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Gilbert Elementary reports measurable gains in ELA, math and science after PLCs
Summary
Principal Stephanie Rosbach told the board that Gilbert moved above the Washington school improvement threshold after implementing PLCs, showing gains (ELA 30%→40%, math 17%→38%, science 33%→55%) and improved multilingual‑learner outcomes using WIDA/GLAD strategies.
Principal Stephanie Rosbach presented Gilbert Elementary’s school-improvement progress at the Jan. 5 Yakima School Board meeting, citing multi-year gains across grade-level assessments and targeted supports for multilingual learners and students with disabilities.
Rosbach said Gilbert adopted professional learning communities (PLCs) and schoolwide strategies (PBIS, small‑group interventions and math‑fluency instruction), and reported proficiency gains: reading (SBA ELA) from about 30% to 40%, math from about 17% to 38%, and science from about 33% to 55% across the measured cohorts. "We have gone from 30% passing to 40% passing [ELA]," Rosbach said, and described comparable growth in math and science.
Rosbach credited collaborative professional learning, targeted small‑group work and the adoption of WIDA and GLAD instructional strategies for multilingual learners. She noted the school’s dual-language kindergarten and said the WIDA assessment pass rate for multilingual students increased year over year.
Teachers’ work on math fluency and common formative assessments were highlighted as drivers of improvement. Rosbach said staff use data teams and instructional leadership structures to refine unit plans and interventions.
Board members congratulated Gilbert’s staff for moving above the Washington School Improvement Framework (WISF) identification threshold and for sustained implementation of PLCs. The board scheduled a brief school tour during the meeting so members could see classroom practice in person.
Rosbach closed by noting continued priorities: refining unit plans, expanding targeted supports, and maintaining collaborative structures that support multilingual learners and students with disabilities.
