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District reports strong AZELLA reassessment gains; Jefferson and Field principals credit targeted supports
Summary
District staff told the board AZELLA reclassification rose to about 26% after state cut‑score changes and local instructional models; principals from Jefferson and Field highlighted teacher training, scheduling, and targeted interventions as drivers of growth.
Mesa Public Schools presented district AZELLA reassessment results and school strategies during the meeting’s informational segment. The district’s assessment leader explained that the Arizona state department adjusted cut scores after native‑speaker psychometric testing, which lowered the proficiency threshold; Mesa nevertheless reported meaningful local gains and said supports contributed to higher reclassification rates.
Dr. Glassmire said districtwide reclassification rose to roughly 26% this year and emphasized that students remain monitored for two years after reclassification. He noted approximately 48.7% of English learners increased one proficiency level and 12.1% increased two levels from placement to reassessment, with a smaller share rising three levels.
Jefferson Elementary Principal Gerard Hernandez told the board Jefferson recorded a 37% ELD proficiency rate and described aligned practices: summertime Quality Teaching English Learners training, a literacy emphasis prioritizing vocabulary/fluency/writing, two ELD‑certified teachers providing targeted support, collaboration among ELD, special education and general education, instructional coaches and data‑driven decision making. Hernandez said even without the state cut‑score changes, Jefferson would have shown significant gains.
Field Elementary Principal Michelle Hall described master‑scheduling changes that keep students in core instruction while creating targeted ELD pull‑outs and tiered supports. Hall highlighted professional learning communities (PLCs), instructional coaching, and an intentional schedule that ensures students receive both core content and ELD targeted time without missing critical instruction.
Board members asked about family literacy, how specials (art/PE/library) support language development, and whether interventionists and Title I funds contributed to gains. Staff and principals responded that family literacy equips parents to support language at home; specials are leveraged for academic vocabulary and discourse; reading and math interventionists (Title I funded) and regular PLC data reviews support targeted instruction.
No board action was required; presenters said they will continue to monitor progress and explore replication of practices across campuses.
