RamaSchneider/test huggingface dataset:
WILLIAMSTOWN TOWN PLAN JANUARY, 2016 PAGE 40
In the late 1880's the Village School was moved from Construction Hill to a location behind the Congregational Church. In 1893 a donation of money bought a plot of land at the south edge of the Village and paid for a new school to be built. With a large addition built in 1908, and a gym built in 1937, this school housed the elementary school and the high school until 1962. This building now houses the Post Office and an apartment complex.
Town officials designed the current schools to be located in the Village. The Williamstown Elementary School was built in 1962 on Brush Hill Road. This school has the capacity to serve 300-350 students in grades pre-K through grade 6. Shortly after the new elementary school opened, the State found several major problems with the high school (Old Village School) building. Substantial repairs were made, but other serious problems surfaced. So, a new Williamstown Middle-High School with a capacity of 400-450 students was built just up the hill on Hebert Road in 1973 housing grades 7-12.
Crowding caused the building of a large addition to the elementary school in 1974. The crowding caused by the addition of kindergarten to the elementary school in 1979 resulted in the 6th grade being moved to the Middle School. (See Appendix II, Map 3 for the school locations.)
In 2004, the School Board adopted the following mission statement: "to provide an education that fosters the development of responsible and successful individuals who will practice good citizenship in their local and extended communities". In order to meet this challenge, school officials agreed to; build and sustain a safe school system that cultivates academic excellence and life-long learning, recognize the role of parents in the education of their children, and value a working relationship with the community at large. The schools plan to foster positive connections between adults and the schools by offering public educational opportunities. In addition, they plan to remain accountable to families and the community for both educational results and fiscal responsibility.
In 2014 the board was busy with legislative issues actively meeting with legislators regarding school consolidation and state funding. The board members informed them of the Town's needs, desires and opinions on how local schools in Vermont, Williamstown in particular, should operate. The board wanted the legislators to know how State laws effect the ability of boards to create policies that reflect the Town's commitment to its students academic success.
The Legislature has been considering a proposal for a new school governance model that would phase in the elimination of supervisory unions and the state's roughly 285 local school districts. The School Boards of Williamstown and Northfield have met to begin looking into possibly joining districts.
WILLIAMSTOWN TOWN PLAN JANUARY, 2016 PAGE 41
An exploratory committee is being formed with one school board member from each town, three residents from Williamstown and four from Northfield. The unions would be replaced by larger districts governed by one board that would oversee a large pool of students (900) and a number of facilities. The Burlington School District has been cited as an example by lawmakers. The district has 4,000 students, eight buildings and one board.
Student enrollments in both the elementary and middle/high schools have varied since 1995. Orange North Supervisory Union enrollment figures show that Williamstown's student population reflects the overall state trend of a steady decline in its school-age population. According to the School Construction Report, the equalized pupils sorted by growth rates shows that Williamstown's average annual change from fiscal year 2010 to 2014 decreased by 5.43%. Enrollment projections for the State suggest the numbers will fall for the rest of the decade and possibly longer.
header: School Enrollment
"School Year","Elementary School Enrollment","Middle/High School Enrollment"
"2003-2004","274","315"
"2005-2006","269","314"
"2007-2008","294","302"
"2009-2010","280","306"
"2011-2012","271","297"
"2013-2014","258","285"
"2015-2016","258","287"
"2017-2018","236","292"
"2019-2020","239","311"
"2021-2022","243","311"
"2023-2024","239","318"
Our current education funding system is a compilation of laws passed over a number of years. Each legislative session generates amendments that change the existing system to some degree. Vermont changes its education finance system with some regularity. We are now on our fifth system in 31 years. (The "Morse-Giuliani" formula replaced the "Miller" formula in 1983).
In 1999, for the purposes of providing a financing system that created equal opportunity in public education, State officials enacted Act 60. Under this program towns received an equalized amount of money from the State for every student they enrolled. State officials based the state block grant formula on two variables: equalized pupils (not an actual headcount) and compared it to the statewide average.
In 2003 a new state education funding law, Act 68, amended Act 60. This law changed the way towns compiled their grand list for the statewide property tax. The Act took effect in 2005 and the new changes eliminate the property sharing pool where per pupil spending links to the town's tax rates.
Towns split the grand list between residential properties (houses, mobile homes, or farms) and non-residential property, such as commercial, industrial, camps, vacation homes and open land (not used as a primary residence for more than six months of each year). Under the new law, non-residential property is subject to a higher statewide education property tax rate than residential property.
The laws relating to the Current Use Program experienced several changes during the 2015 legislative session. The factsheet below explains the major changes.
Current Use Program Factsheet
The legislature changed the method for determining the value of land that is developed or withdrawn from the Current Use Program. In addition, the rate that is applied to the land's value to determine tax due is now 10% for all land developed or withdrawn. The change in law has the greatest effect when a land owner develops or withdraws only a portion of an enrolled parcel. Under the previous method, the entire enrolled parcel would be assessed and the value of the portion developed or withdrawn would be prorated based on acreage. For instance, if two acres were developed or withdrawn from an enrolled 100 acre parcel, the value of the two acres was assessed at 2% of the value of the entire 100 acre parcel. In cases where the developed or withdrawn land is more valuable per acre than the remaining enrolled land, the land value used to calculate LUCT was below market value. After Oct. 2, 2015, the portion developed or withdrawn will be valued separately as its own parcel. The 10% tax rate will apply to the separately assessed value of the developed or withdrawn land. In cases where the developed or withdrawn land is more valuable per acre than the remaining enrolled land, this will lead to a greater amount of tax due than it would under the previous calculation.
WILLIAMSTOWN TOWN PLAN JANUARY, 2016 PAGE 42
In those towns that have reappraised for 2015, the Current Land Appraisal (CLA) used to calculate the rates will be the ratio of the reappraised 2015 education grand list to the equalized education grand list certified January 1, 2015. The Director of the Division of Property Valuation and Review (PVR) is charged by statute with determining whether a reappraisal has occurred that warrants a new CLA. 32 V.S.A. §5406(c).
Under the changes in the education financing formula, Williamstown school taxes have increased slightly. In 2016 Williamstown's state education tax rate is $1.5567 and was $1.5070 in 2015. Generally the only time that the rise in education property taxes levels out or actually drops is upon a dramatic change in the formula used. The only exception is the result of the impacts of the recent Great Recession where, for one year, total Education Fund expenditures actually declined, followed by a year of basically level-funding before resuming its climb at a rate faster than the increase in the consumer price index.
Since Act 60 was passed, all local education spending (a legal term that includes almost all school budget expenses) is provided from the State Education Fund and technically comes all from state taxes, even though the largest source, the state property tax, is locally billed and collected.
Vermont law (H.361) passed 27-3, on May 7, 2015. An estimated $14 million increase in school property taxes was approved setting the statewide homestead property tax rate at $1.59 per $100.00 for nonresidential property, $1.00 multiplied by the district education property tax spending adjustment for the municipality for homestead property. The bill also creates a formula for financial incentives for districts to consolidate into Pre-K-12 districts of no fewer than 900 students. Some see this legislation as a threat to small schools and local control. Williamstown school district is currently ranked 204th out of approximately 285 school districts in terms of school spending per equalized student for school year 2014-2015.
http://www.state.vt.us/tax/ pdf.word.excel/factsheets/Current-Use- Forms FS.pdf
http://www.state.vt.us/tax/ pdf.word.excel/factsheets/ CUProgram2015Changes June2015.pdf
WILLIAMSTOWN TOWN PLAN JANUARY, 2016 PAGE 43
Today, our school officials are grappling with a number of funding challenges including:
The number of full-time public classroom teachers, instructional aides, and other teachers has increased while the enrollment has been declining.
Our school buildings are aging, resulting in building condition deterioration infrastructure and energy inefficiency (the taxpayers will have to either invest in infrastructure or upgrade the buildings)
Teacher's salaries are increasing and rising health care cost pose significant challenges to the school system
Residents are expressing concerns about the increasing taxes
Remaining as Williamstown School District versus the consolidation of School Districts in Vermont
4. Williamstown Elementary School (WES)
WES is working toward their hopes and dreams of creating a fully functioning Multi-Tiered System of Supports (MTSS). The administration and faculty laid the foundation and supports for this program several years ago and in 2015 gained tremendous traction toward realizing implementation of the system. MTSS challenges all students appropriately; academically, socially and emotionally throughout their education at WES leaving students with the fundamental skills necessary to pursue education at Williamstown Middle High School (WMHS) and beyond.
Creating MTSS is one of four goals of WES's newly adopted school improvement plan. Second, is the creation of a Distributive Leadership Model and School Based Leadership Team9. Third, continue to create a collaborative team environment using data to make informed decisions. Forth, access and use of technology as a tool to enhance student learning and achievement. This plan is the roadmap for WES and aligns with the work at WMHS.
The Williamstown Town School District Improvement Team meets quarterly and monitors continuous progress of of the plan ensuring WES is attending to the tasks laid out and revising timeline/ tasks as needed. The school improvement team addresses all issues for students PreK-12.
WES transitioned from Vermont Grade Level Expectations (GLE) to Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). The school approached these transitions with the adoption of a Content Area Specialist Model. In 2015 students grade 1-5 received instruction from a content area specialist in Math, Science, English/ Language Arts (ELA) and Social Studies.
Differentiated instruction is an approach to instruction in which the teacher adapts the content, process, and product of lessons in accordance with each student's readiness, learning style, and interests. In differentiated instruction, the learning goals are the same for the entire class, but the required tasks, instructional approach, and materials used vary according to the needs of the individual Differentiated instruction is not a single strategy, but rather an approach to teaching that incorporates a variety of strategies.
Distributed leadership means mobilizing leadership expertise at all levels in the school in order to generate more opportunities for change and to build the capacity for improvement. The emphasis is upon interdependent interaction and practice rather than individual and independent actions associated with those with formal leadership roles or responsibilities.  In summary, it is 'leadership by expertise' rather than leadership by role or years of experience. Genuine distributed leadership requires high levels of trust, transparency and mutual respect.
WILLIAMSTOWN TOWN PLAN JANUARY, 2016 PAGE 44
This allows for targeted intervention and help for students needing extra support. Investment in high quality professional development for teachers in specified content areas gives teachers the expertise required to provide unmatched differentiated instruction in the general classroom. Teachers are diagnostic in their approach providing targeted intervention (extra support) to students requiring it.
MTSS is composed of both academic and social/emotional supports aligned to Positive Behavioral Intervention and Supports (PBIS) and the response classroom approach. All faculty members are trained in the response classroom approach.
The revision of WES universal acknowledgement system changed school-wide expectations to statements more intrinsic and reaffirming and created an intensive wrap-around intervention program that is a more proactive, social/emotional intervention program for students. As a result, WES offers 5 weeks of summer enrichment and intervention camps sponsored by the ONWARD program in the areas of Wellness, Arts, Science, ELA and Math, with 2 weeks dedicated to targeted intervention in Math and Reading.
WES partnered with Washington County Mental Health (WCMH) bringing a PBIS Specialist to assist with providing proactive social/emotional interventions for teachers and students resulting in a 15% decrease in office referrals. Employing the PBIS model creates a positive learning environment for all our students and staff allowing for responsible academic risks and high quality instruction.
http://www.williamstownelem.org/pages/ Williamstown Elementary School
https://www.facebook.com/ williamstownelementaryschool?fref=nf
5. Williamstown Middle High School (WMHS)
WMHS has a continuous improvement plan aligned with WES's work with MTSS; Distributive Leadership, Differentiated Professional Learning and increased use of technology. The Leadership Team at WMHS has expanded to include a community member, school board member, several students and other stakeholders as identified. This group, along with the Leadership Team, forms a school and community council, meeting three to four times a year, to review progress on implementation of the improvement plan and suggest possible changes in direction. The Leadership Team takes the feedback to continue to develop WMHS differentiated professional development model.
MTSS at WMHS continues the identification of students, through universal screening assessment, who need support to progress and meet the school and state identified measurable goals. WMHS has become the host site for much professional development creating a live laboratory situation benefitting our students with teachers who are learning the latest techniques in their planning, differentiating of instruction and targeted learning outcomes.
Anecdotally, more and more WMHS's students are accepted into post-secondary programs that require a solid foundation in Science. There are clear/ specific expectations for behavior in the classroom, the school and community . When surveyed 100% of students identified the three pillars; Be Respectful, Be Responsible and Be Safe. Teachers meet weekly after school either in teams across Supervisory Unions or middle/high school grades looking at curriculum, assessment and student work leading to development of Performance Based Graduation Requirements and Personalized Learning Plans.
WMHS has been recognized across Vermont for its work with PBIS. WCMH's PBIS Specialist has significantly reduced office referrals resulting in more instruction time and less classroom and school disruption. The WCMH Specialist working in both WES and WMHS creates a uniform approach to the three pillars of PBIS; Respect, Responsibility and Recognition, and the "Blue
Devil Way".
http://www.williamstownmhs.org/pages/ Williamstown Middle High Sch
WILLIAMSTOWN TOWN PLAN JANUARY, 2016 PAGE 45
In 2007, the middle and high school both underwent an 8.9 million dollar renovation to update and modernize the building to include an energy efficient wood chipped fired boiler housed in a separate building.
WES has made tremendous progress not only in curriculum development but also in developing and implementing a plan improving the appearance of the building and grounds. Both schools welcome everyone in Williamstown to visit. The schools are always open to the public and the community is welcome to contact the main offices for information increasing school/community partnerships.
Home schooling is an important option for families. During the 2014-2015 school year, Williamstown had between 3 and 10 home schooled students. In accordance with State Board of Education, AOE accountability goals, and Vermont law, The Home Study program works to ensure that all students enrolled in home study programs have access to a quality education. When required, the program provides technical assistance to improve the quality of a home study program (10).
D. Adult Education
Research in adult education increasingly shows that adults are more likely to learn in an informal way, as they do not always have the time to leave work and take formal courses. Adults in Williamstown who want help with learning basic reading, writing, math, and English (as a second language) can receive help through a free program of instruction provided by the Central Vermont Adult Basic Education Program located in Barre. They also have the opportunity to study for their high school equivalency exam or the adult diploma program.
Students and teachers meet in one to one and small group sessions and design an individual learning program to suit the requirements of each adult student. Volunteers from the community help make this service accessible to Williamstown residents.
For more information: The Barre Learning Center is located at 46 Washington Street, diagonally across from the park as you start up the hill on Route 302. Look for the large white building with the green roof and awning.
Open to all, RTCC's adult education offerings provide a wide range of affordable continuing education opportunities. A full schedule of evening and Saturday classes and workshops are offered throughout the school year. Whether you are looking to become a licensed nursing assistant, learn to weld, improve your computer skills, hone your woodworking skills, or learn to cook, paint, knit, speak a foreign language or cane a chair, their adult education offerings are for you!
http://www.cvabe.org/barre.html Randolph's Technical Career Center (RTCC's) Continuing Education
http://www.orangesouthwest.org/adult education
(10) http://education.vermont.gov/homestudy
WILLIAMSTOWN TOWN PLAN JANUARY, 2016 PAGE 46
E. Education and Learning: Goals, Polices & Tasks
Goal 1: To strive for schools that foster community-learning opportunities where students and adults learn together.
A. Support and encourage community-school partnerships
Goal 2: To create a learning community
A. Support the mission of the Williamstown School District
B. Support efforts to broaden access to adult and senior educational opportunities
C. Support vocational opportunities
D. Utilize public facilities for public education opportunities on issues of concern to the community
E. Support home schooling, GED and other non-traditional learning opportunities
Goal 3: To remain accountable, both educationa and fiscally. to school families and the community at large
Goal 3: Tasks
A. The School Board should work with the community to review standards data and funding to improve the quality of the schools and student performance
B. Encourage schools to employ capital budgeting and programming to anticipate and plan for payment of capital improvements
C. Ensure Williamstown's Schools remain in the village as they contribute to Williamstown's vitality and identity
D. Support incremental investment in the school's short-term renovation needs, supporting the long term needs of our neighborhood and children
WILLIAMSTOWN TOWN PLAN JANUARY, 2016 PAGE 47
Chapter V. Housing
Housing is critical to our existence. The size, location and cost of housing shapes the communities in which we live, impacting local economic development, school enrollment, land use, and transportation patterns; housing is part of the very fabric of our lives. Providing for a range of housing options for a variety of incomes levels and lifestyles and locations that make sense contributes to the vitality and diversity of our community.
This Chapter discusses existing conditions with respect to housing in Williamstown, examines trends, including development patterns and affordability issues, considers Williamstown's expected housing growth and outlines strategies to accommodate future housing demand. Finally, it concludes with a list of resources that can be used by town officials and residents who are interested in this important issue.
B. General Trends and Conditions
1. Unit Growth and Household Size
According to the State of Vermont, the definition of a housing unit is: "a house, an apartment, a mobile home or trailer, a group of rooms or a single room occupied as separate living quarters, or if vacant, intended for occupancy as separate living quarters."
As Williamstown's population has grown, housing units in the community have not kept pace. In fact, as the Table suggests, population growth has outpaced housing unit growth in Williamstown.
The average household size in Williamstown has decreased from 3.65 persons per household (pph) in 1970 to 2.45 pph in 2010, according to U.S. Census data. However, it remains slightly above State and Regional averages (2.34 and 2.37 respectively).
Economic and demographic forecast projections prepared by CVRPC predict that the figure for Williamstown will continue to decrease to about 2.36 pph in 2020. The divergence between housing unit growth and population is especially evident over recent years.
General Housing Data: Williamstown, Vermont
"Source U.S. Census Bureau","Williamstown","Orange","Vermont"
"Number of Primary Residences Sold, 2014","27","268","7008"
"...Single Family Homes","23","254","5946"
"...Mobile Homes with Land","4","14","185"
"Average price of Primary Residences Sold, 2014","$133,091","$162,077","$226,663"
"...Single Family Homes, 2014","$148,616","$167,352","$233,390"
"...Mobile Homes with Land","$43,825","$66,388","$79,945"
"Median Gross Rents (all units), 2009-2013","$848","$825","$875"
"...as a Percentage of Household Income","47.5%","32.8%","31.1%"
"Fair Market Rent HUD (FMR) 2015","$894","$894","-"
"Median Rents HUD 2015","$940","$940","-"
header: Household and Family Sizes
"Household and Family Sizes","2000","2010"
"Household Size","2.58","2.45"
"Family Size","3.01","2.87"
(Source: Census 2000 and 2010 Summary File 1 - Households and Families)
WILLIAMSTOWN TOWN PLAN JANUARY, 2016 PAGE 48
This suggests that the Town must continue to plan for growth and development despite an apparently decreasing population. In 2008 the Central Vermont Regional Plan adopted a Housing Distribution Plan as part of its Regional Plan. This document asks municipalities to plan for future estimated housing need through the year 2020. The numbers for Williamstown appear in the charts below.
header: CVRPC Housing Distribution Plan
"Year","2000-2004","2005-2009","2010-2014","2015-2020"
"Projected New Units","84","131","140","162"
"Actual New Units","73","67","--","--"