Small School: The Heartbeat of the Community
The Newark Street School’s mission and vision is one that resonates with anyone familiar with the interdependence that occurs in rural communities. The school’s engagement of students, staff and community members is framed as a ‘global model’ in which all stakeholders work side-by-side as learning partners. This inclusive model invites all to become increasingly prepared to explore the world and to take responsible action for oneself, as well as for environmental integrity, social equity, and economic prosperity — all while serving the community. Like many schools in rural Vermont, the school often becomes the heartbeat of the community.
What is impressive in reading Newark Street School’s global model mission and vision statement is that this is a small rural school, a very small rural school. Newark Street School is one of the smaller schools still remaining in the state. It is a K-8 school with 65 students. Tim Mulligan is in his 6th year as principal at the school. We met with him in early May, as he and his staff were preparing for the rush and blur that is usual for the end of the school year: activities, field trips, and required testing and reports. Tim moved to Vermont from urban NJ, where he was in a role that split his time between three different buildings: that experience taught him the value of being flexible. What he says he loves about his school, and community in Vermont is the ability to apply that flexibility to meet students where they are. It is clear in speaking with Tim that he loves his work, and is deeply proud of his staff of 20 (50% of which are part time), proud of his students, and is proud of the community in which he lives and serves.
Since the school is small, they utilize a three grade-level band model which can optimize learning styles, and build the quality of relationships between staff and students while taking on some powerful learning both in the classroom, and outside of it. Tim explained that the K-2 cohort has 16 kids with one full-time primary grade teacher, a part time literacy interventionist, and a part time math interventionist. The larger cohort is the 3 – 5 mixed grade class which has 25 students. This represents a broad developmental spectrum that produces both benefits and some challenges, Tim admits. However, the 6-8 multi grade level also opens up social and developmental opportunities that are just not possible in straight grade programs. Within a mixed grades cohort they have flexible groupings that can take advantage of interests, comprehension levels, as well as maximize the placement of staff, which helps the groups get a lot of work done.
This model works well, the kids love the social opportunities, the staff likes the creativity, and it is successful: students reading levels and math comprehension scores are the proof. It gives students a range of opportunities to stretch themselves, and take on leadership opportunities in mixed groups. Tim’s excitement is tangible as he describes the mixed grade model as effective, integrative, creative, and practical; he describes students as engaged and staff as flexible. This is a model that is indeed flexible, and all this flexibility requires that staff also be nimble. Based on their school mascot, the newt, Tim affectionately calls his staff the “Nimble Newts.” It is working well for the students, and staff, and Tim works hard to make it work for everyone.
With successes, there are of course difficulties to overcome: in 2021-2022 the school took on a community study to identify challenges. What came back was that the school and community needed social, and emotional support well beyond what was available in the school, or through the various organizations and agencies in the community that provide services. It seemed that every one was at capacity — students were often put on waiting lists for services. Waiting for resources to support stress, anxiety, depression, attention deficit, hormonal changes that come with growth, or issues like addiction came with consequences. It negatively affected students, and school families and spilled over into the school day. The needs for family resources exceeded sustainable capacity and created barriers to learning and challenges for his staff.
With these concerns in mind Tim was fortunate to make a connection with a local sport shop owner who also happens to be an advocate for movement for kids. In a casual conversation Tim said the sports shop owner was lauding the impacts of exercise, beyond the physical benefits, to ameliorate anxiety, depression, ADHD, and addiction. Tim was curious, and learned that the scientific grounding to this was contained in a book by John J Rate, MD and Eric Hagerman, titled, “SPARK.” Dr. Rate is an Associate Clinical Professor of Psychiatry at Harvard Medical School, and a well recognized expert in Neuropsychiatry. ‘Spark’, among his other books, elaborates on peer reviewed articles that explore the evidence which demonstrates that cardiovascular exercise or physical activity has therapeutic effects: it can help manage stress, anxiety, mood, social health, and also impact cognition and learning. After reading Rate’s book, Tim conceived of a morning movement program for the school.
The program he now calls, “The Power Hour”, is one that focuses on health & wellness. It was with the community partner’s support, as well as with the support from Jennifer Botzojorns, Kingdom East School District Superintendent that the program was launched last year. The morning movement program or The Power Hour is Monday through Thursday from 7:45- 8:45 and provides students with choice-based activities. K, 1, 2 have outdoor play, breakfast, and morning meeting on the playground. The upper classes are using The Power Hour to do yoga, and play games on the basketball court or on the athletic fields that get their bodies moving. For students who don’t participate in physical activities for various reasons, there are art and creative activities.
In addition to The Power Hour the school also has a Friday Exploratory Program – this includes Northwoods camping, bike riding at Kingdom Trails, as well as bike riding on a neighboring property that offers trail riding of 2-3 miles for the 6 – 8, while the 3-5 students ride on the dirt roads. Nearby Burke Mountain offers ski and ride activities, and community resources such as the Fairbanks Museum provide field trip destinations. These activities naturally connect back to the classroom and the staff appreciates that they are not only providing curriculum delivery, but exploring units through multiple lenses and senses. Students appreciate the multiple approaches to learning, and participate in reflections on their learning as part of the process. Tim reflects that, “Covid really opened up an opportunity for larger transformational change within the learning environment. The importance of the social, emotional, and health aspect is no longer questioned.”
And what of VREC? How do we fit into the work at the Newark Street School? Tim says enthusiastically, “VREC has the pulse of the rural community!!” Tim went on to say that VREC’s goals, and mission, and the support that VREC contributes align with and connect to what the Newark Street School is trying to do for students, staff and in the community. For example, 2 years ago, the basketball courts and hoops and the sports goals were all disintegrating. With a student-led group the Newark Street School applied for and received a VREC mini-grant that funded the replacement of the hoops — and the space is even more utilized now with the Power Hour. Over the years other VREC mini-grant funded projects included the school pizza oven, a school greenhouse, a disk golf course, and outdoor classroom space.
Most recently the 5th grade students wrote a mini-grant to fund the purchase of heart rate monitors. Tim explained that the students will be utilizing the monitors during The Power Hour, with the data being collected by a computer to provide evidence showing the impact of The Power Hour on students’ learning, and their health. It seems that it is not just VREC that has their finger on the pulse of the community, but it is the students and staff (the Nimble Newts) at the Newark Street School who are taking the pulse.
