Administrators outline school improvement plans emphasizing SEL, family engagement and data‑driven instruction

Administrators across Wallingford's elementary, middle and high schools presented condensed school improvement plans to the Instructional Committee on Dec. 2, emphasizing social‑emotional learning (SEL), family engagement, and data‑driven instruction.

At the preschool–grade 2 level, Highland principal Emily Banick said the four primary schools (Cook Hill, EC Stevens, Highland and Moses Y Beach) use play‑based learning, a district behavioral matrix crafted by administrators, and SEL curricula including Second Step and Zones of Regulation. EC Stevens principal Christina Kiley presented fall universal screening results: DIBELS literacy benchmarks at 42% (kindergarten), 60% (grade 1), and 62% (grade 2). I‑Ready math fall benchmarks reported were 16% (K), 12% (grade 1) and 12% (grade 2); presenters noted those math scores reflect year‑end expectations and typically rise with instruction and progress monitoring.

Rob Arcero (Moses Y Beach) described targeted interventions for students identified by the DESSA universal SEL screen, partnerships with Community Behavioral Health and Meriden Child Guidance Clinic, and innovative supports such as animal‑assisted therapy. Administrators stressed that SEL time is embedded in building master schedules and that tiered interventions (tier 1–3) guide small‑group and individualized instruction.

At grades 3–5, principals highlighted daily reading and math blocks, a focus on grade‑level collaboration and formative assessments, and an emphasis on differentiation and SMART goal setting. Eric Carbone said grade‑3 marks the start of state summative testing (Smarter Balanced) and reported that last year 52% of 3–5 students met proficiency in language arts and about 55% in mathematics; the presentation emphasized growth targets and individualized learning plans.

Middle‑school leaders described a 45‑minute daily "wind" block used for intervention and enrichment, teaming models to coordinate supports, and extracurricular and climate programs that principals said contributed to large reductions in in‑school suspension at both middle schools.

High‑school presenters reported a combined high‑school enrollment just under 1,700 students, a 98% graduation rate for the Class of 2024 and that roughly three‑quarters of graduates pursued two‑ or four‑year postsecondary options. High‑school priorities included reading comprehension, scientific literacy, PSAT/SAT alignment and teacher PLGs focused on common formative assessments.

Family engagement was a recurring theme at every level: administrators described broad use of ParentSquare for two‑way communications and translations, monthly family town meetings, family literacy initiatives for multilingual families, and PTO/PTAC partnerships. Several schools reported increased parent attendance at events since the pandemic and ongoing efforts to monitor and improve participation, with monthly data analysis of ParentSquare engagement.

Board members asked detailed questions about assessment comparisons, cohort tracking and the relationship between early‑grade screening snapshots and longitudinal growth measures; administrators said multiple assessment sources and grade‑level data teams are used for cohort analyses while protecting student privacy in public reporting.

What to watch Administrators said they will continue winter and spring universal screenings, proceed with planned curriculum crosswalks and report back on growth measures; they also flagged planned spring family engagement events with the public library and the district's consultant visits to monitor implementation.