TUSD presented data based on state standardized test results to show that this school district is in line with statewide and local trends in terms of losses and gains during the pandemic. However, TUSD still fell short of the statewide proficiency average, and he trailed all but one Tucson district.

Steering committee members agreed that TUSD should focus on improving English language arts (ELA) and mathematics proficiency, but at Tuesday’s meeting, they agreed to set benchmark goals for the next five years. could not agree on

“We’re coming out. We’re trying to get out of this hole,” Halley Freitas, TUSD’s Director of Appraisals and Valuations, told the board. “Our challenge is to find out how much we think we can actually increase and sustain that increase year after year.”

In the 2018-2019 school year, the district demonstrated 33% ELA proficiency among students in grades 3-8. That number dropped to 23% in 2021, and from 2021 he jumped to 27% by the 2022 school year.

In mathematics, TUSD showed 30% proficiency among students in grades 3-8 for the 2018-2019 school year. That dropped by more than half, and in 2021 he dropped to 13%, and in the 2021-2022 school year he increased to 19%.

The most recent state assessment test administered for the 2021-2022 school year was the Arizona Academic Skills Assessment. During that school year, superintendent Gabriel Trujillo said students could opt out of state testing if they wanted.

According to data presented by the school district, TUSD proficiency in ELA and mathematics continues to be the second lowest of any school district in the Tucson metropolitan area over the past five years.

Sunnyside Unified School District was at the bottom of that list, with Catalina Foothills School District at the top, according to charts released by TUSD on Tuesday. We provide services.

According to Freitas, TUSD’s elementary schools lag about 10 percent behind the combined statewide averages for both ELA and math. Middle school is about 15% behind. High schools are about 6% short.

Board member Val Romero said her goal over the next five years is to prioritize bridging the proficiency gap between school districts and statewide.

For example, in third grade, TUSD students demonstrated 29% ELA proficiency, compared to a statewide average of 41%. Mathematically, it was 28% for TUSD and 39% statewide.

In 7th grade, TUSD’s math proficiency was 11%, compared to a statewide average of 27%. For the ELA, these figures were 26% for TUSD and 43% statewide.

Board member Sadie Shaw said, “At this point, we are discouraging our students and that our only job is to educate them, so we can increase these numbers. I hope

Board Chair Ravi Shah agreed that school districts need to focus on increasing student learning, but because the district is addressing more poverty issues than other local school districts, said it was unfair to say that was disappointing the students.

“We go to school and see the impact of poverty and what it means for students,” said Shah. “This is no excuse. I’m not saying just give up and not move on from there.”

He said part of setting new goals also means leaders need to understand how districts can use their resources differently to improve academic performance.

Romero said other local school districts, such as Amphitheater and Flowing Wells, also catered to lower-income groups and still performed better than TUSD.

He started by focusing the school district on the K-2 grade level, setting a strong foundation to help those students demonstrate high proficiency from a young age, rather than helping those students catch up later in life. I proposed to

“Parents don’t want excuses. They want results,” Romero said. “It starts at the base. …I think that’s where we can focus some of that energy to improve these numbers.

Board members Jennifer Eckstrom and Shaw suggested that the district should increase partnerships with community organizations that support ELA and math tutoring and help bring more one-on-one attention to students.

“I would like the board to consider setting high goals, trying new things, emphasizing physical books and one-on-one instruction, and strengthening partnerships with organizations,” Shaw said. rice field.

In response, Trujillo found that strategies such as adding reading interventionists to schools and hiring better teachers have proven effective in achieving the highest learning outcomes in school districts. said there is.

But he added that such a strategy could be costly and beyond district means.

“First, it’s expensive. Second, there’s a shortage of applicants[for teaching positions]which leads to a talent shortage,” says Trujillo. “When there are high teacher vacancies in districts, major grades and schools, it is difficult to overcome.”

Ekstrom and Shaw said they didn’t like the idea of ​​teaching students based on state standardized tests.

“I don’t think it’s the best way for students to learn,” says Eckstrom. “If we’re always talking about test scores, what are we doing to the mental health of these students? I think we need to look at that, too.”

Trujillo pointed out that TUSD has a unique way of measuring success within the district. For example, a 2nd grade student might start reading at the kindergarten level in the classroom and celebrate when they stop reading at the 1st grade level.

“That’s growth. For us, it’s learning,” said Trujillo.

But school districts must follow state mandates, including testing students on Arizona’s Academic Skills Assessment, which plays a big role in how schools are evaluated, he added.

He also said that from his experience talking to other local superintendents, TUSD is the least restrictive district with regards to test instruction.

Trujillo recommended that the Board set a goal of 2-3% annual improvement for a total of 10%-15% proficiency over five years.

Shaw proposed a 5% annual target, but no board members supported it.

“I also think it’s very important to be realistic because you don’t want to just sit here feeling down just because you didn’t hit your goals,” Shah said. “I don’t want goals that are too easy, but I want to set realistic goals that I can actually achieve.”

He added that a 15% improvement in proficiency would have a “huge impact” on students, an achievement that shouldn’t be ignored.

However, after much debate about how to help students succeed and how to measure academic progress, five board members were unable to reach a decision on specific goals to set for the district.

In the meantime, Shah asked district staff to focus on closing the gap between TUSD and statewide proficiency levels.

“I’m looking forward to seeing this item come back in about six months or so. There are some data points there and some gold trends that really confirm that it’s impacting students here. I’m starting to do that,” Shah said. .