Phoenix Elementary board approves progress monitoring reports on early literacy and middle‑grade reading and affirms superintendent guardrail on family service

The Phoenix Elementary School District Governing Board on April 20, 2025, voted to approve progress monitoring reports for interim goals on early literacy (Goals 1.1 and 1.2) and for middle‑grade reading (Goals 4.1 and 4.2), and it approved the superintendent’s guardrail number 2, a district customer‑service and family‑engagement initiative.

Superintendent Dr. Gonzales and instructional leaders presented data showing modest gains and notable gaps. For first grade in the district’s focus schools (Bethune, Edison and Heard), the district reported an increase from 30% to 32% of students “on track” in reading on winter benchmarks; the target for that interim step was 35%. The district changed its benchmark instrument for some grades this year — moving from Aimsweb Plus to i‑Ready — which staff said affects comparisons and requires a calibration period.

District leaders said they are emphasizing small‑group instruction, foundational literacy coaches at focus sites, and teacher professional learning in LETRS (language and literacy training). Dr. Lloyd, director of assessment and curriculum, said the first‑grade group showed “slight progress” but remained under the district target. For second grade the percentage on track remained at about 26% compared with last year.

On middle grades, staff reported mixed results among cohorts. A focus cohort in fifth grade at Garfield and Whittier showed declines in the share achieving grade‑level benchmarks over three years (district presenters noted a fall from roughly one‑third to 9% for that cohort), prompting new emphasis on middle‑grade literacy interventions. The district said it is now offering training on strategies for “middle‑grade striving readers,” targeted interventions for multisyllabic words, and additional coaching for teachers. The district reported it met its overall sixth‑grade target as a district (22% on grade level) but noted continued subgroup gaps for students receiving special‑education services and long‑term English learners.

On superintendent guardrail number 2 — intended to improve family experience and customer service at school and district front offices — staff described a “theory of action” that includes training front‑office staff and Family and Community Engagement Specialists (FACES), creating family literacy events and parent academies, and using regular audits and surveys to track improvement. Staff said some family engagement programming and trainer‑of‑trainer sessions (All In Ed Parent Academy; Southwest Behavioral cohorts) were delayed this year by procurement timelines and reductions in federal funding; district leaders said sustaining FACES positions as federal dollars phase out is an active budget question.

Votes at a glance - Adopt agenda with community communications moved earlier (board approved amendment; roll call recorded 3 yes, 1 no). - Approve progress monitoring report for interim goals 1.1 and 1.2 (first/second grade benchmarks): motion passed, roll call recorded unanimous aye votes from board members present. - Approve progress monitoring report for interim goals 4.1 and 4.2 (fifth/sixth grade cohorts): motion passed, roll call recorded unanimous aye votes. - Approve superintendent guardrail number 2 progress monitoring report (customer service / family engagement): motion passed, roll call recorded unanimous aye votes. - Authorize district representatives to reject a settlement offer after executive session: motion passed by roll call (unanimous among voting members present). - Approve consent agenda: motion passed by roll call (unanimous among voting members present).

District presenters emphasized that winter is a midyear “halftime” that allows instructional adjustments; leaders said teachers are already using weekly assessments and collaborative team meetings to refine instruction. Board members pressed for clarity about data disaggregation by subgroup and for sustained supports for long‑term English learners and students with disabilities.

Ending: Board members approved the reports and directed continued monitoring and school‑level supports; district staff said they will return with further updates and with implementation plans for the interventions described, while also noting budget uncertainty for family‑engagement roles once federal funds end.