Peoria Unified dives into student learning, ELL program work and professional development
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Summary
District leaders used a June 11 study session to report detailed progress on English language learner programming, corrective action exit, plans for textbook resources and a deeper focus on reading and ELA.
Peoria Unified presented a series of substantive instructional briefings June 11 focused on English Language Learners (ELL), professional development strategy and content‑area progress across science, math and English language arts (ELA). Presenters described how curriculum, staffing, assessments and targeted resources are being aligned to accelerate student learning.
The district said it was placed under corrective action by the Arizona Department of Education after a 2023 review found gaps in “targeted” and “integrated” ELL instructional minutes, and that Peoria implemented a corrective action plan, tightened master schedules, trained leaders and improved documentation. The state subsequently conducted monitoring visits and the district reported an “early exit” from corrective action in December 2024.
District staff said data show 64 unique home languages across the system, with Spanish, Arabic and Vietnamese the top non‑English languages. The district presented AZELLA (Arizona’s English language proficiency assessment) as the primary measure and outlined draft KPIs to “increase the efficiency of language acquisition,” including work to adopt a new targeted resource (Learning Power from Teacher Created Materials) aimed at strengthening targeted instruction minutes for language acquisition.
On ELA and reading, staff described K–3 “Move On When Reading” requirements, an early literacy specialist model to support teachers, pilot co‑teacher classroom models for grades 4–5 to shore up literacy instruction, and a planned district program to help teachers earn the state literacy endorsement required by 2028. Staff also described scope, sequence and pacing work, and plans to revisit district adoption choices to ensure a single, aligned approach across grade bands.
Presenters acknowledged gaps in subgroup proficiency (students with disabilities and ELLs) and emphasized ongoing monitoring via STAR, state assessments and local diagnostic tools. District leaders also described planned professional development changes for 2025–26 — including differentiated days for elementary and secondary needs, a clearer taxonomy for PD offerings (training, professional learning, developing future you), and progress monitoring of staff satisfaction and attendance rates.
Board members asked for clear outcome measures and for regular reporting of progress on the KPIs and implementation milestones.
The district provided a more detailed presentation to the board and said it will bring resource recommendations (textbook adoption) and next steps to a future meeting for formal consideration.
