Hartford School District Newsletter

“What I love most about reading: It gives you the ability to reach higher ground.

March 6, 2026

Dear Hartford School District Learning Community,

First and foremost, THANK YOU for your support of our schools!!!

We can't quite articulate the gratitude we have for all of you, who care so deeply about the education our young people receive here in Hartford, and we do not take for granted for one moment how fortunate we are to be a part of such a caring and dedicated community of human beings.

We are committed to continuing to share with you how the funds you support are benefitting the youth in the Hartford School District by consistently sharing the academic programming and rich experiences our students are having and that we are constantly iterating in order to lead to strong student outcomes.

Speaking of special experiences, today was one of the traditions here in the district that is so uniquely and delightfully Hartford: "Hurricane Day" at HHS! I had the absolute pleasure of joining our high school students and staff for breakfast, which is a joyful, hilarious, good time had by all! To see hundreds of high school students walking through the hallways, grazing at tables set up with a variety of delicious breakfast foods staffed by educators, is such a lovely sight to behold and be a part of! It is such a wonderful way to start a day that is dedicated to the literal mapping out of a student's tenure at the high school, and yet another way we personalize the student experience and value the relationships we hold dear with our students to create vibrant learning opportunities.

In this issue of the HSD district newsletter, we have returned to "Reading" as the focus of our exhibit of learning, under our "Vision of a Graduate" "LEARN" heading, and are sharing some student data related to our efforts to center reading as a priority in our schools.

Please have a look, enjoy, and feel free to reach out with any questions you may have.

THANK YOU ALL!!!

Enjoy!

Warmly,

Caty Sutton

Superintendent

Hartford School District

suttonc@hartfordschools.net

Dear Hartford Families,

The Hartford School District has started the registration process for the 2026/2027 kindergarten class. Early enrollment is important because it gives the schools time to prepare for your child’s kindergarten experience.

If you have a child who is 5 years old on or before August 31, 2026, they are eligible to enroll.

• Children who are currently enrolled in a Hartford School District Pre-K program do not need to complete the registration process.

• Families who already have a child who is actively enrolled within the Hartford School District go to https://hsdvt.com/enroll-new-student and scroll down to the section entitled Existing Families-Pre-K to 12th Grade.

• Families who do not have an actively enrolled child, go to the section entitled New Families-Pre-K to 12th Grade

If you are not able to complete the registration process online, please contact one of the schools. We are happy to help you complete the process.

The Hartford School District assigns students to a school based on your family’s physical address. The district’s catchment area map is available on the right hand side of the Hartford School District’s website (hsdvt.com).

For planning purposes, note the following important dates:

• Prior to May 8th–Registration Completed Online

• May 15th–School Placement & Kindergarten Orientation Times Emailed

• May 26th–Incoming Kindergarten Orientation. Your family will receive a time slot that will occur between 8:30 and 2:00.

If you have a friend or neighbor with a child in this age range, please share this information or have them call their local elementary school.

Thank you for your assistance and please feel free to contact the school with any questions.

Sincerely Yours,

Patrick Peters, Dothan Brook School - 295-8647

Amelia Donahey, Ottauquechee School - 295-8654

Doug Kussius, White River School - 295-8650

In August, we asked the Hartford School District Staff to participate in a collective art project by writing one word on a leaf that highlighted a strength that they brought to the HSD. Lillian Lachle, a HHS Senior and HACTC DIMA student, created this poster using those leaves. It serves as a reminder of how each of us plays an essential part in HSD’s Vision of a Graduate’s mission of “Learn. Lead. Make a Difference.” Magnets and stickers of this image are available at each school. Feel free to take one the next time you are visiting!

The board just approved the revised calendar for next year at our last meeting.

Please let us know if you have any questions!

A lot is going on in the legislature in relation to Education in VT, but often a lot of movement happens at the end of the session.

Right now, the House and Senate have two very different paths forward laid out in relation to Act 73 and education reform, with the House still considering a version of a map that Representative Conlon presented as a "conversation starter," with districts of 2,000-4,000 students (please see below, but this map would merge the HSD with the Windsor district), and the Senate is looking at "voluntary mergers," maintaining and perhaps expanding school choice, and mandating mergers after a couple of years if districts do not move forward.

Please stay tuned and feel free to reach out with questions.

Also, save the date for the evening of Monday, March 23, 2026, as Senator Joe Major is planning to host a panel discussion of legislators, superintendents, and school board members to discuss Act 73 and Education in VT!

We will follow up with more details!

The Vermont Agency of Education (AOE) recently shared a report on how schools performed last year. While checking their work, the Agency found a "coding error"—which is a mistake in a computer’s instructions—that has been there since 2017. This prompted the state to “re-release” the state report card on February 27, 2026.

What Happened?

The computer mistake affected a specific list of schools that get extra help, labeling schools for Targeted School Improvement (TSI) and Additional Targeted Support and Improvement (ATSI) incorrectly. Because of the error, a few schools might have been given the label indicating a need for specific help by mistake over the last several years. The updated report removes references to TSI and ATSI schools while the data is under review. Once this review is complete, we can expect to see another updated report. Hartford schools did NOT receive the TSI or ATSI designations in the initial report.

What Stays the Same?

It is important to know that the actual test scores for students and schools are correct. Information about "achievement gaps" (the difference in scores between different groups of students) is also correct. Only the specific "TSI" and "ATSI" labels are being double-checked.

• Read More: You can access the full official press release from the Agency of Education at this link.

What’s Happening at HSD This Spring?

While the state fixes its computer codes, our students at HSD are getting ready for the upcoming state assessments.

1. VTCAP Testing (Grades 3-9 and 11)

Students will participate in the Vermont Comprehensive Assessment System (VTCAP). The state testing window is open from March 9 to April 24. Because every school has a different rhythm, each HSD school will communicate its specific testing dates directly to parents and caregivers. This allows our principals to pick the days that work best for their students' schedules.

• Math and Reading/Writing: Grades 3 through 9.

• Science: Grades 5, 8, and 11.

This year, all of our elementary schools and the middle school will also participate in the National Assessment of Educational Progress (NAEP) for reading and math. This is a national test taken by select schools every 4 years (primarily in grades 4 + 8) that helps show how students across the whole country are doing.

How Can You Help?

You play a big part in helping your student feel ready! You can support them by:

• Rest: Making sure they get a good night's sleep before testing days.

• Encouragement: Reminding them to simply do their best and take their time.

• Attendance: Helping them arrive at school on time so they don't miss the start of the session.

Vermont’s system is designed to help every student succeed. By fixing these reporting errors and doing our best on spring tests, we make sure our schools stay strong!

At Dothan Brook School, students engage in meaningful learning experiences every day that help strengthen their reading skills. The dedication and hard work our students put into their learning truly pays off. Below are just a few examples of the exciting and impactful work happening at DBS as it relates to reading.

In second grade, students are building their decoding skills by applying phonics strategies to read words with vowel teams. They are also strengthening their research skills by using grade-level texts to gather information, followed by thoughtful comprehension discussions that deepen their understanding.

Fourth-grade students are continuing to grow as readers by reading to learn and inform. They are currently diving deeper into their research writing on animal adaptations, reading closely to gather evidence and information. As part of this work, students are focusing on using text features and paraphrasing to help organize and streamline the research process. In addition to their research work, fourth graders also spend time each day reading for enjoyment and building their love of reading.

In fifth grade, students are engaged in performance tasks designed to strengthen both their reading and writing skills. The first part of the task asks students to identify the point of view in a variety of reading passages while also demonstrating their understanding of how authors use figurative language to create vivid mental images for the reader. In the second part of the performance task, students apply their skills by writing their own narratives. Following this work, fifth-grade students will begin reading both literary and informational texts to explore and better understand the impact of natural disasters on places and people.

It is clear that our Otters have been working hard on their reading skills this year, and their efforts are paying off. Our kindergarten students have spent the year building strong literacy foundations by learning their letter names and the sounds each letter makes.

The data reflects their impressive growth. Currently, 96% of our kindergarten students know their letter names and sounds. In addition, 78% of students are proficient in phonemic segmentation—the ability to break spoken words into their individual sounds (for example, “cat” = /c/ /a/ /t/). Additionally, 65% of our kindergarten students are proficient in phonemic awareness, a foundational literacy skill that involves blending and segmenting sounds and is a strong predictor of future success in reading and spelling.

These foundational skills are essential building blocks on the journey to becoming confident and capable readers, and we are incredibly proud of the progress our youngest Otters are making.

All grade levels at DBS have demonstrated growth in the percentage of students meeting reading proficiency benchmarks.

In first and second grade, students begin the year with the DIBELS assessment in the fall. This assessment measures foundational reading skills, including word reading and passage reading, providing a comprehensive view of students’ overall reading development. To continue monitoring progress, first and second grade students transition to the EL Education benchmark assessments, which help track growth and address literacy needs throughout the year.

Students in grades 3–5 participate in the STAR assessment throughout the year. This computer-based assessment evaluates reading comprehension and vocabulary skills through both fiction and nonfiction texts, offering valuable insight into students’ ability to understand and analyze grade-level material.

Assistant Superintendent, Aron Tomlinson, gets to read with Students at DBS!

"You Otter Know": March 5, 2026

In third grade, students use a mix of deep collective study of a topic that informs their writing, often introduced through a read-aloud, along with daily partner reading to practice their oral reading fluency and sharpen comprehension.

All grade levels at OQS have seen an increase in the percentage of students meeting grade level proficiencies in reading. In first and second grade, students took the full DIBELS foundational skills assessment for the first time this fall and winter. This assessment raises the bar by testing not just specific skill areas recently taught but a comprehensive look at students' skills in reading both nonsense and real words as well as full story passages. In third through fifth grades, students take the STAR test, which is an adaptive computer-based assessment that measures students’ vocabulary and comprehension of both fiction and nonfiction texts.

We are also very proud of our kindergarteners, who have learned so many letter names and sounds already! As evident in the graph below, 79% of our students are on track with their upper case letter names, 75% with lower case letter names, 75% with upper case letter sounds, and 71% with lower case letter sounds. Plus, 66% of students are meeting expectations for phonological awareness, which includes skills such as rhyming, and identifying the first, final or middle sounds in words that are spoken aloud. Phonological awareness is an important precursor to fluent reading and spelling later on.

The Howler: February 22, 2026

Learning to read is hard work, and it is undoubtedly one of the most important things we teach in elementary school. While language is developed naturally in humans, reading requires much more effort and doesn’t come naturally at all to most of us. It is a complex process of translating thought from one human brain (or a I guess artificial brain now) to another. This means you need to know and be able to produce sounds, symbols, concepts and content. It requires an immense amount of exposure and practice. Exposure to books and writing, but also to oral language– vocabulary, cadence, and intonation.

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Here is a cute video our instructional coach Jess Christain made to show the hard work early elementary students must do to learn to read: Sounds! (It has 44 views, so practically viral at this point!)

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Of course, learning to read involves so much, especially as you get into more complex texts and higher grades. That means that exposure to ideas and facts, and knowledge, is critical in order to be able to read. You really can’t read something you don’t know anything about! Try this famous example for a sense of what I’m talking about:

"Much depended on the two overnight batsmen. But this duo perished either side of lunch—the latter a little unfortunate to be adjudged leg-before—and with Andrew Symonds, too, being shown the dreaded finger off an inside edge, the inevitable beckoned, bar the pyrotechnics of Michael Clarke and the ninth wicket."

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Did you understand what happened? Could you act out what was going on? Probably not, unless you already knew a lot about Cricket.

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Students who become successful readers most easily have had opportunities to practice a bunch (in school and out) and have had a lot of exposure and knowledge to the world!

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Because reading is such a complex process, there are a lot of ways to measure it.

One such way we measure it in HSD is through our STARS online testing platform. This test asks students to read passages and answer questions in a variety of ways to determine their proficiency at their grade level. It is normalized nationally (in other words, lots of people take it). The chart above shows our scores in 3rd, 4th, and 5th grade. As you would hope, you can see some really good growth in terms of the number of students who are proficient.

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Our younger grades take different assessments that focus more on the specific ability to decode and encode words (phonics). This year, we have begun the state-mandated move to DIBELS Assessments. Dibel’s begins in kindergarten with letter name identification and letter sound identification. It grows in sub-test and complexity so that by the time you are in 3rd grade, you are being assessed on Oral Reading Fluency (how fast you read out loud), Word Reading (accuracy), Comprehension via the “Maze” (which is sort of like a Mad-lib), and Nonsense-Word Reading (letter sound and full word). This new assessment we have used as a screener for this year– a quick look at who might need more assessments and intervention. A barrier in this assessment that we are working to help students through is the timed component. Each part of the test is timed.

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Here you can see how Kindergartens have performed on this assessment so far this year:

In this example, you might mistakenly think that our students are not doing well. A growing pain of using a new assessment that isn’t aligned to your curriculum is that the sequence of expected skill development doesn’t match. Our kindergarteners have done really well mastering the skills (letters and sounds) they have been taught—- but not so much the ones they haven’t been taught! At the end of the year, it is anticipated this will correct itself because both Dibels and EL are based on common core standards and expectations.

We also continue to use the EL Benchmark, which is the main testing and screening tool we have been using for the last 5 years— because of the discrepancy I just described, it is necessary to use these measures to see how our instruction has impacted students (did they pick up what we were laying down).

In these examples from 1st and 2nd grade, flat proficiency is actually equal to growth because the standard keeps getting harder.

An interesting comparison is to look at 3rd grade, which did both the STAR testing as well as the Dibels assessments.

It is interesting to look at because the percentage of 3rd graders at White River who are proficient according to Dibels was less than Hartford School District average at large, but was higher than the rest of HSD on the STAR.

So which one is true or accurate? All of them! It’s all true. Our job is to use the data to make the best instructional decisions we can on the individual student level, class level, and sometimes even at the school wide and district level. As we strive to get every student to proficient, we use each of the assessments to help us paint a picture of the learner and measure their growth on their learning to read journey.

Weekly Review: March 5, 2026

ELA and SS teachers have been doing a book study on Know Better, Do Better: Comprehension by David & Meredith Liben during department meetings this year. Teachers are exploring the importance of developing students' vocabulary, knowledge, and language structures. Through the use of protocols, teachers discuss takeaways and collaboratively plan how to implement ideas from the book into their own classrooms.

Please mark your calendars!

If you were lucky enough to catch the opening of Town Meeting Day, you would have seen HMMS students sharing their gift with us!

What a joy!

They were WONDERFUL!!

Thank you to Kristen Chapman and our fabulous HMMS choral students!!

HMMS Newsletter: March 1, 2026

A number of high school students participated in the first semester Independent Reading showcase and discussion. This event, which took place during 5th block, provided a final pizza party for the students who engaged in independent reading supported by two of our English teachers, Mr. Josh Richardson and Mr. Ethan Watson. Approximately 40 students participated in this new program.

Hartford High School and students at the Dothan Brook School continued in their “Reading Buddies” partnership.

First semester students in the Creative Writing class read works and developed their own voice through their writing. The class culminated with students publicly presenting pieces of their choice that they created in the library.

Several Hurricanes have art work on exhibit at the annual high school show at the AVA Gallery in Lebanon, NH. The exhibit will be on display from February 27, 2026 - March 28, 2026.

Check out this Valley News article from March 4, 2026:

Art Notes: High school art exhibition showcases student creativity and struggles

For more information about the exhibit, visit the AVA Gallery website.

Tiny House Sculpture, by Ry Hart '28 (above)

Tea Pot, by Maya Johnson ‘28 (below)

From Harper:

"I received an outstanding witness award for my portrayal of the prosecution witness Dr. Atlas Hartley. Due to this being only the second year that Saint Michael’s College has gone to AMTA (American Mock Trial Association) regionals, I won the very first mock trial award for Saint Michael’s College"

Congratulations to our Hartford alum!

Please join us for an opportunity to meet our HHS Principal Candidates to hear more about them and ask them any questions you may wish to know as we continue our process!

The candidates are:

• Amy Molina
• Kelly O’Ryan
• Melissa Wyman

The Community Forum begins at 5:00 in the HACTC BEST room

There will be 20-minute sessions with each candidate with a 5-minute break between candidates, with the forum ending around 6:10.

Those who can join us can provide feedback via Google form or paper copy, and there will be a live link to join online and to watch the recordings and vote after the forum if community members are unable to be there.

Candidates will prepare a 10-minute introduction/ presentation that includes information about who they are and what their vision is for HHS, and then there will be a 10-minute Q & A with the community.

Hope to see you there!

Hartford High Lites: March 6, 2026

HACTC students grow in their reading skills by engaging with reading that directly relates to the content area that they are studying. At the HACTC, we measure students’ job readiness in reading through the WorkKeys WorkPlace Documents assessment. This assessment mimics real reading tasks that an employee would see on the job.

Workplace Documents Levels (3-7)

Level 3 (Lowest): Basic comprehension. Includes simple, short documents (memos, lists, forms) where information is directly stated.

Level 4: Requires applying information from slightly longer, more complex documents to scenarios not explicitly described in the text.

Level 5: Involves identifying implied information, dealing with limited jargon, and applying information to new situations.

Level 6: Includes interpreting complex, formal documents (e.g., legal, technical, or company regulations) and analyzing information.

Level 7 (Highest): Requires advanced synthesis of multiple, complex, or dense documents to solve intricate problems.

Job Preparedness:

Bronze (3): Covers approximately 35% of jobs.

Silver (4): Covers approximately 65% of jobs.

Gold(5): Covers approximately 90% of jobs.

Platinum (6-7): Covers approximately 99% of jobs.

The HACTC’s average score on WorkPlace documents is 4.42.

Master electrician and new Electrical 1 instructor Matt Piper builds communication through reading, writing, and verbal communication to ensure every student graduates from his Electrical 1 program with the knowledge and skill necessary to succeed and stay safe on the job. In adult education classrooms, reading empowers students of all ages to navigate workplace documents, understand information within the context of their career, and pursue valuable credentials. By prioritizing reading for context, adult education programs create pathways to economic mobility, and sustained learning at every stage of life. Our new Electrical 1 program requires three challenging textbooks: NEC 70 Electrical Code, Delmar’s Electricity, and Residential Wiring. In addition to these texts, students will learn to read blueprints and to create electrical wiring diagrams. “When we read for both the love of learning and the pursuit of skill, we don’t just gain knowledge—we gain confidence, opportunity, and the power to build a better future.” Chat GPT

Director of Adult Education: Jennifer Opalinski

“Want to Learn it? Do it!” www.hactc.com/adult-ed

Highlights from the HACTC: March 3, 2026

At TWS, we are prioritizing reading because literacy is foundational to independence. Every student, regardless of level, will have measurable growth goals and regular progress monitoring. Reading growth often happens at TWS in small, steady steps, and those steps matter.

Progress may look like:

• Recognizing 5 new sight words this month
• Reading short vowel words with greater accuracy
• Answering one more comprehension question independently
• Starting a reading task with less hesitation
• Using a written schedule independently
• Reading directions without adult prompting

For some students, growth is academic.

For others, it is increased independence and confidence.

Both are meaningful and deserving of celebration.

When we celebrate student progress, we:

• Reinforce success
• Build student confidence
• Modify instruction promptly
• Share specific growth with families
• Recognize growth Beyond the Page

We also notice:

• Increased engagement during literacy blocks
• Reduced task avoidance
• Greater stamina during reading activities
• Improved independence with written materials

These functional gains are just as important as academic scores!

Please see the latest Equity Updates in the February 2026 Equity Newsletter!

Students from OQS's Rainbow Club made cards for The Champlain Valley School District, to show their love and support after the Federal Government started investigating The Champlain Valley School District's trans athlete policy.

A link is here for your convenience!

Hartford Athletics

Jeff Moreno, CAA

Athletic Director

morenoj@hartfordschools.net

The girls basketball team is headed to the Division II state championship game! They will face #1 Lamoille this Saturday (March 7th) at 3:45 at the Barre Auditorium. They carried a 19-1 record into the postseason which earned them a first round bye. They then cruised past #7 Spaulding in a home quarterfinal before winning a semifinal thriller this past Wednesday at Barre against #3 Milton. Tickets can be purchased on the GoFan app or at the door on Saturday. See you there! Good luck Hurricanes!!!

The girls indoor track team wrapped up the season in style this past weekend at the New England Championships at the Reggie Lewis Center in Boston. Both the 4x800 and 4x400 relay teams broke school records at the meet! The 4x800 meter relay team was comprised of Scarlett Brooks, Kathryn Summarsell, August Fallon, and Bella Lombardi and they ran a time of 10:51.74. The 4x400 meter relay team included Scarlett Brooks, Maddie Carbino, Kathryn Summarsell, and August Fallon and they ran a time of 4:34.46. Every runner on these record-setting relay teams are all coming back for next season so we can expect these records to be broken again (and again…)! Congratulations Hurricanes!

The winter playoffs are heating up! HHS still has 3 teams in the tournaments. Come catch some action today, tomorrow, and hopefully next week! Good luck to our girls ice hockey team and our girls and boys basketball teams!

Senior Charlotte Jasmin scored her 2000th point during a home quarterfinal playoff game last week. She is only the 5th girl in state history to accomplish this amazing feat and only the 3rd to do it in 4 years in Vermont (and the first since 1996). Charlotte has cemented her legacy as one of the best to ever play in the Green Mountain State and we sure are proud to call her a Hurricane. Congratulations Charlotte!

Shannon Palone has been working as the Student Support Specialist for HHS for the past 5 years. Before coming to HHS Shannon served in a similar capacity for 12 years at White River Valley / South Royalton, and before that she was at Northfield High School for 12 years. Throughout that time she has coached Cross Country, Indoor Track, Track & Field, Bowling, Softball, Soccer, and Swimming & Diving. It was just a matter of time before she started coaching here at HHS! This past winter she became an assistant coach for Indoor Track and this spring she will take on a similar role for Track & Field! Coach Palone has a strong interest in working with young people and using athletics to teach valuable life lessons and life skills. She grew up in Northfield, Vt. and graduated from Champlain College with a BS in Human Services. We are excited to have Coach Palone join the team!

Please give a warm welcome to our new board members, Colin Butler and Daniel Schapira!

If you would like to contact the school board, please access their page on our website.

To watch recordings of past meetings, including our last meeting on March 4, please access this link.

To reach all members of the school board collectively, email schoolboard@hartfordschools.net

Here is the link to apply: www.gobeacon.com/careers

http://www.gobeacon.com/careers

To subscribe to be on our list of newsletter recipients, please access this link (the link is also on the front page of our website)!