Phoenix Elementary School District reports mixed gains in early- and middle-school math; board approves progress reports
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Summary
The board approved progress-monitoring reports for interim goals on early-childhood and middle-school mathematics after district staff presented benchmark results, interventions and professional learning work.
The Phoenix Elementary School District Governing Board on Wednesday reviewed interim progress toward student-outcomes-focused goals for early elementary and middle-years mathematics and voted to approve the district's progress-monitoring reports.
Superintendent and curriculum staff presented interim goal 2 (early grades mathematics) and interim goal 5 (middle-years mathematics) followed by questions from board members. The district highlighted benchmarks from selected focus schools, described interventions being provided and presented on professional learning for teachers.
For interim goal 2 (early grades), the district reported that the selected focus schools (Dunbar, Emerson and Lowell) showed no net change in the percentage of first-graders performing on grade level in the winter benchmark compared with the prior winter; the winter figure remained at 10% for the first-grade cohort in the focus schools. Second-grade performance in the same focus schools improved from 6% last winter to 13% this winter, meeting the interim target for that cohort.
Curriculum staff and consultants said the district's approach includes I-Ready diagnostic assessments, small-group instruction, hands-on manipulatives, increased use of math language (reading/writing within math), and targeted coaching for teachers. Susan Brown, the district math specialist, described school-level planning tools used to form targeted small groups and to identify prerequisite standards for instruction. Presenters cautioned the board that some subgroup sample sizes are small and percent changes may reflect small absolute numbers (the first-grade focus group was reported as 77 students total across the three schools).
For interim goal 5 (middle-years mathematics), the district presented cohort-tracking for students now in fifth and sixth grades from previously selected focus schools (Capitol and Herrera and others). Presenters reported mixed results: some schools and cohorts made gains while others remained below interim targets. The district noted that for some cohorts the percent on grade level declined (for example, a 5th grade cohort target of 22% with an actual of 14% reported for one combined focus group). The district said that some subgroups, including students receiving special education (Exceptional Student Services) and emergent bilingual students, continue to show persistent gaps.
To address gaps at both early and middle grades the district described investments in professional learning with I-Ready consultants, small-group instruction, MyPath individualized learning and an “I-Ready Pro” condensed pathway for older students far below grade level. The district also described “pivot points” and plans for additional targeted supports in the second half of the year.
After discussion the board moved to approve the progress-monitoring report for interim goal 2 and later approved the report for interim goal 5 by roll-call votes. The motions to approve were seconded and passed by majority roll call; the minutes record the ayes and nays for each vote.
