Cataract Elementary reports mid-year reading gains; community tutor credited with student progress

Cataract Elementary leaders told the board they are seeing measurable mid-year gains in reading and behavior after implementing targeted academic interventions and social-emotional learning supports.

Assistant principal Mr. Crisaro and principal Angela Minella described a two-part approach of academic intervention (small-group instruction, after-school supports and enrichment) and social-emotional learning driven by counselors and partner organizations. They said mid-year NWEA and i-Ready data show notable improvements: an enrichment subgroup recorded a 78% rate of "substantial gains," and individual i-Ready improvements of up to 47 points were cited.

Matthew Laurie reviewed discipline trends, reporting multi-year decreases in referrals and suspensions across subgroups and noting that 86% of the school's 510 students have had no disciplinary referrals this year. Presenters emphasized that special-education students are included in these counts and that the school uses targeted interventions for the roughly 14% of students who have received referrals.

The board also heard from Deborah Hicks, a community tutor supported by city community development block grants and described by the district as a pass-through partner. Hicks introduced two students she tutors; one, identified by Lore as Emilio Onyx, told the board that personalized sessions and incentives helped him move up reading levels and that consistent small-group or one-on-one work produced gains.

"Teaching literacy has always been my passion and now my purpose," Hicks said, describing work that reached students two to three times a week and, in some cases, three years of progress. Board members praised the partnership between the school and community organizations and noted the program as an example of cross-sector support for struggling readers.

Presenters cautioned that state accountability labels are generated from single, short-term tests and argued that mid-year growth metrics offer a fuller picture of student progress. They encouraged continued investment in after-school tutoring, attendance initiatives and SEL supports as part of a broader district strategy.