District reports AzELLA gains after state recalibration; 3,659 students reassessed

District staff presented spring 2026 AzELLA (English language learner) reassessment results to the board on May 14, reporting improved outcomes and explaining why scores shifted.

Ms. Mora said the district reassessed 3,659 English learners this spring and reported a marked improvement in proficiency distributions: "we have 24% now proficient," she told the board, adding that 28% registered as intermediate, 34% basic and 14% pre‑emergent. Staff emphasized that the result reflects both instructional gains and a state‑level technical change: ADE conducted a validity study using native English speakers and adjusted cut scores on portions of the assessment (for example, a kindergarten listening cut score moved from 250 to 230), which raised the number of students meeting the proficiency threshold.

Instructional supports and grants: Ms. Mora and Dr. Jaramillo credited district coaching, targeted interventions and data conversations at schools for part of the progress. The district used an Afghan‑focused grant this year to fund 12 targeted language‑instruction positions at higher‑need schools; staff said those positions will not continue in the next school year but that the district worked to embed stronger instructional models while those teachers were in place.

Board questions and technical context: Board members asked for clarification about grade bands and whether ADE's native‑speaker analysis was a new process; Dr. Jaramillo confirmed ADE performed the review statewide last year and that AzELLA uses grade bands (e.g., K; grades 1; grades 2‑3; grades 4‑5; grades 6‑8) with different cut scores by band.

What comes next: Staff said they will continue targeted coaching and monitor reclassification trends; the district noted that without continued grant funding some targeted positions will not be available next year but said they aimed to sustain gains by strengthening site instructional models and coaching.