January 18, 2019
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Wilder School Presentation 1-7-2019

Please open this post by clicking "Read More" to gain access to the presentation. Click HERE for the presentation done on Monday, 1-7-2019 for Bond Informational Night. Any questions conctact Tom DeBalsi at 295-8600 or debalsit@hartfordschools.net

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Emergency Closing Procedure

Hartford School District Emergency Closing Procedure The safety of our students and staff is extremely important. In the event that schools need to close due to emergency conditions the following process will be followed. In all but a few rare cases, ALL Hartford Schools and programs will be closed together. Hartford Schools and Programs include Read more

RFP: School Building Card Access

Please open this post by clicking, "Read more" to gain access to the link. You will find the Request for Proposals for Access Control System here . Any questions or concerns please do not hesitate to call me at 802-295-8600 or email: debalsit@hartfordschools.net

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Wilder School RFP from Architects

Please open this post by clicking, "Read more" to gain access to the link. You will find the Request for Proposals from Architects here . Any questions or concerns please do not heistate to call me at 802-295-8600 or email: debalsit@hartfordschools.net

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Report Card Info Sessions

Dear parents and guardians, We are excited to share with you some changes in our elementary report cards that will go out for the first time at the end of this trimester. Please join us to hear why we are making these changes, how these changes reflect our district action plan work, and get a sneak preview at the new report card. There will be three opportunities to attend one of these presentations. While one presentation will take place at ...

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Wilder Building Study Committee Member Bios

Please find the building committee biographies here . The committee was formed by the Hartford School Board and modeled after the successful Town Hall Building Committee. Please see the building committee membership plan as approved by the HSB  here .

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