Section 1: Collaborative Stakeholder Input

Name

Role

Name

Role

Danny Velez

Interventionist

Marc Chamberlain

Allied Arts

Mary Beth Downing

Classroom Teacher

Jessica Egizi

Interventionist, Parent

Sarah Rogers

Classroom Teacher

Erin Mullaney

School Nurse

Amber Dessureau

Classroom Teacher

Ashlyn Smith

Interventionist

Michele Turcotte

Classroom Teacher

Jennifer Chambers

Special Educator

Jessie Dall

Allied Arts

Rick Agran

Classroom Teacher

Lynn Wagner

Classroom Teacher

Jennifer Miller-Arsenault

Curriculum Director

Tyler Smith

Behavior Interventionist,

Community Member

Kim Knapp

Interventionist

Kealy Sloan

School Board Member

Goal #

School Prioritized Goals (include academic and safe, healthy school goals for all students AND targeted sub-groups if identified for TSI/ATSI)

Outcome Measures (directly related to goal)

Prioritized Evidence-based Strategies/Change Ideas, evidence level and research source citation

Fiscal, human, other resources (or investments) needed to support implementation

 1

 Academic Achievement: Challenge, empower, and engage each student through evidence-based instructional strategies and curriculum and varied educational opportunities.

By June 2026 we will reduce the difference in performance between students who are economically disadvantaged and students who are not economically disadvantaged, and 70% of economically disadvantaged students will perform at or above proficient.

At least 80% of economically disadvantaged students will meet their annual typical growth goals.

Approved goal 6-17-26:

By June 2027 we will reduce the difference in performance between students who are economically disadvantaged and students who are not economically disadvantaged, and 70% of economically disadvantaged students will perform at or above proficient.

At least 80% of economically disadvantaged students will meet their annual typical growth goals.

 i-Ready Math Diagnostic

VTCAP

Ensure the i-Ready Classroom mathematics program is implemented with fidelity in Grades K-6 (What Works Clearinghouse, EL 4).

Ensure that students who score two or more grade levels below expectations after each assessment window receive supplemental, targeted intervention with systematic progress monitoring  (National Center on Intensive Intervention, EL 1).

Ensure that classroom teachers, interventionists, and/or special educators are able to meet at least twice monthly to discuss student progress and coordinate support in our multi-layered system of supports (What Works Clearinghouse, EL 4).

Local budget

Consolidated Federal Programs

Time

 2

 Safe and Healthy Schools: Build and nurture a culture of well-being and inclusivity.

By June 2026 we will increase the % of students who score as “typical” or “strength” from 85% to 92% in the social emotional composite score, with an emphasis on improvement in the area of self-management.

Approved goal 6-17-26:

By June 2027 we will increase the % of students who score as “typical” or “strength” from 87% to 92% in the social emotional composite score, with an emphasis on improvement in the area of self-management.

 DESSA

Ensure that teachers are trained in administering the DESSA and that they calibrate their scoring practice at least annually (What Works Clearinghouse, EL 4).

Support teachers and school counselors to implement classroom lessons and interventions in alignment with DESSA results (What Works Clearinghouse, EL 1).

Ensure that students in need of instruction receive targeted intervention (What Works Clearinghouse, EL 1).

Local budget

Time

Professional learning

Goal #

School prioritized goals related to Act 139 (increasing reading proficiency)

Outcome Measures (directly related to goal)

Number and % students proficient on local and state literacy assessments (K-3)

Prioritized evidence-based strategies/ change ideas, evidence level and research source citation

Fiscal, human, other resources (or investments) needed to support implementation

 3

 Academic Achievement: Challenge, empower, and engage each student through evidence-based instructional strategies and curriculum and varied educational opportunities.

By June 2026 at least 50% of K-3 students receiving intervention  services in literacy will achieve above or well above typical progress on each Acadience reading benchmark assessment.

Approved goal 6-17-26:

By June 2027 at least 50% of K-3 students receiving intervention  services in literacy will achieve above or well above typical progress on each Acadience reading benchmark assessment.

 Acadience Reading K-6

Winter 2025 results K-3 indicate the following:

• Above Benchmark: 23%
• At Benchmark: 24%
• Below Benchmark: 11%
• Well Below Benchmark: 43%

Berlin sent 36  letters home to families of students who performed well below benchmark on the Winter Benchmark Assessment.

Ensure that the Fundations program is implemented with fidelity in Grades K-4 (What Works Clearinghouse, EL 1).

Ensure that new teachers have or will participate in professional learning about the science of reading.

Ensure that students who score Well Below Benchmark after each assessment window receive supplemental, targeted intervention with systematic progress monitoring (What Works Clearinghouse, EL 1).

Ensure that classroom teachers, interventionists, and/or special educators are able to meet at least twice monthly to discuss student progress and coordinate supports in our multi-layered system of supports (What Works Clearinghouse, EL 4).

Local budget

Consolidated Federal Programs

Time

Goal #

Measures

Baseline Data (Initial Submission)

Mid-Year Progress Check and Next Steps

End-of-Year Results and Next Steps

1

i-Ready Math Diagnostic

VTCAP

i-Ready Math Diagnostic Winter 2025 Results:

• Berlin
• 30% proficient or above

• 42% progress toward typical growth
• District
• 46% proficient or above
• 58% median progress toward typical growth

VTCAP Spring 2024 Math Results: % proficient or above

The Winter 2025 i-Ready math diagnostic results show that 15% of students who are economically disadvantaged are currently meeting expectations for proficiency.  41% of students who are not economically disadvantaged are meeting current expectations for proficiency.  The median % progress for students who are economically disadvantaged is 41% and the median % progress for students who are not economically disadvantaged is 48%.

iReady Math Diagnostic Winter 2025 Results:

•  73% proficient- Fall Benchmark
• Of the 73% (17%- Early-Mid Grade level  

56%-one grade level below)

VTCAP Spring 2025 Math Results: % proficient or above

The Fall 2025 i-Ready math diagnostic results show that 56% of students who are economically disadvantaged are currently meeting expectations for proficiency. Of the 56% (4% early-mid grade level, 52% one grade level below)

Results:

Spring 2026 Diagnostic

K- 56% (14%/82%)   1-  32% (14%/45%)    2- 32% (0%/53%)  3- 23% (0%/38%)  4- 27% (8%/41%   5- 32% (0%/50%)  6- 8% (0%/17%)

Below are the percentages of economically disadvantaged students at each grade level who made their annual typical growth goals:

K- 29%      1- 63%       2- 10%   3- 0%

4- 25%      5- 67%       6- 58%

Was Goal Met?

This goal was not met. Admittedly, this was a lofty goal and staff expressed that last year. We are greatly impressed with the improvement of the scores at some of the grade levels. Most notably, this year’s cohort of Grade 1 students increased the percentage of economically disadvantaged students who met their typical growth goals from 0% in the year 24-25 to 63% in the 25-26 school year. We also increased the median percent progress toward typical growth from 92% in 2024-2025 to to 100% in 2025-2026 schoolwide.

Next Steps:

1. Our Intervention and Special education teams are going to review this data to cross walk students who are on IEP’s and students who are economically disadvantaged.
2. We can keep the goal as written.
3. Staff continue to identify and remove barriers of access so that students have the supports they need to access learning.

2

DESSA

Berlin implemented the DESSA for the first time in Winter 2025.  

Results show 24% of students scored in the strength range, 61% scored in the typical range, and 14% scored in the need for instruction range.

Fall results show that 12% of students scored in the strength range, 80% scored in the typical range, and 8% scored in the need for instruction range.

Results:

We had 87% of students scoring in the “strength” or “typical” range within the composite score range.

We saw successes within individual classes in the area of self-management.

Was Goal Met?

Our goal was not met, however there was overall improvement of 2%.

Next Steps:

1. The goal should read, % of students who score as “typical” or “strength” from 87% to 92%.
2. In looking at this goal I think an area for growth is to continue our work and calibration around scoring.There was a notable lack of “strengths” in the K-2 age range.
3. Increase our supports for students who are in the “need improvement” range.

3

Acadience Reading K-6

Winter 2025 results K-3 indicate the following:

• Above Benchmark: 23%
• At Benchmark: 24%
• Below Benchmark: 11%
• Well Below Benchmark: 43%

Berlin sent 36 letters home to families of students who performed well below benchmark on the Winter Benchmark Assessment.

Fall 2025 results K-3 indicate the following:

• Above Benchmark: 33%
• At Benchmark: 17%
• Below Benchmark: 16%
• Well Below Benchmark: 31%

Berlin sent 23 letters home to families of students who performed well below benchmark on the Fall Winter Assessment.

Results:

We had 24 students who received intervention services during the 25-26 School year.

Of those total 24—41% achieved above or well above typical progress on the benchmark assessment.

K- 0%

1- 44%

Grades 2-3 54%

Was Goal Met?

While we didn’t meet the goal in total we came very close to meeting the goal. Setting this goal around growth and progress is an effective measure for our students.

Next Steps:

1. We will set a continuation of this goal for the following year. Setting the benchmark as a progress goal felt like the right move to track intervention progress.

Progress Last Updated: 1.15.26

End of Year Results and Next Steps: 6-17-26