Stetson, Edgemont principals report reading and attendance gains; district expands SEL, tutoring and bilingual supports

School leaders from Stetson and Edgemont Schools gave presentations March 27 on academic progress, attendance and student supports.

Kelly Diletto, assistant principal at Stetson Elementary School, said year-to-date attendance at Stetson is 89.9% with a 95% attendance goal. She presented I-Ready reading and math data showing incremental improvement between fall and winter: reading proficiency rose from 14% on or above grade level in fall to 26% in winter districtwide at her school; math rose from 6% to 10% at or above grade level in the same period. Diletto described interventions including targeted foundations training, 1:1 Reading Assist tutoring, a daily intervention block and partnerships with Widener University.

Amanda Bridal, assistant principal at Edgemont Scholars Academy Elementary, said reading I-Ready results improved from 7% on grade level at the start of the year to 20% by January; math rose from one student on grade level to 8% by January. Bridal described schoolwide PBIS (positive behavioral interventions and supports), restorative practices, daily morning meetings, small-group instruction and consistent data conferences between teachers and students.

Ayesha Jackson, assistant principal for Edgemont Scholars Academy Middle School, outlined goals to raise reading, math and attendance to 90%, said year-to-date attendance was 89.6%, and described plans for high-impact tutoring that will pull small groups three times weekly or up to five times weekly for tier-3 students.

Dana Bowser, director of Student Success and Engagement, described districtwide rollouts: first-time implementation of the SEL (social and emotional learning) curriculum in every classroom, monthly SEL calendars, a Power of Positivity media campaign, and an expansion of staffing in the Student Success and Engagement department with two new specialists. Bowser said the department oversees McKinney-Vento supports for students experiencing homelessness and noted bilingual materials, Spanish subtitles for meetings, and a flowchart for building leaders outlining response steps in incidents that might affect students or families. “We offer bilingual registration as well for the purpose of enrollment,” she said, and added the district is collaborating with the Center for Hispanic Resources and the Delaware County Foundation for outreach.

During public comment a resident asked how the district is preparing families who fear enforcement actions; district leaders said they sent communications to staff, and Bowser and colleagues said building leaders have bilingual, step-by-step guidance and resources.

No new board policy was adopted during the presentations. Leaders said they will continue to share data at the Title I summit on April 5 and through regular district updates.