Norwalk reports literacy gains and rising multilingual‑learner graduation rates; family center to host prom dress and suit drive

Frances Saez, a presenter from the district family center and multilingual‑learner (MLL) team, told the Board of Education’s ML Curriculum Subcommittee on March 20 that Norwalk now serves 2,723 multilingual learners — about 24% of the district’s student population — and highlighted recent instruction, assessment and family‑engagement work intended to improve outcomes.

Why it matters: MLL students constitute a large share of Norwalk’s enrollment, and the district presented data showing gains in literacy growth tied to targeted professional learning and coach‑led support at schools with high MLL populations. Staff also described steps to monitor recently exited MLL students and to raise graduation rates for MLL seniors.

Saez reported that the district is progress‑monitoring 228 former MLL students who receive check‑ins for two years after exiting direct services. She said 21% of multilingual learners are dually identified (receiving both MLL and special‑education services) and that the district counts 573 dually identified students. The district also reported 2,255 students receiving special‑education services overall.

On kindergarten registration, staff said the district has received 355 registrations so far for the 2025–26 school year. For children who turn 5 after Sept. 1, the district uses the Ages and Stages Questionnaire (ASQ); staff reported 88 such registrations and that 63 ASQs have already been completed. Of 99 children who listed a language other than English on the home‑language survey, staff said 84 qualified for English language support services in kindergarten. The district also noted 278 registrations pending because required documents such as five‑year physicals are missing.

Taylor De Silva and other ML staff described the department’s strategy of tailoring professional learning and coaching to individual school needs. Staff said they provided 6‑ to 10‑week cycles of intensive support at schools with the highest MLL enrollment, including Brookside, Fox Run, Kendall, Silvermine, South Norwalk, Tracy and Nathan Hale. The cycle included initial data analysis, pre‑assessments, weekly instructional implementation tied to unit plans, and progress reviews in weeks 9–10 to prepare for state LAS Links assessments.

Taylor said the team worked directly with schools to “modify and amplify text” for grade‑level rigor, introducing tasks such as image analysis and text modification to help students access challenging content. Frances Saez described an example at Nathan Hale Middle School in which staff presented QTEL‑aligned strategies for use across subjects.

District staff reported measurable results tied to those efforts. Saez said the district saw a 5.6‑point increase in literacy growth for the 2023–24 school year; 14 of 21 schools exceeded the state average for overall growth, and 10 schools surpassed the state average for literacy growth. The presentation noted that LAS Links growth contributes to the state accountability report.

The subcommittee also heard about high‑school supports. Staff said they maintain an Excel tracker for multilingual learners across high schools to monitor individual transcripts, re‑enroll students in required courses, arrange tutoring or summer school, and plan for June or August graduations. Saez reported that the district’s MLL graduation rate rose from 68.8% in 2022 to 70.9% in 2023 — an increase of 2.1 percentage points — and that the district expects additional gains when the state posts 2024 rates.

The meeting included staff summaries of professional‑learning feedback from principals and teachers. Saez summarized principal feedback at Tracy Elementary that staff were “very well engaged” and requested follow‑up visits to embed new tasks into grade‑level team meetings. Staff also described a dual‑language consultant model used at several schools; an assistant principal at Sono (quoted in the presentation) said the consultant “has been a valuable addition to the dual language program.”

On family engagement, staff summarized a recent community workshop held in partnership with the Center for Immigrant Justice and Inclusion. Attorney Maciel presented changes in immigration law, practical safety steps and documentation guidance; staff said the workshop was offered with in‑person translation and had 88 virtual participants. Staff also announced the district’s second annual Say Yes to the Dress — expanded this year to include suits for young men — and said they have secured more than 435 dresses via a donation from Fashion Forward and are seeking additional donated suits, shirts and bow ties.

The subcommittee did not take legislative or policy votes on the items discussed. After the presentation and a brief discussion, Board member Colin Hoskin moved to adjourn the meeting; the motion was seconded and accepted.

Looking ahead, staff said they will continue school‑specific cycles of professional learning, maintain transcript tracking for high‑school MLL students, and open registration for family center events in April.