West Side Middle School reports large gains in attendance and test data after instructional overhaul

West Side Middle School principal Pete McCaslin told the Waterbury Board of Education on Sept. 4 that the school has shown measurable improvement in multiple performance indicators since joining the Commissioner's Network and emphasizing an "instructional task" approach.

McCaslin presented state assessment and local accountability data, saying the school—s accountability index rose to 54 (most recently received) from a 21-22 baseline of 45.2. He said chronic absenteeism fell from about 60.1% in the 2020–21 school year to about 25.9% last year. McCaslin also reported a decline in out-of-school suspensions from 131 (in one earlier year cited) to 31 last year and credited staff adoption of collaborative instructional tasks, restorative practices and behavior supports.

McCaslin described the instructional core as teachers, students and content, with the instructional task at the center. "Task predicts performance," he said repeatedly to the board, explaining that teachers design collaborative, real-world tasks at appropriate levels and that the approach has produced the test-score and attendance gains he presented.

He highlighted operational changes and supports he credited with improving the learning environment: a school improvement grant that allowed his school to retain department-level content coordinators and to continue Wednesday-afternoon professional learning; a "Yonder pouch" program to reduce cell-phone distractions during instruction; halo detection systems and behavior counselors; and restorative after-school detention and in-school suspension programs intended to reduce repeat behavior problems.

Board members praised the results and asked how the instructional approach works for students with individualized education programs (IEPs). McCaslin said tasks are modified to meet student needs and that scope-classrooms show task-based activities tailored to varying student levels.

Commissioners also asked about sustainability after the Commissioner's Network ends and whether the district could retain funding and practices. McCaslin said the school and district leadership reviewed which elements could be sustained locally; West Side retained several priority practices using a school improvement grant and committed teacher structures.

Why it matters: The presentation showed notable gains in attendance and assessment measures at a single middle school after targeted instructional and behavioral interventions. Board members asked for continued monitoring, especially for students with special needs and for sustaining gains when external supports end.

What comes next: Principal McCaslin invited board members to visit classroom professional-learning sessions; the board discussed maintaining budgeted supports and professional-development roles that were credited with driving improvement.