Creighton board adopts SOFG progress reports; district highlights early math gains and gaps for Black students

The Creighton Elementary District governing board adopted two progress-monitoring reports and a guardrail progress report tied to the district’s Student Outcomes Focused Governance (SOFG) framework and discussed early data, instructional changes and targeted next steps.

At the meeting district administrators described Goal 1 (reduce the percentage of 8th graders scoring minimally proficient in AASA math from 73% in August 2023 toward a 48% target by August 2028) and Goal 2 (increase the percent of Black 8th-grade students scoring proficient on AASA math from 0% in August 2023 toward 28% by August 2028). The board adopted Goal 1 Progress Monitoring Report 2 and Goal 2 Progress Monitoring Report 2 by voice votes; members also approved Guardrail 1 progress monitoring (student social-emotional health/wellness).

What the data show: Dr. Dupin summarized Goal 1 results and interim measures, describing the district’s two assessment streams — the state AASA and the local DNA benchmarking for interim checks. He told the board the October interim benchmark (Interim Benchmark 1) showed the current 8th-grade cohort at 95% minimal proficiency on the DNA interim measure, a modest improvement from prior interim levels of 97% in previous years. Dr. Dupin said that while it is early to call a trend, the district sees a modest positive signal and named Papago (–7%), Gateway (–4%) and Loma Linda (–1%) as campuses showing relative decreases at the interim stage.

District staff cautioned that the DNA interim measures are taken before students have seen the full set of standards, and that the state may change the structure of standards and assessments in future years — any such change could require recalibration of targets and cut scores. The district said the next major data point will be Interim Benchmark 2, scheduled after winter break, and staff moved the leadership seminar earlier in January so leaders can act on fresh data sooner.

Coaching, curriculum and classroom practice: Presenters said the district has expanded its math coaching team and professional development. Marie Twist (math coordinator) and the coaching team reported learning-walk data showing improvements between Q1 and Q2 in use of learning targets and success criteria, and that all 5th- and 8th-grade math teachers now work with a coach. The district also reported an uptick in teacher participation in a multi-year math-cadre professional-development program and a partnership with the Arizona Department of Education math specialists to provide manipulatives and classroom coaching.

Staff warned of two persistent issues: (1) pacing drift — several classrooms are behind the district pacing calendar, which risks cascading delays later in the year; and (2) new-teacher supply — many 5th- and 8th-grade math teachers are new to the district or the profession, increasing demand for coaching and mentor support. Coaches said they are helping teachers re-prioritize units, model lessons, plan with manipulatives, and run collegial-observation cycles.

Goal 2 and subgroup focus: The district noted Goal 2 addresses a very small cohort (29 Black 8th-grade students who took both pretest and interim benchmark 1). While proficiency remained at 0% for the subgroup in the interim data, staff reported that 13 of the 29 students showed measurable growth from pretest to Interim Benchmark 1 on the DNA scale. District leaders said they will analyze whether observed growth is substantive (magnitude of percent-score change) and will track individual students closely with targeted interventions, including combining math-differentiation strategies with supports for emerging multilingual students (many of the students in the subgroup are emerging multilinguals).

Guardrail 1 (social-emotional health): The district presented Panorama survey data and a new Listen for Good family-survey rollout used by the Family Resource Center. Staff cautioned that Panorama’s vocabulary and length may suppress participation, and that parental consent rules limit student survey response rates. The district plans to streamline/target questions, expand communication to families, and use the family-survey feedback loop to guide service improvements.

Board action and next steps: For all three reports the board adopted the monitoring reports as presented and directed staff to proceed with the planned coaching, curriculum-support, and targeted monitoring steps. Staff said they will return with Interim Benchmark 2 results in January and continue refining coaching and curriculum strategies to close gaps.

Selected quote: "Goal 1 is focused on decreasing minimal proficiency in mathematics for all 8th grade students," said Dr. Dupin during the presentation.

Why it matters: The SOFG monitoring adopts an outcomes-first frame — the district is emphasizing measurement of student learning and then adjusting adult supports (coaching, curriculum pacing, and targeted interventions) to move those outcomes. The board’s approvals move the district to an implementation phase where coaching time, curriculum fidelity, and targeted supports for identified subgroups will be the focal levers.