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Gilbert Public Schools lays out continuous improvement plan, adds culture as top goal
Summary
In a work‑study the district presented a 58‑page update to its District Continuous Improvement Plan, adding 'culture' as a top goal and reporting gains in literacy, math and graduation readiness. Presenters highlighted common unit assessments, advisory/intervention structures, and a projected 95% graduation rate for the coming May cohort.
District leaders presented a detailed update to Gilbert Public Schools’ District Continuous Improvement Plan, describing five goal areas — culture, literacy, math & science, future‑ready graduates, and subgroup/special‑education supports — and outlining actions the district will take to sustain recent gains.
Dr. Ryan said the plan has evolved over two‑and‑a‑half years and that a recent revision elevated culture to the district’s top goal: “Our document’s now grown to 58 pages … and what was missing was fundamentally who we are and that is our culture.” Julie Auster (director of professional growth and development) described three culture priorities: staff onboarding, parent/community experience and the student welcome process for students who enter a campus mid‑year.
On academics, the district highlighted measurable progress tied to common unit assessments (CUAs) and other data work. Presenters noted middle‑of‑year assessment gains in multiple grades across ELA and math, described a 13‑point increase at one middle‑school band and rising proficiency in several cohorts. The district said K–12 ELA and social‑studies CUAs are driving PLC conversations and that mathematics and science CUAs will be implemented systemwide beginning next year.
District leaders described intervention structures — elementary "win time", junior‑high advisory and high‑school advisory/intervention periods — and new student success advisor roles to track online/global‑academy students and support credit recovery. The board was told the district projects a 95% graduation rate for the May cohort based on current on‑track metrics and four‑year plans.
On subgroup work, presenters said they are reducing the share of students scoring minimally proficient, improving EL outcomes on AZELLA, auditing Title I resource use, expanding advanced learning opportunities, and studying elementary resource programs. Special education staff stressed co‑teaching supports, paraprofessional training and dashboards for specialized programs.
Presenters asked for a 45‑day window to adjust strategies following the district impact check and said they will continue periodic reporting to the board and coordinate with PR on public communications.
