Governing board approves progress-monitoring reports as district highlights SIOP training for English learners

The Phoenix Elementary School District governing board on April 22 approved progress-monitoring reports on two interim student-outcome goals, and district staff described recent classroom observations showing greater use of sheltered-instruction strategies for English learners.

Administrators presented results for interim goal 2.3 (classroom strategies supporting academic English development, observed in first and second grades) and interim goal 5.3 (middle-years math and related measures). The board voted to approve the progress-monitoring report for interim goal 2.3 and, later in the meeting, approved the report for interim goal 5.3. Both approvals passed on roll-call votes with the four recorded members voting aye.

District staff said the monitoring focused on observable instructional strategies — specifically scaffolding, purposeful questioning, and interaction/discussion — drawn from the SIOP (Sheltered Instruction Observation Protocol) framework. Miss Gonzales (district language acquisition/assessment staff) and Dr. Lloyd described walk-through observations conducted from December through March.

“Today we're sharing our update for the last few months and the progress that we've made,” staff said, reporting that the share of classrooms observed using the target strategies rose across monitoring rounds. The presentation showed classroom-observation measures moving from an initial baseline to 53% of observed classrooms using the strategies in the most recent round, exceeding the district’s two-year target of 45% for that metric.

Administrators tied higher observed use of SIOP strategies to staff who hold SEI (Structured English Immersion) endorsements. “One of the elements ... is the fact that our teachers who are SEI endorsed or have their SEI endorsement, tend to use the strategies more,” Miss Gonzales said.

The board discussed variation in observation results, and staff noted reasons for fluctuation: different observers, different teachers and lessons, and timing of visits. The district noted a target to increase math proficiency: the board’s math goal seeks to move passing rates on the Arizona Student Assessment (AASA) from 29% in 2024 toward a higher target in 2025; staff said state testing results for the year would be available May 15 and district-level math reporting would follow in July.

Formal actions recorded at the meeting included: a motion to approve the progress-monitoring report for interim goal 2.3 (moved by the chair, seconded by Carmen Trujillo) and a separate motion to approve the report for interim goal 5.3 (moved and seconded likewise). The roll-call votes for both approvals recorded Jessica Bueno, Erica De La Rosa, Carmen Trujillo and Erica LaValle/O'Valle as voting “Aye.”

Board members asked for clarification about SIOP training rollout, site prioritization and how the district will continue monitoring consistency. Staff outlined next steps including continued SEI endorsements, mini–professional development modules for principals, coaching, and a planned summer/fall expansion of training so more teachers receive SIOP-related instruction.

The reports were adopted as part of the “student outcomes focused governance” item; later in the meeting the board approved the consent agenda and conducted routine business. The district’s next monitoring update and state assessment reporting were scheduled for future meetings.