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Caroline County reports preschool gains, outlines targeted supports after preliminary 2025‑26 data
Summary
Superintendent Dr. Sarah Kalverick presented Achieve 2027 year‑end highlights and staff reported strong preschool gains in 2025‑26 but persistent gaps for English learners and students with disabilities; the division outlined PLC/RTI restructuring, increased tutoring funding, and coaching supports for 2026‑27.
Caroline County Public Schools presented a year‑end Achieve 2027 report and preliminary 2025‑26 student data on July 13 that showed striking early‑childhood gains alongside ongoing achievement gaps for some student groups.
The highlights: Superintendent Dr. Sarah Kalverick framed the year as one of strategic alignment to four priorities — teaching and learning; relationships; health and safety; and talent management — and stressed investments in personnel, early learning and grant‑funded initiatives that “empower every learner, strengthening every connection.” The division noted every school earned full accreditation and Caroline High School earned a distinguished designation.
Preschool improvements: Andrea Ross and the preschool team reported notable gains on the Virginia Early Learning (VEIL/VALS) measures. For example, among pre‑k three‑year‑olds the percentage in the high‑risk band for letter‑name recognition fell from 42.9% in fall to 28.6% in spring; among pre‑k fours, the proportion scoring in the strong band for letter sounds rose from 22.3% to 83.7% over the year. Staff credited staff retention, implementation of the Frog Street curriculum, targeted intervention cycles and co‑teaching supports.
Where gaps remain: Presentation of the new school performance and support framework (a weighted index) showed pockets of low framework scores (below 70 points) among English learners and students with disabilities at several schools and grade spans, particularly in certain mastery areas and 8th‑grade science. Mr. Mudd and Beth Housler emphasized these are preliminary, division‑calculated figures and that state reports are expected in the fall for formal comparison.
Planned actions: In response to the data, the division described three strategic actions for 2026‑27: restructuring and operationalizing professional learning communities (PLCs) with RTI alignment; reallocating local funds to increase intervention/tutoring after federal grant sunsets; and expanding coaching support for teachers. The board asked staff to return with more focused action items on English learners and special education at the August meeting.
What the board said: Board members praised preschool gains as foundational, expressed concern about persistent low scores for students with disabilities and ELLs, and asked for a focused follow‑up on special education and English learner programs. Mr. Mudd committed to returning with additional detail and implementation timelines.
Next step: Staff will finalize school‑level plans based on the division’s preliminary calculations now and make adjustments after official state data are released in the fall; the board requested an August agenda item to dive deeper into supports for the identified student groups.
