Glenham principal outlines programs, supports and midyear benchmarks to Beacon board

Cassandra Orser, building principal at Glenham Elementary, told the Beacon City School District Board of Education on Feb. 19 that Glenham enrolls about 430 students and is emphasizing both curriculum and social-emotional supports as it moves through midyear benchmarking.

Orser described classroom programs in place — HMH in upper elementary expanded into kindergarten through second grade, Foundations pushed into third grade, Science21, Ready Math and I-Ready — and said the school uses Responsive Classroom practices including morning meetings, a quiet time after lunch and closing circles. "We actually do," Orser said of school culture; "we have so much fun here," she added as she described classroom and community activities.

Orser reported early literacy and math metrics and reading incentives: pre-K through second graders had read roughly 4,700 books in a buildingwide 100-chart initiative, while third through fifth graders had logged about 20,200 chapters in chapter books. On benchmarking, she said midyear ELA proficiency was concentrated in levels three and four (about 49%), with roughly half of students in levels one and two; math showed higher proficiency (about 60% in the top band), though assessment completion was still in process.

To address students needing extra support, Glenham runs six-week rotation instructional support meetings, uses AIS teachers and related-service providers for regular review, and has expanded coaching and tier 2/3 interventions. Orser said the school has added a special education teacher this year and reconfigured special classes to serve small-group needs.

Orser also highlighted student experiences and family engagement: a STEAM fair scheduled for March 26, veteran's day events, partnerships with community groups for garden projects, and an active PTO that sponsors events including a laser light show and trunk-or-treat (estimated attendance 700–800). She noted grants that funded flexible seating and calming 'go boxes' created by school psychologist Mary Angelie Hernandez to support inclusive classroom spaces.

Board members praised the presentation’s clarity on academic goals. The chair singled out the specificity of the fact-fluency and social-emotional learning goals as particularly helpful for understanding progress and planned supports. The board and staff discussed staffing equity across elementary schools and a proposal to add another AIS teacher next year, with budget considerations to be addressed during March and April budget presentations.

The presentation concluded with Orser noting that many facility upgrades — including cubbies and unit ventilators — were near completion and that the school planned continued data review as more students finished benchmark assessments.