[{"_1":2,"_123":-5,"_124":-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",[32,75,87,99,111],{"_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":56,"_74":56},"mediaId",6547311,"mediaKeyId","3696529-61decc6a8580d04da334843f55948dc6","parentId",3696529,"title","Board reviews preliminary outcomes on ACT growth, AzELa reclassification and rising chronic absenteeism","audioSeconds",604,"startMs",6606000,"endMs",7210000,"viewUrl","/Search/View?dp=1&key=3696529-61decc6a8580d04da334843f55948dc6&start=6606&end=7210","thumbnailUrl","https://assets.pipeline.soar.com/3696529-61decc6a8580d04da334843f55948dc6/thumbnail_6606000.jpg","articleUrl","/articles/6547311/Arizona/Board-reviews-preliminary-outcomes-on-ACT-growth-AzELa-reclassification-and-rising-chronic-absenteeism","mediaUrl","https://secure.pipeline.soar.com/6547311-e98a2c818a68a349f3768191577f98c3/orig.mp4?Expires=1771193084&Signature=YmhktXWhwLNOQNr8Wt2XlCmMMHC4iNW~3wQDCuf14hI3m0DVjtOm~wrTwFeApk9ODA~OtroG3OC2bJ2GwYU-lVKUVr7bPzwQjJQwvUXHpfI-3WZ63Gyg2dU0SPYOqfpE4JngFLy~Mxk5mAUI0c2LuMXmf2rq2sVzL06iR1vEUn1v56S4aUdxVbSQousSLQTsmc8Nlhn8yq9FyVgya0qmbN3qDyE6ai3kPW1kLmhomq15frwM5QWzlTcxDmh0dUf4gPYwnlqawsH5eFZDAAhsw0SZmvHqnDJUflbobbBNkbyJphnw6GD1~74fyIh9JIkclIzYgzFWLeskr78GpBo8TA__&Key-Pair-Id=KUT5TJCACFTXG","author","","date","2025-05-23T03:45:44Z","article","District staff presented preliminary outcomes tied to governing-board goals adopted in October, focusing on (1) student growth on ACT (Aspire-to-ACT predicted growth), (2) English-proficiency (AzELa) reclassification for English learners, and (3) chronic absenteeism.

Highlights from the staff presentation
- ACT (reading and math growth): Staff reported that the district exceeded its overall reading growth goal (from a 7% baseline to 11%), a net increase of 4 percentage points, and exceeded the math goal by 6 percentage points districtwide. Disaggregated goals for Black/African American and Native American cohorts showed gains but in some cases fell short of the specific 5% subgroup targets (for example, Black/African American students increased by 4% on one goal where 5% was the target). Staff emphasized that cohort mobility (students entering and leaving the district) complicates longitudinal comparisons.

- AzELa (English-proficiency reclassification): Of roughly 4,793 EL students reported as eligible for AzELa reassessment this year, staff said 3,817 were tested and 556 students reclassified to proficiency — a 15% reclassification rate for the tested cohort. Staff noted the district did not meet the board’s stated goal of a 5-percentage-point increase in AzELa proficiency from the baseline.

- Chronic absenteeism: Staff said chronic absenteeism (defined as missing 10% of the school year or 18 full school days) increased districtwide by roughly 4 percentage points for the year. A small number of campuses reduced rates; Wilson College Prep reduced its chronic absenteeism rate by 7 percentage points and a few other campuses showed modest improvement. Staff described a range of strategies — automated absence reporting, ParentSquare messaging, targeted campus protocols and interventions — to be rolled out over the summer.

Context and next steps
- Enrollment and mobility: Presenters stressed that cohort mobility reduces the number of students with two data points (freshman Aspire and junior ACT) and complicates growth calculations. The class of 2025 was cited as an example, starting with more than 6,400 students in freshman year and ending with about 5,151.

- Staff follow-up: The district said it will continue to refine practices, engage campus leaders and roll out an attendance campaign and automated family notifications over the summer. The board and superintendent discussed staging future community input and teacher feedback, particularly on EL goals and supports.

What the record does not show
- Final, verified proficiency or longitudinal cohort calculations from the state; staff flagged that some data (for example, CCRI and AP/IB outcomes) remain pending.","mediaType","Video","parentTitle","PXU Governing Board Meeting - June 5, 2025","oneSentenceSummary","District staff reported preliminary results on June 5 showing gains in students exceeding predicted ACT scores, a 15% AzELa reclassification rate among tested EL students, and a districtwide increase in chronic absenteeism.","taxTitle","Phoenix Union High School District (4286), School Districts, Arizona","taxId",13619,"location","Arizona","headline","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6547321,"Teachers and parents urge district to reconsider proposed English-language program changes; staff say model responds to staffing constraints",2292,4348000,6640000,"/Search/View?dp=1&key=3696529-61decc6a8580d04da334843f55948dc6&start=4348&end=6640","https://assets.pipeline.soar.com/3696529-61decc6a8580d04da334843f55948dc6/thumbnail_4348000.jpg","/articles/6547321/Arizona/Teachers-and-parents-urge-district-to-reconsider-proposed-English-language-program-changes-staff-say-model-responds-to-staffing-constraints","https://secure.pipeline.soar.com/6547321-617362380f48e10d1edffd51f3d0e546/orig.mp4?Expires=1771193084&Signature=TgPZ7LXxQjbx8-p2Ao6z56UNVuX5YC6p7m2cpyk1VViVK9WtG0JjKINBm1NK7FIWZ8bQ4lspddpF2fjlw~GePGBFS1~kyRm~rCl0ZpoWUY5izshoEhirUg10sLUDQHvSMww4b2VmU39LdLQVgmBW8yO5Z-h-QqZU42dy6SseNKEKNMv-dZW7vMT855WLDWzTXwOl7Fvyyr3wF5k8zQ1jLlZ8E5PX544o2shvuoHaM8QmrQ~fVpkH-90owTDbBEtEj01eYn11JgqA44CJq~pQnBStxhPNx53x~dr7CLpij9fyOluZ-N5jFa5MDLg-yJljyJ7VBwkfdB4B9XwU7isEGQ__&Key-Pair-Id=KUT5TJCACFTXG","Multiple Phoenix Union educators and parents urged the governing board on June 5 to reconsider a proposed change to the district’s English language development (ELD) scheduling model, saying the change would reduce in-school supports for the district’s most vulnerable English learners.

Brielle Guisman, an EL educator with five years in the district, told the board the proposed model would shift students repeating the pre-emergent level to receive only a two-hour ELD block and otherwise place them in mainstream classes without embedded language support. She said the district intends to document compensatory services in a written individual compensatory plan (WICP) and deliver additional help after school, on Saturdays and in summer school. Guisman said relying on out-of-school compensatory time for large numbers of students would be “negligent” and argued that WICPs are intended for individual exceptions, not systemwide shortcuts.

ELD teacher Hannah Peck said her school had previously allowed a teacher who directed racially abusive language toward students to return to the classroom and urged the board to protect students from repeat exposure to racial abuse. That comment framed broader concerns from educators about program design, staffing and student safety.

District staff presented related performance data at the meeting (see separate article on board goals). Staff said about 4,793 students are in the district’s EL program and that 3,817 EL students were tested on the AzELa this year; 556 students reclassified to proficiency on this testing (a 15% reclassification rate). Staff emphasized the complex composition of the EL student population and that many students arrive with significant academic gaps and varying language backgrounds.

What the presenters asked: Educators urged the board to: (1) reconsider a scheduling model that reduces in-school language supports for repeating pre-emergent students; (2) consult teachers in program design; and (3) avoid relying on after-school or summer compensatory services as the primary remedy for in-class deficits.

District response and follow-up: Staff described the proposed model as a response to teacher shortages and said the district is pursuing differentiated supports for campuses with high numbers of students at the lowest proficiency levels. Clerk Oliver later asked the superintendent to review a specific ELD teacher placement at Alhambra High School and to report back to the board. The board asked staff to conduct broader stakeholder outreach on ELD models and to bring teacher input into any revised plans.

Clarifying figures from staff presentation
- Total EL students eligible for AzELa reassessment cited by staff: 4,793.
- Students tested this year (AzELa): 3,817.
- Students reclassified to proficiency this year: 556 (reported 15% reclassification rate for this tested cohort).

What the record does not show
- The transcript documents concerns and the district’s stated rationale (staffing constraints) but does not show formal board action changing the ELD model at this meeting. Any change would require additional board action after staff and stakeholder review.","Educators and parents urged the Phoenix Union governing board on June 5 to reconsider a proposed English language development scheduling model that would reduce in-school language supports for repeating pre-emergent students and instead lean on compensatory out-of-school interventions.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":91,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6547331,"Governing board approves budget, calendars and multiple policy updates; several routine motions carried",714,10426000,11140000,"/Search/View?dp=1&key=3696529-61decc6a8580d04da334843f55948dc6&start=10426&end=11140","https://assets.pipeline.soar.com/3696529-61decc6a8580d04da334843f55948dc6/thumbnail_10426000.jpg","/articles/6547331/Arizona/Governing-board-approves-budget-calendars-and-multiple-policy-updates-several-routine-motions-carried","https://secure.pipeline.soar.com/6547331-b91a6c77efbe3746c397f49bce65b263/orig.mp4?Expires=1771193084&Signature=hG3jt10cUIeL38RIjEkdUmJ8PpJXTKyA0CasslXQaMF3U1ur96sRWq2I18T-lQOzl5R~dJY0sDpEdlkcTT6UTC1yIPENhE6llt-tDo0k47A~LKHBpD3dDxaSeBnWXStgdtp7CLEXOtpeCaTwP0m2YMF9QKSldxeoO6LHDTLWAbZb-S1NyOcbEWkYr97uqj0I5a81hLl4dFS09WFmtA2HfoFANh90T5QW09gCo8lYwa2ip7elBAo7FFQz3WDgeGFcE9EO3fWnT9l1RTUvvk6xPGq3HxrEWYtnoG7mCfqoXSoznCw5O~oltYNaY9Rn40up2qTI1JnIHYc-DOC6eN4ZCA__&Key-Pair-Id=KUT5TJCACFTXG","The Phoenix Union High School District governing board on June 5 approved the district's proposed 2025–26 expenditure budget and carried a package of consent and policy items, including new calendars and policy revisions tied to recent state law changes.

The board approved the proposed expenditure budget after a presentation by Chief Financial Officer Doctor De Alba outlining state funding uncertainty, enrollment declines and a recommended mix of budget reductions and one-time reserves. The board also approved district calendars for multiple school years, adopted updated student-medicine and student-records policies, and carried several consent-agenda contracts and appointments.

Why it matters: The adopted proposed budget sets the district's spending framework as state funding remains unsettled and enrollment declines continue to reduce state formula funding. Policy updates implement recent state statutory changes affecting student records, mandatory reporting, and medication on campus.

Key actions and next steps
- Proposed 2025–26 expenditure budget: Approved. Doctor De Alba presented background on projected ADM (average daily membership), enrollment trends, and a proposed M&O budget of roughly $389 million that embeds a $55 million desegregation allocation. The district scheduled the required Truth-in-Taxation/budget hearing and final adoption meeting for June 17. The budget presentation noted an estimated statewide shortfall and that the district will use reserves and reductions to maintain fiscal balance. (Provenance: budget presentation and motion, transcript lines beginning at 10426.399 through adoption at 11134.845.)

- Calendars for 2027–2032: Approved with board direction to continue community outreach on fall-break/Indigenous Peoples' Day alignment. (Provenance: calendar discussion at 10305.23–10375.18.)

- Policy updates and first/second readings: The board approved multiple policy revisions required by recent legislation, including policies on student medications (second reading/adoption), student records, and child-abuse mandatory reporting (first readings/adopted on first read where noted). The policies reflect new statutory definitions and reporting duties. (Provenance: policy discussions and votes clustered at 11806–12500.)

- Consent agenda and contract items: The board approved the consent agenda after pulling items 11gg and 11mm for separate votes; both pulled items were later approved after recusal and abstention disclosures were recorded. (Provenance: consent agenda and pulled items, 5550.955–5679.42.)

- Delegate to ASBA Delegate Assembly: Board member Pastor Rivera was appointed as the district delegate for the Arizona School Boards Association assembly in September; board members submitted top-five advocacy priorities to guide the delegate. (Provenance: nomination and appointment, 11143.25–11321.47.)

What the record shows and what it does not
- The board passed the proposed expenditure budget and scheduled the statutorily required public hearings before final adoption. Doctor De Alba presented enrollment and funding context and the board approved the document as the district’s proposed spending plan. The transcript records the motion, second and a roll-call audio indicating passage; the verbatim yes/no counts were not recorded in the transcript excerpt provided here. The budget presentation quoted specific figures (ADM used for the budget, number of students tested for AzELa in other agenda items, and the M&O budget amount) and those figures are cited above where reported by staff.

- Several policy changes reflect new state law; the board moved some items on an expedited timeline so schools can incorporate the changes into handbooks for fall. The transcript shows board discussion and staff comments that training for staff and board members will follow.

Looking ahead: The budget will return for final adoption after advertised hearings on June 17. Staff will implement policy changes and provide training where required (for example, mandatory child-abuse reporting training for board members and staff).","The Phoenix Union High School District governing board on June 5 approved the district's proposed 2025–26 expenditure budget and carried a package of consent and policy items, including updated calendars and student-safety policies.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6547326,"Governing board approves 4% base pay increase for superintendent, forms subcommittee on future performance-based pay",39,1932000,1971000,"/Search/View?dp=1&key=3696529-61decc6a8580d04da334843f55948dc6&start=1932&end=1971","https://assets.pipeline.soar.com/3696529-61decc6a8580d04da334843f55948dc6/thumbnail_1932000.jpg","/articles/6547326/Arizona/Governing-board-approves-4-base-pay-increase-for-superintendent-forms-subcommittee-on-future-performance-based-pay","https://secure.pipeline.soar.com/6547326-a8dcf31864a772641515859be09d7602/orig.mp4?Expires=1771193084&Signature=jyDfgJw6jWaUg8ynYhBlcdzEkEoceA6PUtphgCMDTeQbMf-ap7yGfWspqVHUsaijpTsLSSoOmHiiHA99JCJTCc2KTat4QvdfRufX5wJeq-zbcxCs-wLdBJLJyAl15glug8OVPeDxoSYFS2nzz9wSh-Xpner1~tpYjPLuWqJ6KSRpF5zS7bwAHf2ASO3g0Dw-zZ9Y1K5j53b08HwLQw~kSLj1eh5RZRUV0jqhfIaTuADUkrIoDKckOlA4oYjcROd2dx1aVssU~AZvvk~4PHeUzg1~~ghED7vjKr~0d9D54CXzhEolRF1JskhjO4I0NfHzz4YJDihVsWDI7D2rF5I6mA__&Key-Pair-Id=KUT5TJCACFTXG","The Phoenix Union High School District governing board on June 5 approved a 4% base increase to the superintendent’s salary for the 2025–26 school year and directed the formation of a board subcommittee to study a performance-based compensation plan for 2026–27.

Representative Marquez moved the pay increase; Clerk Oliver seconded the motion. The motion carried with one recorded “nay.” The board also instructed staff to create a subcommittee to develop recommendations for a performance-linked compensation plan to present to the full board.

Why it matters: Compensation for the superintendent is a routine but visible board decision that affects district labor negotiations, budget planning and public expectations for accountability. The board’s additional direction to form a subcommittee signals interest in tying future pay decisions to measurable performance outcomes.

What the record shows: The motion as read at the meeting proposed a 4% base increase for 2025–26 and creation of a subcommittee to study a performance-based compensation plan for 2026–27 and to provide recommendations to the board. The transcript records the motion by Representative Marquez and the second by Clerk Oliver, followed by an aye vote and one recorded nay; the transcript does not enumerate individual yes-vote counts.

Next steps: The subcommittee will study performance-based compensation design and return with recommendations; timeline and membership were not specified on the record and will be set by the board.","The Phoenix Union governing board voted to raise the superintendent’s base salary by 4% for 2025–26 and to create a subcommittee to study a performance-based compensation plan for 2026–27.",{"_33":112,"_35":36,"_37":38,"_39":113,"_41":114,"_43":115,"_45":116,"_47":117,"_49":118,"_51":119,"_53":120,"_55":56,"_57":58,"_59":121,"_61":62,"_63":64,"_65":122,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6547316,"Students and staff urge board to retain Maryville dance teacher after surplus placement; teacher cites medical accommodations",378,2375000,2753000,"/Search/View?dp=1&key=3696529-61decc6a8580d04da334843f55948dc6&start=2375&end=2753","https://assets.pipeline.soar.com/3696529-61decc6a8580d04da334843f55948dc6/thumbnail_2375000.jpg","/articles/6547316/Arizona/Students-and-staff-urge-board-to-retain-Maryville-dance-teacher-after-surplus-placement-teacher-cites-medical-accommodations","https://secure.pipeline.soar.com/6547316-02162436d0503b70b26a745f6c2cd1a9/orig.mp4?Expires=1771193084&Signature=kyvOHzxAZUv1mFRRTrTMQ-ZYlJvuYzCBTi0a3CAbF0kEI8EojWaktOmMe7zfoIrnBTijlhHcGlp8g50Yq3p47BbSMeQrW1K~6XN1ZaVpC9ryTsSkQAPPbuk14m-3eaJfifO8BDjfPhphLOcTRbbVOQLJJxVEKgfZwLuGHiPJ0acYRw7Kw-Ku4ZFo2sS5PIjVS-p8VM2d1NRAHtXJUFHmkjitaay3ZmN7lpztKtG-RFWYSOwnOi9XXv4TBp5X6RKgkjetYUxVmplvN121BzO9qvwqyAUK1TV8Z9h9NXgYtCqrUuTBVc1hcRu-iXT0kBtCVMOLZNpZBq6ApcrOSYlxhQ__&Key-Pair-Id=KUT5TJCACFTXG","Several Maryville High School students, parents and a long-time dance teacher told the Phoenix Union governing board on June 5 that transferring the school’s performing-arts dance teacher would harm students and the program.

Students Danette Rivera Robles, Stephanie Valdez, Yaelene Lopez Garcia and Valerie Dawn Bridal described the dance program as transformational and urged the board to keep “Miss Williams” at Maryville. They said the program fosters confidence, teamwork and opportunities; one student said the program is the reason she will compete in Las Vegas in two weeks.

Stacy Williams, who said she has taught dance at Maryville for 22 years, told the board she has narcolepsy and had submitted ADA accommodation paperwork in January after being told she needed to formalize medical documentation following a surplus decision earlier in the school year. Williams said one accommodation is a short commute; she lives close to Maryville to limit driving time and said she would not be able to accept a transfer to Camelback High School because the commute would be too difficult given her medical needs.

Williams said the surplus designation stemmed in part from class-assignment issues: 37 students who requested dance were redirected to other electives earlier in the year, which reduced the dance class enrollment and triggered the surplus review. She said she complied with the district’s request to file documentation from her sleep specialist and that she had not received final ADA confirmation by March or April when staffing changes were being processed.

What the presenters asked: Commenters asked the board to reconsider removing Williams from Maryville, to revisit surplus and placement decisions that rely on class-assignment counts, and to ensure ADA accommodation requests are handled in a timely manner.

What the record shows and does not show: The transcript records these public comments and Williams’s description of her medical condition and timeline for accommodation paperwork. The board did not take an immediate action on the speaker requests during the meeting; Clerk Oliver later asked the superintendent to look into a separate ELD teacher matter and to report back, but no comparable formal direction about the dance position was recorded on the transcript.

Clarifying details from speakers
- Williams said 37 students had requested dance this past year but were assigned to other electives, which contributed to a surplus determination at Maryville.
- Williams described an ADA accommodation that includes a short commute; she submitted documentation from a sleep specialist in January and said she had not received a final ADA determination by March/April.

Next steps: Public commenters asked the board to intervene or direct staff to review placement and surplus determinations; the transcript does not record an explicit board direction on the dance staffing question at this meeting.","Multiple students, parents and the dance teacher at Maryville High School urged the Phoenix Union board to reconsider moving teacher Stacy Williams after her position was affected by a surplus process. Williams said she had documented ADA accommodations pending and cited 37 students who requested dance this past year.","actionData","errors"]

Article not found

Board reviews preliminary outcomes on ACT growth, AzELa reclassification and rising chronic absenteeism

Teachers and parents urge district to reconsider proposed English-language program changes; staff say model responds to staffing constraints

Governing board approves budget, calendars and multiple policy updates; several routine motions carried

Governing board approves 4% base pay increase for superintendent, forms subcommittee on future performance-based pay

Students and staff urge board to retain Maryville dance teacher after surplus placement; teacher cites medical accommodations