[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6527104,"mediaKeyId","3648794-cfd35cd598f11dcbda0e067a30a9dc77","parentId",3648794,"title","Board schedules public hearing on the proposed 2025–26 budget; CFO outlines alignment with student‑outcomes work","audioSeconds",1350,"startMs",10740000,"endMs",12090000,"viewUrl","/Search/View?dp=1&key=3648794-cfd35cd598f11dcbda0e067a30a9dc77&start=10740&end=12090","thumbnailUrl","https://assets.pipeline.soar.com/3648794-cfd35cd598f11dcbda0e067a30a9dc77/thumbnail_10740000.jpg","articleUrl","/articles/6527104/Arizona/Board-schedules-public-hearing-on-the-proposed-202526-budget-CFO-outlines-alignment-with-studentoutcomes-work","mediaUrl","https://secure.pipeline.soar.com/6527104-3dadd0b1f2b362861a7e1354e1cf7df3/orig.mp4?Expires=1770690952&Signature=ROh51YSK88QjOV~GbHWf2Q8XLc7GZ274AcChMDJY9CTjRIbo7exEBv3mMyAlD0b5xA0RLZjNppHYekzuLc75tELYenHTkVG-W0V~dXoSz9JPJX~BA0tkI9fb7yw6Sy~yB-CnXaTOMXA38HJXX3tZMc-9v1f6REPe7JZyY5z7wZ6vHUtvvFt~DQRf7tTb928z2lQ3gUqL-Tc9uOn29oFXH2tJ-L65TRtO5Oa80m-eYGHfbERF653P5tYpwqTNVD5ILMS6sK95hsP-XJ74QhVpZKJemauxSSXU1wcqMfJSp7r1DtF3L2FvSMfjlM3U-rS1YeiZXH9GAzE7ZWY8H~RFKw__&Key-Pair-Id=KUT5TJCACFTXG","author","Creighton Elementary District (4263)","date","2025-06-04T00:59:03Z","article","Creighton School District Chief Financial Officer Miss Shapiro presented the proposed fiscal 2025–26 budget and the board voted to set a public hearing on the proposed budget for June 24, 6 p.m.

Shapiro said the proposed budget is the standard manager’s presentation required by the state and that final state figures and grant allocations were not yet available; the document presented is therefore the district’s best projection pending final state guidance. She described the budget’s organizational structure (program and function codes), explained how instructional, coaching and student‑support costs are coded, and showed how the district allocates dollars to classroom instruction, coach support and student-facing services.

The CFO highlighted several alignment decisions and planned investments tied to the student‑outcomes focused governance framework: increases in content and literacy coaching, a proposed director of student-support and inclusive-practices position, and continued investment in data infrastructure (EduCLIMBER). She said the district is planning bond and capital spending in a way intended to keep the tax rate stable and therefore is not pursuing an additional adjacent‑ways levy this year.

Shapiro also described the district’s fund‑balance planning. The proposed forms include a line-item for the carry‑forward reserve; she said the final carry‑forward amount will be calculated after year‑end close and recommended levels will be discussed in budget committee and presented to the board in a budget revision if needed.

After discussion, the board voted to approve the proposed budget and to call a public hearing on June 24, 2025, at 6 p.m. so community members may offer comments before final adoption.","mediaType","Video","parentTitle","June 2, 2025, Governing Board Meeting","oneSentenceSummary","Creighton’s finance chief presented the proposed 2025–26 budget, emphasized alignment of resources to student‑outcomes priorities and fund‑balance planning, and the board set a public hearing for June 24 to receive public comment before final adoption.","taxTitle","Creighton Elementary District (4263), School Districts, Arizona","taxId",38275,"location","Arizona","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6527109,"Board adopts revised 2022 Danielson framework for teacher evaluations to align with student‑outcomes focus",804,9956000,10760000,"/Search/View?dp=1&key=3648794-cfd35cd598f11dcbda0e067a30a9dc77&start=9956&end=10760","https://assets.pipeline.soar.com/3648794-cfd35cd598f11dcbda0e067a30a9dc77/thumbnail_9956000.jpg","/articles/6527109/Arizona/Board-adopts-revised-2022-Danielson-framework-for-teacher-evaluations-to-align-with-studentoutcomes-focus","https://secure.pipeline.soar.com/6527109-3f3566722fc1b32ebc3c6b3b80f892b1/orig.mp4?Expires=1770690952&Signature=QK5LOoGOhPHepdJCHMi3RREnbrCiTRRGf1FOBOBZEzsf17sc0Hq4ImOyRGowaOIgnv6~zRbwD91VlHt~BMJPsKmxX1ra3dNWxU6OSS7-gzl5qxPR8pKaWYX3s501mexFbTvEhTxs2D-tDaFJgYbFDYqR3AIVEeSFafy-KUXhM-pFBiXcGGCYBNUlLBvDEOXBIcNLndlPvomZtDdfolsjJJc2SoWr-oanI7lAhfhEaClljRvQu2~hS~yPk61CJBEjod~N5mbSuaxPT46f~lkuVSLe4eHS3jvBGaYKMaCsdSy9O94u0nMzmE4zagQ0NpYeRfgHbIBTi7gyDs2lJyCWOQ__&Key-Pair-Id=KUT5TJCACFTXG","The Creighton School District Governing Board voted unanimously on June 17 to adopt the 2022 revision of the Danielson Framework for teacher evaluation and to replace the 2013 version for certified teacher evaluations. The staff recommendation followed a committee review and feedback from principals, teachers and other stakeholders.

District facilitators said the 2022 framework emphasizes student outcomes, equity, student agency and inclusion more explicitly than the earlier version. Martha Hernandez, who participated on the committee, told the board the revised rubric includes clearer, more concrete language for culturally responsive instruction, social‑emotional learning and student ownership, making coaching conversations more growth‑oriented and actionable. Committee feedback and a leadership‑council review gave higher alignment scores to the 2022 rubric when measured against the district’s student outcomes focused governance (SOFG) guardrails.

The board discussion emphasized coaching and professional development. Committee members said the new rubric gives observers and coaches clearer indicators to highlight student voice and engagement, and supports differentiated professional learning.

President Carrillo moved the recommendation to adopt the Danielson 2022 framework for teaching; the motion passed unanimously.","After a multi‑stakeholder review, the Creighton board voted to replace the 2013 Danielson framework with the 2022 revision for certified teacher evaluations, citing stronger alignment with equity, student agency and the district's student‑outcomes governance framework.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6527115,"Board hears disappointing preliminary third-grade ELA results; approves Goal 4 progress update and directs further data review",716,4204000,4920000,"/Search/View?dp=1&key=3648794-cfd35cd598f11dcbda0e067a30a9dc77&start=4204&end=4920","https://assets.pipeline.soar.com/3648794-cfd35cd598f11dcbda0e067a30a9dc77/thumbnail_4204000.jpg","/articles/6527115/Arizona/Board-hears-disappointing-preliminary-third-grade-ELA-results-approves-Goal-4-progress-update-and-directs-further-data-review","https://secure.pipeline.soar.com/6527115-25e0eef5f8ce4c5ae49aa43373264cb2/orig.mp4?Expires=1770690952&Signature=M1MLwpD4gFSzkTZttjJuT82XT~T3nz1idR8MIUtbhbHlG5Pt-kv4gsMTeYlwy2VbROg1PB2BRtNEBL7YmGdSSCQQOUN8XOpoOLUgMJB9iLQl29DlP2VR2npbLPdjDuUJcXNHz~sEp6lEOQaaSQWsO1Ml-i28Kt4Zt~Oy0bKPqY4mxSm8DAfqK7gCW7HgUpCO2YlXUnQRRcDKqH5x5qNmFkpIyvODZ4ZjMupbQCxQWs24CciwisiiJ9QDBYzGABj8qQxIFSQUnKdnZSNSG4LSy4H5QMuj1yxz-dY-l1PZZSgvo-Iqml~J1kZ1GuCsuaRy-Ypvrf1OS9jBVi~ls7z1Yg__&Key-Pair-Id=KUT5TJCACFTXG","Creighton School District staff on June 17 presented the Goal 4 progress monitoring report on third‑grade reading proficiency, showing preliminary results that fell short of the district’s 2025 target and prompting plans to revise predictive interim measures.

Staff said the district’s target under Goal 4 is to increase third‑grade proficiency on the state English‑language arts assessment from 18% (August 2023 baseline) to 41% by August 2028. For the 2024–25 interim, the district reported preliminary AASA results of 12% proficiency (target 22%). District presenters explained that 2025 was the first year the state counted an oral‑reading‑fluency component in the AASA result, which likely affected comparability to prior years.

District staff described interim measures and local screeners used to track progress: the DNA English‑language arts benchmark (district interim measure) and FastBridge reading screeners (used for K–3 and Move On When Reading monitoring). Staff reported improvement on some interim measures: the DNA benchmark increased in‑year (pre to post) and FastBridge kindergarten outcomes exceeded the targeted interim increase (20% achieved vs. 18% target). Presenters said DNA predicted different outcomes this year than prior years and that EduCLIMBER and additional interim measures will be examined by a working team on Thursday to identify more‑predictive measures.

Staff described targeted supports: intervention training, expansion of small‑group instruction, adoption of new intervention materials and a cohort model that provides consultant coaching, substitutes for teacher release, and classroom modeling. The district reported 16 students currently on the state list eligible for possible third‑grade retention; exemptions for EL students with fewer than three years of SEI instruction, students with IEP team decisions and summer‑school growth apply.

Board members pressed staff on predictiveness of screeners and the oral‑reading‑fluency scoring process; staff said the state assessment’s oral‑reading‑fluency portion is scored with speech‑to‑text/AI on the state platform and that Creighton has used digital practice tools with AI scoring in classrooms for practice but is still seeking clarity on scoring details from the state. Staff and board members discussed using student recordings (Seesaw) and coaching cycles so students hear and correct their own oral reading fluency as part of skill development.

Superintendent Mann and curriculum staff said the district will continue a cohort coaching model for literacy with four literacy coaches and a literacy coordinator (separate from language coaches), replicate consultant-supported cohorts (10 teachers next year) and maintain summer classes for students at risk of retention (two sections with eight students per teacher; 14 of 16 students are enrolled at time of report).

After discussion, President Carrillo moved and the board approved the Goal 4 progress monitoring report. Staff will reconvene work on interim measure selection and EduCLIMBER filters and return with refined predictive measures and disaggregated subgroup reporting.","Creighton staff reported preliminary 2025 third‑grade ELA results below targets, described interim measures and screening tools, and presented next steps including EduCLIMBER filters and revised interim measures. The board approved the Goal 4 progress monitoring report.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6527118,"Creighton board endorses language-acquisition progress report; district outlines summer interventions for emerging multilingual students",3098,1132000,4230000,"/Search/View?dp=1&key=3648794-cfd35cd598f11dcbda0e067a30a9dc77&start=1132&end=4230","https://assets.pipeline.soar.com/3648794-cfd35cd598f11dcbda0e067a30a9dc77/thumbnail_1132000.jpg","/articles/6527118/Arizona/Creighton-board-endorses-language-acquisition-progress-report-district-outlines-summer-interventions-for-emerging-multilingual-students","https://secure.pipeline.soar.com/6527118-77e93b65fd48c65e7704634b05305fa4/orig.mp4?Expires=1770690952&Signature=XZE5eKphz3U2UYKajQTmQe-Z5pyEMyh6QL6A8k4fH~Lxy-N8H6~-hWpxpIagN6M8qPfj9bK0uaR8aZnBkvJ~FKkXRTYrxEd-P-lWmd5MMxeiqIsCzEuzK44J0GXv63CvuGimedHXl4BaRbiRKRtgPtLh81Y83BEhWXu5tLEpGA1ZfJPMm6~5gI6vxgNiob74ho6MVMg7vYmW-jafD-JybcQpq05zrWcsuu003-4GIOfYyDAelGIml14Qu1jI8-fChWHmWUze6R8D6OkqcUsXg8E7m2AyhehunI4TPMVsJEevRA0SAdBbcnztuP5NfQSgGR-sD8Wjb5y09jq5F8QfXg__&Key-Pair-Id=KUT5TJCACFTXG","The Creighton School District Governing Board on June 17 approved the Goal 3 progress monitoring report after district staff presented preliminary results from AzELLA testing and an update on programs for emerging multilingual students.

The report, led by Dr. Pambo with coordinator Sarah Beth George presenting classroom- and program-level inputs, showed the district has about 1,500 emerging multilingual students and preliminary AzELLA results for 1,200 of them. The district reported meeting its interim annual target for one measure: “the percent of emerging multilingual students that increase one or more levels on the Azela” with a preliminary 37% result compared with a 31% target for the year. Dr. Pambo cautioned the AzELLA results are preliminary because 300 students enrolled during the year lack last-year test data.

District staff described instructional changes and staffing intended to accelerate growth. Sarah Beth George said the summer plan includes dedicated Language Power curriculum sections for pre‑emergent and emergent learners: “we are using Language Power” and are offering several summer sections driven by data. The district is adding coaching capacity and reorganizing responsibilities: it will have four language-acquisition coaches separate from four literacy coaches and a new language-acquisition coordinator so coaches are less spread thinly.

Presenters outlined how multilingual models are assigned at the school level — dual-language immersion (DLI), a two‑hour SEI model, or pull‑out instruction — and noted staffing constraints make implementation variable by school and by grade. Sarah Beth George said districtwide there are 43 teachers who provide targeted EL-only instruction, 35 who handle both targeted and integrated blocks, and 72 who provide only integrated instruction. She also noted the district was still correcting some enrollment counts in the presentation.

Staff described outreach and family engagement efforts, including SEI family nights and teacher training. For students identified at the pre‑emergent emergent level and with two or fewer years of English instruction, the district is operating a small, districtwide summer school with six classes of about 15 students each, using unit pre/post checks from the Language Power curriculum to monitor progress.

Board members asked for additional disaggregation and tools to track subgroup growth. Dr. Pambo and staff said the district will use EduCLIMBER, a new data platform, to enable filters by subgroup and to permit leaders to examine multilingual learners who also receive special-education services; staff reported roughly 20% of the multilingual learners at the pre‑emergent emergent level are also receiving special-education services. Sarah Beth George said the district is adding a correspondence-language field to enrollment records to better identify families’ translation needs.

After questions, President Carrillo moved to approve the Goal 3 progress monitoring report; the motion passed with unanimous board support.

The approval signals the board’s acceptance of the district’s near-term inputs: summer Language Power sections, expanded coaching capacity, a language-acquisition coordinator position, and implementation-focused training for targeted teachers. Staff said they will return with refined AzELLA static files, corrected school-level counts and updated implementation data after summer sessions conclude.

Board members also asked staff to provide more detailed, disaggregated outcomes for subgroups (including SPED and specific language groups) as EduCLIMBER is deployed and data are refined.","The Creighton Governing Board approved Goal 3 progress monitoring after hearing district staff present preliminary AzELLA and classroom data, summer programming plans and staffing changes intended to accelerate English-language proficiency for emerging multilingual students.","actionData","errors"]

Article not found

Board schedules public hearing on the proposed 2025–26 budget; CFO outlines alignment with student‑outcomes work

Board adopts revised 2022 Danielson framework for teacher evaluations to align with student‑outcomes focus

Board hears disappointing preliminary third-grade ELA results; approves Goal 4 progress update and directs further data review

Creighton board endorses language-acquisition progress report; district outlines summer interventions for emerging multilingual students