Hartford School District Newsletter

““Mathematics is not about numbers, equations, computations, or algorithms:
it is about understanding”” – William Paul Thurston

April 3, 2026

Dear Hartford School District Learning Community,

This may be premature, but I am going to go ahead and say it: Spring is here!!!

I see the daffodils' green stalks emerging, the Robins have returned, and the sounds, smells, and textures (mud season!) are in full force! One of my favorite signs of Spring is that the fields by our office are being used by students again- I love nothing more than the view from my office as play and silliness ensue- lots of joy to behold!

As we enjoy the beginning of Spring, we are also engaged in the annual school-based academic signs of this time of year: VTCAP testing windows have opened, and a lot of planned academic rites of passage are underway in order for our students to be given multiple opportunities to demonstrate all of the learning that has taken place throughout the year!

Over the next several weeks, we will be putting together school improvement plans based on data inventories and comprehensive needs assessments that are used to determine how we will allocate resources to ensure that we are focused and invested in strong student outcomes.

In this newsletter, we return to math and are sharing universal numbers screening data in grades K-5, and math-focused instruction, exposure, and experiences at the middle and high school grade levels.

In the coming weeks, you can expect to see our school improvement plans presented to the HSD Board of School Directors at our upcoming meetings and an ongoing commitment to share related data and goals with you as we craft our strategic planning documents and allocate resources accordingly.

As always, we are grateful to you all for your support in myriad ways. I will say it once and one thousand times: our community is incredibly special.

Thank you all!

Warmly,

Caty Sutton

Superintendent

Hartford School District

suttonc@hartfordschools.net

Hosted and facilitated by Senator Joe Major, panelists composed of local Representatives Esme Cole, Kevin "Coach" Christie, and Rebecca Holcombe, Senators Becca White and Thomas Chittenden, Hartford Board of School Directors Chair Nancy Russell, Vermont Secretary of Education Zoie Saunders, and Superintendents Sherry Sousa (MVSU), Christine Bourne (WSESU), and Caty Sutton (HSD), answered questions and provided information in relation to the latest updates on Act 73, as well as other education proposals moving through the legislature, such as S 220, which has potential to have significant impact on school budgets, and particularly in the Windsor region (see below for more information on S 220 and its impact in the HSD). Please enjoy the recording above to hear the interesting and dynamic conversation, and thank you to those who were able to attend and to ask such thoughtful questions of the panelists!

Here is a link to what Superintendent Caty Sutton presented to the HSD Board prior to the panel discussion to provide some information and context in advance of the event.

S 220 was a proposal initially presented by Senator Baruth to place caps on district spending at the beginning of the legislative session.

Since then, there have been different iterations of the proposal, with the latest change coming from Senator Chittenden, and essentially decreases what is called the "excess spending threshold" per pupil.

What would it mean for the Hartford School District's budget if S 220 were to pass through the legislature?

The per pupil expenditures in the HSD would decrease by over $1300 per student, which means that our overall budget would begin with approximately $1.6 to 1.7 million dollars less than we currently have in our budget, which does not take into account health insurance increases, inflation, cost of living adjustments, or other cost drivers.

If you are interested in speaking with our local legislators about this proposed legislation, updates to Act 73, or any other topics as the legislative session reaches its conclusion, please see the contact information below:

Representative Kevin "Coach" Christie

Representative Esme Cole

Representative Michael Hoyt

Senator Alison Clarkson

Senator Joe Major

Senator Becca White

Vermont Superintendents Association/ Vermont Principals Association/ Vermont School Board Association Letter RE: S 220

The gauntlet was thrown when White River School Principal, Doug Kussius, challenged the DBS Otters to an epic Pickleball mini tournament!

From Mr. Kussius' invitation to the Otters:

Where: WRS Gym

What: Rally Point Pick up Pickleball tournament (doubles or singles)

When: Next Monday March 30th 3-5 PM

Why: Cuz!

While the Otters, led by Dothan Brook School Library Media Specialist, Team Captain, and Pickleball extraordinaire, Joyce Babbit, were ultimately victorious, fun was had by all!!

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

For a second year, HSD partnered with "All Learners Network" to continue to develop a vertical approach to math professional development in order to support students as they move up through the grades.

During district inservice days, and providing time for ALN coaches to work within our buildings, elementary educators engaged in a "Math for All Learners" workshop to build upon their work last year with ALN’s "High Leverage Concepts" and "Math Menu," focusing on creating greater access and inclusion in the core math block during the main lesson and lesson closure. Following this professional learning, educators took deep dives into exploring number sense routines for the start of math class and continue to hone their differentiated instruction practice through Math Menu. This work has been supported by embedded coaching support in classrooms and with instructional coaches in order to build the capacity of the system to sustain new practices.

Secondary educators have participated in two professional learning workshops to deepen understanding of specialized math instruction at the middle and high school levels, and have been supported by instructional coaching in classrooms.

Additionally, all educators that teach math have access to high-quality instructional resources, asynchronous professional learning, and an AI Math Coach through "All Learners Online" to support elementary teachers in developing intervention blocks and lesson planning.

The key Benefits of this partnership include the following:

• Supports vertical alignment in math instruction by building educator capacity across all grades through research-based professional learning focused on inclusive pedagogy and content understanding via developmental progressions.

• Promotes access and inclusion in math classrooms by equipping teachers with strategies for differentiation and engagement during all parts of the math block, regardless of ability or understanding.

• Builds sustainable math practices through embedded coaching for instructional coaches and leaders, helping to scale and maintain effective instructional strategies.

• Expands access to ongoing math support and reduces educator workload through All Learners Online, offering high-quality resources, asynchronous learning, and an AI Math Coach to support planning and instruction.

At Dothan Brook School, our math instruction is carefully designed to support students’ growth through four high-leverage mathematical concepts. These concepts build on one another as students progress through grade levels, helping them become confident and well-rounded mathematicians.

• PreK and Kindergarten: Counting and Number Recognition

• Grades 1 and 2: Additive Reasoning

• Grades 3 and 4: Multiplicative Reasoning

• Grades 4 and 5: Fractional Reasoning
  
  

Each of these skills is essential for developing a deep understanding of numbers and for preparing students for future math success.

Counting and Number Recognition (PreK–K)
Counting and recognizing numbers are foundational skills that set the stage for all future math learning. Students learn to identify numbers, understand their order, and connect numbers to quantities—skills that support addition, subtraction, and problem-solving in later grades.

Why It Matters:

• Supports early math thinking: Builds a strong sense of quantity and order.

• Builds confidence: Helps children feel capable and curious about math.

• Prepares for future concepts: Lays the groundwork for addition, subtraction, patterns, and fractions.

Additive Reasoning (Grades 1–2)
Additive reasoning is the ability to work with numbers by adding and combining them in flexible ways. Students move beyond memorizing facts to understanding how numbers relate to one another.

Why It Matters:

• Supports problem solving: Helps students tackle word problems and real-life math situations.

• Builds number sense: Understanding parts of numbers prepares students for subtraction, multiplication, and division.

• Encourages confidence: Flexible problem-solving strategies foster independence and confidence.

Multiplicative Reasoning (Grades 3–4)
In third and fourth grade, students focus on multiplication and division. Multiplicative reasoning helps students understand numbers in groups or sets and see relationships through repeated addition, scaling, and equal groups.

Why It Matters:

• Supports problem solving: Encourages strategies beyond memorization.

• Builds number sense: Visualizing arrays and groups strengthens understanding.

• Prepares for advanced math: Lays the foundation for fractions, area, ratios, and algebra.

Fractional Reasoning (Grades 4–5)
Fractional reasoning helps students understand fractions as parts of a whole, parts of a set, or points on a number line. Students learn to think flexibly about fractions and see how they relate to real-life situations.

Why It Matters:

• Supports problem solving: Enables students to compare, add, subtract, and multiply fractions.

• Builds number sense: Understanding fractional relationships strengthens overall math comprehension.

• Prepares for advanced math: Provides a foundation for decimals, percentages, ratios, and algebra.

Throughout the year students at Dothan Brook take a universal screener for number sense. Number sense in grades K–5 is a student’s ability to understand numbers, their relationships, and use them flexibly and confidently.

• K–1: Counting, recognizing numbers, comparing amounts, and beginning addition/subtraction using objects

• Grade 2: Place value (tens/ones), mental math, and basic strategies like making 10

• Grade 3: Fluency with addition/subtraction, introduction to multiplication/division, and estimating

• Grade 4: Multi-digit operations, deeper place value, and understanding fractions

• Grade 5: Working with decimals, applying operations flexibly, and solving real-world problems

Overall, strong number sense looks like flexible thinking, efficient strategies, accuracy, and the ability to explain reasoning.

The below graphs represent how each grade level K-5 has been progressing in their number sense.

The graph above illustrates kindergarten students’ number sense performance from the fall baseline to the midyear assessment. In the fall, 16 students demonstrated proficiency in number sense. By the midyear assessment, this number increased to 21 students, indicating positive growth in students’ number sense skills.

The graph shows that at the beginning of the year, 17 first grade students demonstrated proficiency in number sense. By the midyear point, this number increased to 20 students, reflecting growth in students’ number sense skills.

In grades 2–5, it is not uncommon to see a decrease in number sense scores. This is largely due to a shift from simple, single-step operations to more complex, multi-step problem solving involving fractions, decimals, and early algebraic thinking. This increased complexity can place greater demands on students’ working memory, as they are required to manage and apply multiple concepts at once.

It is important to note that lower scores during this transition do not indicate a decline in student ability. Rather, they reflect that students are engaging with more advanced content, which requires time, practice, and support to develop proficiency.

"You Otter Know": March 27, 2026

Please see below for the latest OQS Universal Number Screener scores!

Kindergarten

First Grade

The midyear Universal Number Sense Screener results show some encouraging growth across our classrooms as students work through increasingly complex math concepts. In the early grades, we are seeing a really solid foundation taking shape. Kindergarten and First Grade have shown steady movement into the proficient range, with First Grade in particular making a great jump from the fall. Our Second Graders have also stayed very consistent, maintaining a high level of proficiency while nearly eliminating the "well below basic" category entirely. It is great to see those fundamental skills clicking for the younger students.

Second Grade

Third Grade

Fourth Grade

Fifth Grade

In the upper elementary grades, the data tells a slightly different but very common story for this time of year. Third and Fourth Grade saw a bit of a shift where more students moved into the "basic" category. This usually happens midyear because the math gets significantly harder with the introduction of things like fractions and more advanced multiplication. It essentially shows that while students are still wrestling with these tougher topics, they are actively moving toward mastery. Fifth Grade is showing a similar trend, with a strong push to get everyone out of the lowest tiers. These scores are simply a tool that helps our teachers decide where to spend more time in class, ensuring every student gets the specific support they need to feel confident with numbers.

It is also important to remember that these charts and percentages are really just one small snapshot of your child’s journey in math. While data helps us track trends, it can’t capture the "lightbulb" moments, the persistence a student shows when tackling a tough word problem, or the way they collaborate with their peers to find a solution. Proficiency is a marathon rather than a sprint, and these scores are simply one tool we use to make sure we are meeting every child exactly where they are. We are so proud of the grit and curiosity they bring to the classroom every day, regardless of where their current score lands.

To give you a better look at what math actually looks like in action, here are a few photos of our students fully engaged, hands-on, and having fun with their assignments!

The Howler: April 3, 2026

Here are the latest WRS Universal Number Screener scores!

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

The chart below shows the level of proficiency in math for 3-5th graders at White River School for the Fall, Winter, Spring assessments for the last 4 years. This assessment measures different aspects of math and is a computerized assessment.

Weekly Review: April 2, 2026

Check out these recent scenes from math classrooms throughout our school to see it in action!

Nina, Phoebe and Griffin have been working weekly to create math puzzles and riddles for HMMS students to solve. Each month is a different theme and each week is a different challenge. Students will have to find hidden clues, decipher a code or find the clues in a riddle in order to solve the problem. They create, post, collect and deliver prizes weekly! HMMS is so proud of these mathematicians.

Nebula 8th Grade Students Getting Artsy with the Pythagorean Theorem!

Polaris 7th Grade Students Collaborating to Solve Problems on Vertical Surfaces!

8th Grade Polaris Students Collaborating to Create Real World Pythagorean Theorem Problems

6th Grade Polaris Students working on Unit Rate Projects through Budgeting with Grocery Shopping:

Eclipse Students Creating Barn Quilt Squares using Dilations and Scale Factor.

HMMS Newsletter: March 17, 2026

My name is Amy Molina, and I am so excited to join the Hartford School District as the next Principal at Hartford High School. I believe that every young person deserves an education that excites and inspires them to discover their unique potential. I hope and dream that we can continue to cultivate a learning environment where students feel like they belong, are encouraged to be curious and creative, and every person feels empowered to make meaningful contributions within and beyond our community.

I went to high school in Londonderry, NH, and attended Saint Michael's College (Colchester, VT), where I earned my undergraduate degree in History. I am proud to say that I was a 4-year member and captain of the Purple Knights Women's Basketball team during my time there. I hold a Master's degree from Canisius University and completed my teacher licensure requirements through Goddard College. Before becoming a public school educator, I was a college basketball coach.

In 2001, I joined the Washington Central Unified Union School District and have spent the last 25 years in various leadership roles at U-32 Middle and High School (East Montpelier, VT). I currently serve as the Assistant Principal, integrating restorative practices and data-driven leadership to build a safe, structured, and equitable culture focused on student well-being and high-quality instructional engagement. My personal motto is "Every kid. Every day. Every interaction. Every classroom" because I value a student-centered, student-first school environment. Before moving to the Assistant Principal role, I was the Director of Student Affairs, overseeing school operations while championing a whole-child approach to student support. Earlier in my career, I was the Director of Co-Curricular Activities, where I was a steadfast advocate for participation, quality coaching, inclusive and welcoming programs, student-athlete well-being, and the highest standards of sportsmanship.

My 25 years in education have taught me that successful schools are built on a foundation of trust created by strong, authentic, and lasting relationships. I am committed to being a fun, visible, and present leader for the Hartford community as we work together to continue to provide the equitable, relevant, rigorous, and engaging learning experiences our students enjoy and deserve.

I live in Barre with my partner, Sue, and our rescue dog, Lucy. In my free time, I enjoy swimming, traveling, learning, reading, riding my e-bike, walking on the beach, and spending time with my family, including my niece and nephews.

I am honored and excited to bring my collaborative leadership style to the Hartford School District, and I look forward to preserving the positive Hurricane traditions while building new opportunities for the young people of Hartford. "Go 'Canes!"

The Math team participated in the Splash weekend at MIT. Students were invited to attend classes and workshops with MIT college students as well as work with professors in the field of math and science. Math team members have also been competing in math tests given by UVM in which they compete with other schools around the state.

This year we have had over 40 students enrolled in math classes through CCV and Dartmouth. In the fall we offered a Statistics class that is dual enrolled through the Community College of Vermont. Students take their Statistics class at the high school with one of our teachers, and are able to receive college credit through CCV. We also have a couple of students enrolled in math classes at Dartmouth. We have worked hard to give those opportunities for students to extend their math learning beyond the walls at Hartford High School.

The Math Department will also be offering a brand new class for the 26/27 school year called "Dollar and Sense: The Mathematics of Personal Finance". This course is designed for students to be able to build skills and habits for making responsible money decisions in the real world. The course will cover units in budgeting and banking, managing debt, and making financial decisions about college and careers. Students will explore key financial topics, including savings, credit & credit cards, loans, investments, emergency funds, and the power of compound interest. Students will also learn to use powerful financial tools, like spreadsheets and financial calculators, that will be useful for the rest of their lives. We are really excited about offering this class next year.

Hartford High Lites: March 20, 2026

Math is embedded into all programs at the HACTC. We’ve heard culinary students say, “Oh, now I understand why we need to understand how to add fractions and multiple fractions.” We’ve heard students in our Auto Body program say, “Oh, now I understand why we need to understand ratios” as they are mixing paint.

Across the building we are also working in various ways at incorporating financial literacy. In numerous classes students have been learning about cost of living and have been building budgets.

At the HACTC we use Workkeys to assess students’ math skills. Over the past few years we have seen students increase their math proficiency. Some of this is due to students entering us more prepared and other growth is due to gains students made while they were at the HACTC.

Highlights from the HACTC: March 18, 2026

The entire school visited The Siloway Maple Farm and during the tour learned the following:

1/40-60 sap to syrup!

Reverse osmosis removes approximately 60% of the water, increasing the sugar content from 1.8% to over 8%. Then, the sap is reduced further the old fashioned ways, by boiling over a hardwood heated evaporator.

They each enjoyed samples of the end product and of course enjoyed Maple Creemees!

In middle school math, our students each work at their own pace independently. Some are learning addition and subtraction. They are also learning multiplication and division. Some are adding and subtracting fractions of different denominators including borrowing and carrying.Some are working on converting improper fractions to mixed numbers and mixed numbers to improper fractions.

The group as a whole is working on area and perimeter. They have been measuring spaces in the school with measuring tapes and computing these values. They have then researched the cost of various elements of remodeling to use these values to compute the cost of replacing materials.

By the end of April, each student will have completed the math (curriculum, textbook) they started the year with, and will be starting a new math book.

Elementary students in the Alternative Program participate in dynamic, hands-on learning experiences designed to enhance engagement in mathematics and science. Grades 2, 4, and 5 receive carefully individualized instruction to address learner needs while developing foundational academic and problem-solving skills.

Mathematics instruction is embedded within diverse, meaningful contexts. For example, students apply mathematical concepts during cooking activities, practicing measurement, fractions, and sequencing in authentic scenarios. Science and engineering lessons emphasize inquiry-based problem-solving, fostering creativity, critical thinking, and collaboration. Interactive games and targeted online platforms, including IXL, reinforce learning and promote independent skill practice.

Learning extends beyond the classroom with movement-based activities. In an “Array Hunt,” students look for or create arrays, like 2 × 3, throughout the school. They spot patterns in windows and create arrays in the snow, deepening their understanding of multiplication through hands-on experiences.

This combination of individualized instruction, experiential learning, and real-world application fosters student confidence and engagement and develops foundational mathematics and science skills in a meaningful and enduring way.

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

Award-winning comic artist Robyn Smith came to the White River School to share parts of her story of coming to the United States at the age of sixteen from Jamaica and of her journey to becoming a comic artist.

A link is here for your convenience!

Hartford Athletics

Jeff Moreno, CAA

Athletic Director

morenoj@hartfordschools.net

State Champs! State Champs!

The Hurricane girls pulled off a super rare double title a few weeks ago when they claimed both the girls basketball AND the girls ice hockey state titles! This is easily a first in school history and may be a first for Vermont as a whole. Incredible display of title game dominance for the girls.

Basketball executed a brilliant gameplan by Coach Landon to perfection, especially in the 4th quarter with the game on the line. The girls pulled away for a convincing victory and got to cut the nets down! This is the 2nd championship game won by the girls program (the other was in 2012 also coached by Steve Landon). However, did you know…the girls program was considered the best in the state many years ago (before the VPA held tournaments for girls). They won or claimed state titles in 1917, 1927, 1935, 1938, and 1943. 1938 and 1943 were undefeated seasons for the girls and the 1927 team traveled to Massachusetts and won the New England Championship. Great to have our Hurricane girls back on top!

A week later our girls ice hockey team had their version of a dominant championship game performance with a no-doubter over U-32. Coach Gramling put together a perfect gameplan to slow down the Raiders speedy scoring line and the Hurricane girls were up to the task, executing the plan perfectly and giving the fans some breathing room as the final period wound down and the gloves, sticks and red helmets were jubilantly sent into the air! This title marks a 3-peat for the girls following titles in 2024 and 2025. What a week for the Canes!!

Senior superstar jumper Jayden Forbes traveled to Boston a few weeks ago to compete in a National level indoor meet and absolutely shattered the school record in the triple jump! His jump of 42’-11” makes him the first triple jumper in Hartford history to break the 40’ barrier and put him several feet beyond the previous school record (held by Jordan Davis). Congratulations Jayden!!

It is Unified Basketball season! Home games are a MUST SEE for the entire community…but the gym fills up fast so show up early if you want to catch some of the action. We had our first home game of the season this past week in front of a packed house and we were treated to a thrilling victory over Rutland. The Unified Canes are next in action on April 13th and May 6th, both games at 12:45 at HHS. Hope to see you there!

Asa Henry ‘26

201 Hurricanes are currently participating in a spring sport at HHS! That’s over 40% of our student body. Love seeing so many Hurricanes continuing with a sport, trying a new sport, taking a chance with something challenging, or pushing themselves to get even better. Well done everyone!

Maddie Carbino ‘28 & Jaxon Dalpra ‘26

Morgan Fisk has been coaching field hockey at HHS for the past 3 seasons, serving as asst. Coach and JV coach. Morgan graduated from Hartford in 2018 where she played field hockey and ice hockey. She attended Plymouth State and graduated with a degree in Education. She is currently working as a 3rd grade teacher at OQS. We are thrilled to have Morgan’s steady, strong, and calm presence on our coaching staff! Thank you Coach Fisk!

Coach Morgan Fisk ‘18 with Amaya Argyros ‘28

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 31, 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

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