to expand their world view one final time before leaving BBA.

Positive Life Outcomes

The “positive life outcomes” Pergament speaks of are evident for a wide range of Success alumni, like Dylan Kapusta, class of 2017, who was part of the second cohort to partake in Success Camp and Prep for Success. Kapusta recalls, “the Success Program helped me to hold myself to a higher standard when I entered high school. It helped me to get more involved and set goals for myself.” A three-season high school athlete, Kapusta credits BBA’s sports program as well as the Success Program with teaching him self-discipline. He also fondly remembers being a peer mentor to a student at MEMS, which led him to become curious about a career in counseling.

From BBA, Kapusta went to Emmanuel College, where he majored in counseling psychology and minored in both education and sociology. “The Stratton Foundation provided me with the Todd Richter First-Generation Scholarship to make that happen. Tammy Mosher was a great advocate for me and as a result the scholarship was recurring for all four years,” he

says. In his senior year at Emmanuel, Kapusta pursued an internship with a school social worker at Mission Grammar School in the Boston area. After graduation, the internship turned into a full-time position as a counselor, and later to leadership positions as the director of the summer program, and now he is the director of the after-school program.

Like Kapusta, Derrik Whittemore reflects that the Success Program helped him achieve his goals. After graduating from Burr and Burton in 2017, he enlisted in the US Marine Corps and headed off to boot camp. As a reservist, he was mobilized and sent to Okinawa, Japan in October 2019. He spent eight months in Japan, during the pandemic, and received a Navy and Marine Corps Achievement Medal for his efforts throughout his full-year mobilization.

Whittemore says, “I appreciate that I had someone willing and knowledgeable to help me make goals and think about my future; otherwise, I would have been winging it. I got to travel to Colorado—my first time off of the east coast— which inspired me to want to travel more, something I get to do in the military. I still make goals and always try to achieve them– the Success Program set that up for me.”

In the ten years since its inception, the Success Program has served roughly 600 students. Pergament stays in touch with the alumni of the program, checking in from time to time to see how they are faring, and speaks to the joy he feels when he hears of their achievements: “Goals, Habits, Growth resonates. I’m so proud that we have such a strong group of Success alumni who generously give back to the community; they come back and help our current students to prepare for the real world. Our efforts echo through them.”

20 THE VIEW I SPRING 2023
I’m so proud that we have such a strong group of Success alumni who generously give back to the community; they come back and help our current students to prepare for the real world.
– Jason Pergament ”
Kapusta says Success directly inspires his work: “I have designed a mentor model focused on habits, growth, and goal-setting. I’m currently doing outreach and forming partnerships with other schools. The Success Program is a huge influence and inspiration for what I would like to start here, and Jason Pergament continues to be a mentor.”
Your gift to the ANNUAL FUND supports the people and programs that make this place so special. YOUR generosity matters. Please give today. SCAN TO DONATE SUPPORT THE ANNUAL FUND AND EXPLORE WHAT IS POSSIBLE WHEN WE RISE TOGETHER. DOUBLE THE IMPACT OF YOUR GIFT. Your gift may be eligible for employer matching. Visit burrburton.org/support-bba to find out how. burrburton.org/giving 802-549-8103

ALUMNI PROFILE

Tyler Jager ’18 on Aligning Theory with Reality and Making an Impact

As a student at Burr and Burton, Tyler Jager ’18, was influenced by the relationships he forged with faculty, and he was moved by the power of narrative voice and scholarly inquiry. His time at BBA built on Jager’s lifelong interest in his own family’s immigration story, which traced his roots back to the Russian Revolution of 1917, then France, then to the United States. Jager also credits his growing interest in immigration and its global humanitarian effects on the anti-government protests and uprisings in the early 2010s, known as the Arab Spring.

His interest in the power of humanity and care led Jager to pursue volunteer humanitarian work in Greece as part of a maritime searchand-rescue aid organization helping displaced refugees fleeing to Europe from Afghanistan and Syria, among other countries. Jager worked on the island of Lesvos in Greece the summer after he graduated from Burr and Burton and before he began college at Yale University. Jager went on to pursue a joint BA/MA at Yale in political science, specializing in political philosophy and comparative politics. He also completed a multi-

disciplinary academic program (akin to a minor) in the human rights program at Yale. Jager completed his BA and MA in December and graduates this May.

Jager’s experience in Greece inspired him to enter the Elie Wiesel Prize in Ethics Essay Contest in 2022. His essay, “Navigating the Border Between Hospitality and Justice: Refugee Pushbacks, Search-and-Rescue, and the Ethics of Solidarity” won first prize and earned him $10,000, which he hopes to split among a few search-and-rescue organizations in the Mediterranean.

BURR AND BURTON ACADEMY 23
LESVOS

In 2020, Jager worked for Vermont State Senator Kesha Ram’s senatorial campaign as her Director of Policy. During the pandemic, Jager took time away from Yale to work as an editorial intern at Foreign Affairs Magazine, a publication dedicated to foreign policy and international relations. “It was a really cool way of synthesizing the kind of writing I started out doing in college. I didn’t have a traditional journalism pathway. I was coming to write more from an interest in scholarship,” he said.

In his Elie Wiesel prize-winning essay, Jager describes the work of non-governmental organizations to provide tactical aid and support to refugees escaping over the sea and the heartbreaking practice of pushbacks, the illegal system of forcibly expelling refugees over an international border directly

protracted periods in terrible conditions. Often, these detainments come right on the heels of immediate search-and-rescue efforts to clothe and feed refugees, creating an uneasy relationship between the rescuers and the refugees and also between the volunteer rescuers and governmental law enforcement.

In his essay, Jager describes the role of the maritime search-and-rescue aid organization that he volunteered with in Skala Sikamineas, a fishing village on the north shore of Lesvos, Greece. Jager was part of the “land crew” tasked with scanning the sea for small boats of refugees, as well as staffing and stocking the reception center and aid tent in a transition camp, meant for helping refugees

Graffiti on an abandoned factory building on the island of Lesvos shows local frustration with the Moria refugee camp.

–TYLER JAGER

after seeking asylum. Jager ponders the often fraught relationships between non-governmental organizations that seek to shelter, feed, and clothe refugees in the short term with the policies of the countries receiving the refugees and the practices of receiving countries’ law enforcement.

“In the Mediterranean Sea, aid organizations coexist in an uneasy symbiosis with the authorities,” Jager wrote. “They must work within border and asylum regimes to stay operational, even when they know their presence could work to legitimate those abusive systems.”

Jager described the commonplace practice of authorities who expel refugees or detain them for

for a few days. “During my time in Lesvos, I never met an aid worker who felt that the services and provisions we provided were adequate,” Jager wrote. “In the face of the physical and mental injustices that our clients would experience in the asylum system after we saw them, our work often felt like a drop in the ocean.”

The larger juxtaposition between providing immediate aid with the lack of systemic support for refugees was frustrating, Jager said. “We took on responsibilities designated for larger organizations like UNHCR because no one else would,” he wrote. “To stay licensed, we had to comply with the requirements of the Hellenic Coast Guard and the EU immigration authorities, even as we knew how exploitative they could be.”

24 THE VIEW I SPRING 2023
THE CONCLUSION THAT I CAME TO IN THE ESSAY IS, EVEN IF YOU KNOW THAT IT’S TRUE (SYSTEMIC EXPLOITATION), IT DOESN’T RELEASE YOU FROM THE ETHICAL OBLIGATION TO DO SOMETHING THAT IS UNQUESTIONABLY THE RIGHT MORAL THING TO DO.

Despite this frustration, years after his experience on Lesvos, Jager reflects on the concept of charity vs. duty. “The conclusion that I came to in the essay is, even if you know that it’s true (systemic exploitation), it doesn’t release you from the ethical obligation to do something that is unquestionably the right moral thing to do,” he said.

Throughout his study of humanitarian ethics, both on the ground in Greece, and in his studies at Yale, Jager said, “There are some academic scholars that think that the sludge of reality is one thing, and thinking of things in a purely academic way is another, and it’s important not to be distracted by things that are everyday injustices or issues is your life.”

But in his work in Greece, Jager realized that it is important to see that systemic reform necessary to make real and lasting change is not free from a relationship with these ‘everyday injustices.’ And, Jager believes that this idea of seeing the alignment of these two issues, rather than their opposition was something he learned at Burr and Burton. “At BBA, we have a rich tradition of seeing those two things as connected,” he said. “And, that is definitely something that I want to take with me, both in this essay and beyond.”

Jager was encouraged to enter the Elie Wiesel essay contest by Jim Silk, the Binger Professor of Clinical Human Rights at Yale. As he was beginning the work to enter the contest, Jager enrolled in a class taught by The New Yorker staff writer Sarah Stillman. Stillman’s work focuses on immigration policy, which helped Jager determine that journalism can be a powerful force for change.

A highlight of winning the essay contest was meeting Nobel Laureate Elie Wiesel’s family. Wiesel, who died in 2016, was a writer, political activist, and Holocaust survivor. “He was such an icon of narrative writing and thinking about ethics,” Jager said. “I will always be very sad that I didn’t win this contest a few years earlier before he passed away. All the same, I’m so happy to be associated with the Foundation.”

Jager returned to the island of Lesvos last summer, spending three months there to write his senior thesis about how aid organizations themselves can affect the perception of refugees. During his initial volunteer project, Jager witnessed an unexpected issue when it came to the public’s perception of refugees. “People’s opinions of refugees really depended on their relationships with these aid organizations,” Jager said. “Greece is not a rich country,” and he said that the local perception of “diverting” needed resources to refugees was

real and divisive. “I found that people were developing this emotional and moral criterion for these humanitarian aid organizations. They were attaching meaning to whether these organizations were creating dignity for Greeks as well, and I found that a lot of that hinged on the individual aid workers. Because humanitarian aid workers are not always well-behaved.”

Jager witnessed firsthand the damage of refugee stereotypes. “With immigration narratives, there are so many stereotypes,” he said. “You either have the ungrateful refugee or the DREAMer (students who are beneficiaries under the DREAM Act) who was the valedictorian. And, most people aren’t in either category. They are more complicated than that.”

One important takeaway for Jager both from his experience in Greece and through his essay is that he hopes to work “in the realms of systemic change and politics.”

Experiencing that conflict between real and immediate needs and broader systemic change helped Jager envision ways to encourage change on a more global scale. Jager hopes to pursue an academic career in law, perhaps as a clinical professor. “That’s the hopeful plan— it’s a long path. Teaching and education have always been interesting to me,” he said.

For some current students, Burr and Burton’s mission of “educating students intellectually and morally for a life of responsibility, integrity, and service” might feel more like aspirational rhetoric. Yet, as students become alumni, and as alumni become working adults, many find that the care and intention of Burr and Burton’s mission as an independent school that serves the public with the express goal of providing opportunity for all, have become a part of who they are and what they pursue in deep and lifelong ways.

For Jager, his time in Greece was life-changing. He said, “I think it changed me in the extreme.”

26 THE VIEW I SPRING 2023
For Jager, his time in Greece was life-changing. He said, ‘‘I think it changed me in the extreme.”

JOIN US THIS ON CAMPUS

Future Bulldogs will have a blast on campus with Burr and Burton teachers, students and community members leading age-appropriate explorations of athletics and some of our most popular programs.

ATHLETICS, THEATER, MEDIA ARTS AND MORE...

SCHEDULE

Week of 6/19 - LEGO Techsploration 1 (grades 4-6)

Week of 6/19 - Cinematography 1 (grades 5-9)

Week of 6/19 - BBA Basketball (grades 1-3)

Week of 6/19 - Boys Lacrosse (grades 6-9)

Week of 6/26 - LEGO Techsploration 2 (grades 4-6)

Week of 6/26 - Cinematography 2 (grades 5-9)

Week of 6/26 - Girls Lacrosse (grades 5-9)

Week of 6/26 - Bulldog Basketball 1 (grades 4-6)

Week of 7/03 - Dance Camp (grades 5-9)

Week of 7/03 - Bulldog Basketball 2 (grades 7-9)

Week of 7/10 - Digital Photography (grades 6-9)

Week of 7/10 - Bulldog Soccer (grades 5-8)

Week of 7/17 - Mountain Biking (grades 6-9)

Week of 7/17 - BBA Baseball (grades 3-7)

Week of 7/17 - Ultimate Frisbee (grades 6-9)

Week of 7/24 - Field Hockey (grades 3-12)

Week of 7/24 - Theater Camp 1 (grades 1-3)

Week of 7/24 - Theater Camp 2 (grades 4-6)

Week of 7/31 - BBA Soccer (grades K-7)

BURR AND BURTON ACADEMY 27
sign up today at burrburton.org/summercamps

FACULTY INTERVIEW

Jon Wilson ’01 on Work-Based Learning and His Path to the Classroom

This year, Jon Wilson took on a new role at Burr and Burton in addition to teaching social studies: Work-Based Learning Coordinator. The Work-Based Learning Program is designed to expand internship opportunities for Burr and Burton students while promoting individualized and authentic learning experiences.

For Wilson, a native Vermonter who left after high school graduation and returned after a life-altering experience, the inspiration behind this work is a deeply held belief in community connection and equity.

This semester, Work-Based Learning has grown significantly to facilitate internships for nearly 60 students. Though he’s pleased with this growth, Wilson is excited to take further steps to formalize and expand internship opportunities, making them available to more students.

How did Work-Based Learning come about, and what drew you to this role?

The position came about because we’ve had students doing on-campus and off-campus internships for years now, and there was a desire to further leverage this existing program and make it even better.

BURR AND BURTON ACADEMY 29

CONNECTING STUDENTS TO THE INSTITUTIONS OR HUBS IN OUR COMMUNITY AND SHOWING THEM THAT THERE ARE PATHWAYS TO FIND MEANINGFUL WORK, MAKE A LIVING, AND GIVE BACK TO THE COMMUNITY RIGHT HERE.

A big inspiration for me is to help kids learn more about the opportunities that exist here in Vermont. Connecting students to the institutions or hubs in our community and showing them that there are pathways to find meaningful work, make a living, and give back to the community right here. Around the country people are asking, “How does secondary education fit into our regional economic development?” Part of the answer is giving kids career exposure and some training, and helping them to see the opportunities that exist in our communities.

I was ready to leave Vermont when I graduated high school—I went to college out west, and then I was drawn back to the area. A number of people I grew up with also left and some have moved back, and a number of people want to come back but maybe

don’t see a pathway for it. That is one overarching purpose for me in this work.

Another piece that I want to work toward in the coming years is to help facilitate connections with students and the trades. How do we create a way for kids to explore the trades? There’s a lot of work here in Vermont. I’m from a family of tradespeople, and I know it can be incredibly meaningful work. We have a huge skills gap and labor shortage when it comes to trades in our area. It’s a really promising pathway for a young person to avoid lots of debt and become financially independent in just a few years.

What are future plans for the program?

For next year, I’m really focused on some [fixed] internships that we can capture in our course of study—kind

30 THE VIEW I SPRING 2023
Local Artist Stephania Urist is offering a fall 2023 internship.

of like a menu of existing offerings that provides exposure to all students. We have these important hubs in our community like Hildene, Orvis, MEMS, Manchester Medical Center, and others. I’m working on creating a [fixed] internship with a description that carries over from year to year so students can plan for them and apply for them.

It’s more equitable that way too, because in the past it was dependent on existing relationships or connections—a family friend or something like that that helped make the connection. Not all kids have the same social capital, so I want to create existing offerings that all students can learn about and apply for.

I’m also working on weaving in the BBA alumni network as part of this work-based learning infrastructure. We have alumni in so many fields, and current students and alumni have an immediate connection to build on.

How did you come to teaching?

I grew up here; I went to MEMS and my mom was my 6th grade social studies teacher. She became the principal of MEMS and eventually the [BRSU] superintendent. My dad was the town manager and then a state representative. All that goes to say, I grew up around a dinner table where public service was very much valued.

After graduating from BBA, I went out west to Colorado College. It was a good experience; I met my wife there. We got married right after college, and we moved to Cape Cod where I have some family. I worked as a carpenter for a bit, and then I got a job as a legislative aid for a politician in Boston.

Then I got cancer, and I had to have my leg amputated. While I liked my work,

having cancer really pushed me to pursue work that was more meaningful to me; you could say it expedited my timeline. I considered who had made the biggest impacts on me. I thought of my mom, and my middle school teachers, Mrs. Connor and Sunny Wright, and I made the decision to become a teacher and move back to Vermont.

A guy I worked for growing up gave me some great advice; I used to work for him doing landscaping, painting, and carpentry. He told me, learn to use both your hands and your mind in case you lose one of them. It was good advice. It would have been hard for me to continue working as a carpenter having lost my leg. You know, a lot of schools focus on career or college readiness—but really, it’s got to be both.

How does work-based learning fit into your path as an educator?

[This program] felt like it would be a great new challenge, and an opportunity to get creative and help kids find alternative pathways to learning—and having kids working on more individualized, personalized learning. What they’re assessed on is based on individual needs and skills they want to focus on. Both the hard skills that are relevant to the industries they’re working on and the transferable skills—BBA’s spires—as well as the professional skills. Some of these jobs may not even exist in 20 or 30 years, but we know that professional skills like communication, work ethic, active learning—these things will matter forever.

Ali Bronzo '23 interning with Aeolus Animal Hospital.

More than 200 alumni gather to celebrate and connect

The

On Friday evening a small group of alumni gathered in the Rowland Courtyard at the Alumni Social. Attendees toured the campus with student volunteers, enjoyed refreshments, and caught up with faculty and friends around a warm fire on a beautiful fall evening.

On Saturday morning, the classes of ’72 and ’97 enjoyed a special breakfast on campus followed by a festive day at the Homecoming Football Game, a memorable Hall of Fame ceremony, and campus tours throughout the day.

That evening, more than 200 alumni and guests enjoyed the Reunion Party in the new humanities building, Founders Hall. Guests gathered to sing

the Alma Mater and were welcomed by Associate Head of School Meg Kenny and Alumni President Dr. Andrew Boyer ’01. Alumni and guests celebrated with classmates and friends during the cocktail reception and a catered BBQ dinner.

Class photos were taken on the Founders Hall third floor balcony with the iconic backdrop of the Belltower and the Green Mountains. Classes spanning from 1952 to 2011 were in attendance. The most senior alumni were Edward Hopkins ’52, Bob Treat ’55, Lorraine Hewes ’57, and Harold Waters ’57. The youngest alumna was Rebecca Shores ’11, who is also a 2022 Hall of Fame winner. The farthest travelers for reunion were Gunner

Franz Mench ’72 (4,915 miles Kamuela, HI), close second Erika Harder ’92 (2,952 miles Lake Stevens, WA); or Alison Watah ’72 (2,900 miles Klamath Falls, OR); or Peter Bennett ’02 (2,873 miles San Diego, CA). The largest class turnout for Reunion was the Class of 1972, celebrating their 50th Reunion.

2022
REUNION
Burr and Burton Reunion was back on campus and bigger than ever on September 23 and 24, 2022.
MARK YOUR CALENDAR! REUNION 2023 ALUMNI REUNION WEEKEND SEPTEMBER 29 & 30 · 2023 If you would like to help gather your classmates for this year’s event or you need to update your contact information to stay informed, please contact Meredith Morin at mmorin@burrburton.org or 802-549-8103.

CLASS NOTES Life Beyond Graduation

1972

Pam Reynolds Halbur ’72 said, “Our class enjoyed the Reunion Weekend so much that we have set up a Facebook private group page to share news, photos, trivia questions and reminisce about our four great years at Burr and Burton. So far 30 classmates have joined. The group is called Burr and Burton Class of 1972, and we welcome all our classmates to join.”

2002

Sally Utiger ’48 attended The Peru Fair last fall and ran into schoolmate (and fellow BBS cheerleader) Bubsy Tuttle ’49. She said, “Guess who I met in a crowd of millions over the weekend?”

The Burr and Burton class of 1982 had a great showing at their 40th Reunion last fall. Lenore Scanlon ’82 sent along this photo of her classmates from the weekend. (L-R): Karen (Piekarski) Carrera, Melissa (Griffith) Reed, Seth Rice, Ida (Muzzio) Fazio, Becky (Thompson) Denofer, Donny Bierwirth, Dawn (West) Dorr, Lenore (McNamara) Scanlon, Jason Schoffstall, Sue (Mohr) Murphy, Chris Senecal, Jeff Thompson, Pablo Chavarry, Robin (Hockman) Kristiansen (present but missing from photo).

Samantha Jurnak ’02 and Brian Cram got married last May, they live in Rutland.

2006

Zach Weiss ’06 attended the UN Water Conference March 22-24 in New York as part of Dr. Rajendra Singh's Contingent from India. Zach produced the award-winning film, “Reviving Rivers,” which was shown at the World Water Film Festival before the UN Water Conference began. Zach is the creator of Water Stories.com, a “learning, training, and action platform focused entirely on water cycle restoration.” Zach is the founder of Elemental Ecosystems, which is committed to helping clients “improve their relationship with their land, specializing in water-retention landscapes that harvest rain to create naturally productive ecosystems.” To find out more about how you can help, go to waterstories.com.

SUBMIT YOUR CLASS NOTES: alumni@burrburton.org.

MAIL YOUR CLASS NOTES: Burr and Burton, Alumni Office P.O. Box 498, Manchester, VT 05254

34 THE VIEW I SPRING 2023
Gayl Heinz sent a photo of some familiar faces as they took in a spring training game on March 7 at the Ballpark of the Palm Beaches. (L-R): Left to right: Scott Porter ’71, Eddie Colon ’71, Keith Porter ’68, Gayl Heinz ’69, Geoffrey Andrew Porter ’70. Play Ball!

CLASS LIAISONS WANTED HELP YOUR CLASS STAY CONNECTED.

If interested, please contact Meredith Morin at mmorin@burrburton.org or 803-549-8103

2007

York, where she is a union organizer and writer for Bon Appétit Magazine.

On Saturday, September 10, Burr and Burton alumni Marie Van Der Kar Gray ’07, Matthew Van Der Kar ’02, and James Van Der Kar ’04 were all inducted into the Castleton University Hall of Fame. Congratulations to the Van Der Kar family! Burr and Burton inducted Marie into the Burr and Burton Hall of Fame on Saturday, September 24.

2013

Zachary Byrd Harding-Laprade ’13 lives in Manhattan where he works as a consultant at Boston Consulting Group after graduating from the MBA program at Northwestern University in 2022.

2016

After nearly two years as a baker’s assistant in Budapest, Alma Avalle ’16 had to move on amid increasing antiLGBT hostility in Hungary. She relocated to Berlin in early 2022, where she worked as a food writer covering the impact of the Iron Curtain on the city's divergent cuisines. She now lives in Brooklyn, New

Raili Utiger ’16 ran the Philadelphia Marathon on November 20 with a 7:41 minute mile. Raili’s grandmother (Sally Baldwin Utiger ’48) reported that Raili qualified for the Boston Marathon.

2018

Bryan Emery ’18 is thankful for his experience at the BBA Mountain Campus and the Dene Farm which shaped his future studies. He graduated in May ’22 from Sterling College in Vermont with a B.A. in Outdoor Education and is currently employed at Sylvan Peak Mountain Shop in Red Lodge, MT and is also a guide with Zephyr Adventures in Montana leading trips to Yellowstone and Glacier National Park.

After graduating from Hobart and William Smith Colleges, Geneva, NY, in May 2022, Margo Grapshi ’18 was selected by the French Embassy for their program Teaching Assistant Program in France or TAPIF. During her one-year assignment, she has served as an English Language Assistant in two primary schools in Angers, a city in western France, at the edge of the Loire Valley. She has loved her experience, improving her French and working with children and she credits much of her success and start with the French language to her time at Burr and Burton Academy in Madame Emery's classes! It was Madame Emery who recommended Margo explore the TAPIF program and she is so happy that she pursued this wonderful opportunity.

Matthew Scott ’20 and Danielle MacKenzie ’20 are currently music majors at Ithaca College and were Burr and Burton artists in residence during their winter break. During their time as artists-in-residence, Danielle coached Burr and Burton saxophone students in the Instrumental Music Ensemble and Matthew led vocal workshops with our Vocal Music Ensemble and Cast of the Winter Musical.

BURR AND BURTON ACADEMY 35
2020
ALUMNI REUNION WEEKEND SEPTEMBER 29 & 30 · 2023 SAVE THE DATE

CLASS NOTES

2022

Qiaochuhan Li ’21 is studying piano performance and global studies at Lawrence University in Appleton, WI. Most recently, she performed a solo recital featuring works by Beethoven, Liszt, and Sato Matsui. She earned an accompanying fellowship at Lawrence and is currently working as a rehearsal pianist for Lawrence's mainstage opera production – Handel's Alcina. The opera opened the night of March 2, 2023, and continued through that weekend.

Inaugural Burr and Burton Martin Scholar Alexandria “Lexi” Lacoste ’22 is majoring in English with an entrepreneurial minor at Hobart and William Smith Colleges, and she hopes to double major in both. She is enrolled in a writer's fiction workshop English class with a focus on genres and writing styles for fictional short stories and novels. In the entrepreneurial field, she is enrolled in an entrepreneurial leadership class and an entrepreneurial economics class, and she says, “I am learning how to effectively lead as an entrepreneur, how to develop ideas and network with others.” She is also taking Italian and hopes to travel and study abroad. Additionally, Lexi is part of the outdoor recreation club, and a policy club that is designed to support women and other minority groups. “Overall, my first year has been great. I’ve met so many amazing people and have already made connections that will last a lifetime.”

36 THE VIEW I SPRING 2023 FOR MORE INFORMATION, GO TO BURRBURTON.ORG/LEGACY-GIVING Planned giving opportunities: • bequest • gift by will or trust • life income gift • charitable lead trust • retained life estate
ALUMNI, Are you still getting mail at your parents' address? Scan the QR code to update your address or go to: burrburton.org/alumni/ alumni-community 2021
HEY
Create your legacy. Include Burr and Burton Academy in your estate plans and provide a world of opportunities for generations to come. or call Burr and Burton Academy Advancement Office at 802-549-8201

Burr

Annual Fund Business Partners

Founders

Bromley Mountain Resort

Headmaster’s List

Manchester Country Club

r.k. Miles, Inc.

Rugg Valley Landscaping

Soul Degree

High Honors

The Bank of Bennington

Hub International Limited

The Orvis Company

W.H. Shaw Insurance, a division of The Richards Group

Honors

Above All Vermont

Ben & Jerry's

Earth & Sea Fish Market, Inc.

Hogback Mountain Country Store

Lily of the Valley Florist

The Mountain Goat

Northshire Bookstore

Salem Farm Supply, Inc.

Samuelson Law Offices

Academic Letter

Home Maintenance Associates

The Inn at Manchester

Manchester Capital Management

Smith Brothers Insurance

The Works Bakery Café

Academic Pin

Metropolitan Engineering Associates, Inc.

Nathan Auction & Real Estate, Inc.

Terry J. Hosley Insurance Agency

Joseph A. Wagner, CPA

2023 Gala Sponsors

Presenting Sponsor

TPW Real Estate

Lead Sponsors

Berkshire Bank

H.N. Williams Store

Champion Sponsors

Church Street Hospitality

Express Copy

First Republic

Four Seasons Sotheby's International Realty

High-Tech Plumbing & Heating, Inc.

Lily of the Valley Florist

MVP Health Care

Nathan Auctions & Real Estate, Inc.

Advocate Sponsors

DesRoberts Creative Group

Polar Beverages, Inc.

RE/MAX Four Seasons

TÖST Beverages

Smith Brothers Insurance

Wine Sponsors

Special Friends of Burr and Burton

and Burton Academy is GRATEFUL to its business PARTNERS who invest in a brighter future for our COMMUNITY.
38 THE VIEW I SPRING 2023 2023 SPRING burrburton.org Non-Profit Org. US Postage PAID Permit No.3 Manchester, VT 05254 57 Seminary Avenue PO Box 498 Manchester, VT 05254

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