Leaders highlight a “whole-child” mindset, continued investment in academic interventionalists and emotional support, as well as consistency across the district in new high-quality instruction materials and teacher development.
“We have a lot of work left to do, 100%,” said James Dick, chief academic officer, sharing the overall gap most Delaware school systems still see from 2019 scores.
“But the improvement we’re seeing, I feel like it’s because everybody in the Lake Forest district, truly, has the motto of ‘children first.’ It’s this idea that all students can succeed. It doesn’t matter what ZIP code you’re coming from, what neighborhood you’re coming from.”
Another key, educators said, is maintaining “fidelity” across the district.
“We are thankful to every teacher, student, support staff and administrator for their hard work these past few years,” Superintendent Steve Lucas said in a statement. “While we are proud of the growth our students attained last year, we know there is more work to do, and we can’t wait to get started.”
Dotson plans to see it at the classroom level.
It’s time: When is the first day of school in Delaware? Start dates vary across public schools
‘The small-town approach’
A path to Dotson’s office weaved through various boxes of supplies, papers and Brisk tea. The Felton building was settling in just days before students’ return . Smiles greeted Dotson as she passed, and her assistant principal, Lisa Fox, already typed away from an adjoining office as she sat down.
“The small-town approach is what makes Lake so interesting,” Dotson said. “Everybody knows everybody. Everybody is everybody’s cheerleader.”
This may contribute to why Lake Forest educators called out their use of a statewide screening process — called MTSS or “multi-tiered systems of support ” — to actively monitor students and identify when they need extra help, academic intervention or even connection with emotional support.
North, like other schools in the district and the state, monitors student data with a focus on academics, behavior and attendance. If a student is seen to be struggling, on-hand are student counselors, homeroom teachers, interventionalists specializing in math or reading, and more.
“We meet, and we talk about each kid individually,” Dotson said. “I think that process and structure we have here at North is why we’re able to really support our kids. Another strategy is we use our academic data; our teachers pull reports; they look at where students are struggling.”
And her building isn’t alone.
Chief Academic Officer James Dick noted that his district has focused opportunity funding on these efforts systemwide.
“We’ve used just about every cent of that to hire interventionists to work with these struggling kids that we’re identifying through the screening process,” he said. On top of that, building leaders consistently share best practices. Principals meet roughly monthly, debriefing for hours on what’s working in their buildings.
“It’s nice we are a smaller district,” the CAO added, knowing his 3,600 students are just a fraction of Delaware’s largest districts. “If you walked into our schools, you would see the same processes playing out.”
This theme echoes in investments for new instructional materials in English, math and soon reading. Such packages have paired with consistent professional development for teachers systemwide, educators explained, not just in pockets.
“I think they were aware of where the gaps were maybe with curriculum materials — and again, just that consistency and making it a system approach,” noted Theresa Bennett, director for DDOE’s Office of Assessment, of Lake Forest’s team. “I think is why we’re seeing the improvements that we are.”
Dotson would say she’s proud of her school. And she may even say she wishes there was a stronger word for it.
But for her, test scores aren’t everything.
“It’s just so much more than that,” the principal said, still thinking of her first students, having reminded them they too were more than the multiple-choice bubbles in front of them.
“Working here for so long, the relationships that I’ve made with the staff and with the students and the community here are just so impactful. Educators have a very hard job, but it’s so rewarding.”
Have a story? Kelly Powers covers race, culture and equity for the USA TODAY Network’s Northeast Region and Delaware Online, with a focus on education. Contact her at kepowers@gannett.com or (231) 622-2191, and follow her on Twitter @kpowers01.
