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South Avenue Elementary reports reading gains, expanded supports and student engagement
Summary
Principal Amendola told the Beacon City School District Board that South Avenue Elementary’s ELA proficiency rose to 54% and level‑4 proficiency increased to 18%; staff credited targeted literacy coaching, an IST process with over 110 meetings and a full‑time math AIS teacher for progress. The presentation also highlighted social‑emotional supports and new family engagement efforts.
Principal Amendola presented South Avenue Elementary’s academic progress and schoolwide supports to the Beacon City School District Board during the Jan. 28 workshop, highlighting measurable gains in reading and an array of student engagement programs.
“Our proficiency last year for our ELA test was 54%,” Principal Amendola said, adding that advanced (level‑4) ELA scores rose from 13% to 18%. She also reported that New York State math proficiency is at 52% and that I‑Ready data show growth in Tier 1 students while Tier 3 proportions have declined.
Amendola credited a suite of targeted supports for those results: a literacy specialist conducting individual data dives and foundations coaching for K–2; a full‑time math AIS teacher providing intervention; and the school’s Instructional Support Team (IST), which had facilitated more than 110 meetings as of Jan. 20. “Our IST is…working on early identification and support for all of our students grades 1 through 5,” she said.
The principal described how the school tracks ‘pushables’ (students on the cusp of the next level) and ‘slipables’ (students at risk of declining a level) to direct interventions. She also noted nonacademic supports, including sensory breaks, a sensory room and schoolwide culture initiatives such as positive referrals (62 positive referrals cited) and club participation (48% in fall, about 42% in winter).
Amendola detailed enrichment and family engagement activities — a grant‑funded 10‑week dance residency, student council projects and a renewed family calendar product — and said staff are using data ‘‘intentionally, with research‑based interventions’’ to prevent gaps from widening.
Board members and attendees praised the presentation. A parent in attendance said the school’s engagement activities are what her children remember and appreciate. Board members asked clarifying questions about practices and whether the IST model is being shared across other elementary schools; district staff said similar processes exist elsewhere and that South Avenue’s implementation is a mature example the district is monitoring for adoption.
The presentation concluded with principal plans for ongoing data review and professional development to sustain and extend gains.
The board did not take formal action on the presentation; it was provided for information and to inform budget discussions ahead of the district’s upcoming fiscal cycle.
