CAN 
US/Global
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Evidence of Excellence
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Evidence of Excellence
Glendale Elementary School District
GLENDALE, ARIZONA
Demographics
Glendale Elementary School District in Glendale, Arizona, serves over 8,500 students across 13 schools and 1 preschool in a large suburban setting. The community surrounding the district exhibits signicant socioeconomic diversity, with a high percentage of students qualifying for free or reduced lunch programs. According to the district website, the school’s mission is to foster an environment of academic excellence through innovative learning and build tomorrow’s socially responsible leaders.
8,858 Students | 14 Schools
- 69% Free or reduced lunch
- 31.1% English learners
- 11.8% Students with special needs
Glendale Elementary School District's Challenge
Glendale faced a series of significant challenges during the COVID-19 pandemic. As in virtually every district during this time, the pandemic severely disrupted student learning, leaving gaps in achievement and making it difficult for educators to bring their students to the next level. Additionally, teacher shortages posed an obstacle with a decline in certified staff. These issues led to inconsistent instruction and a lack of structured support for both educators and students.
In response to these challenges, Superintendent Cindy Segotta-Jones and district leaders sought a way to ensure that every student had access to high-quality instruction, regardless of their starting point. The key was creating a culture where teachers could collaborate effectively and use data-driven strategies to support student learning.
Implementation
“We are here to educate children regardless of what we are dealt with. It’s our responsibility; we owe that to our students.”
As assistant superintendent, Cindy supported early efforts to implement Professional Learning Communities (PLC) at Work®. After becoming superintendent, she partnered with Solution Tree to strengthen the work, ensuring greater fidelity and allowing the PLC to thrive. She and her leadership team guided teachers and leaders within the district to attend institutes, summits, and professional development events focused on assessment, collaborative teams, and ELL instruction. Through these experiences, the district became even more aware of the power of PLCs and how they could transform schools.
“When you look at collaborative teams at grade levels, no one is left isolated. When you function with collaboration, it strengthens everyone,” Cindy shared.
Glendale Elementary School District ensured that professional learning was not a one-time event, but an ongoing, embedded practice through professional development. This allowed teachers to engage in meaningful training that directly impacted their daily instruction.
The district embraced best practices to build a strong PLC by establishing collaborative teams, utilizing Solution Tree resources, and engaging school leaders in meaningful learning experiences. Teachers participated in book studies centered around Learning by Doing and School Improvement for All, while school leaders received expert guidance and support from Solution Tree associates. At each grade level, collaborative teams worked together to share best practices, analyze student data, and develop targeted improvement strategies.
Implementation extended beyond teachers, school leaders, and Solution Tree associates. Students also played a vital role in their own success. With a focus on student ownership of learning, data tracking became part of daily routines, helping students track their progress and see growth. Accessible data created a mindset shift in students where success was measured daily, not just at the end of the year.
Results
Cindy does not shy away from this fundamental belief: “We are here to educate children regardless of what we are dealt with,” she says. “It’s our responsibility; we owe that to our students.”
Backed by a dedicated staff, Cindy is making good on this promise. Over the past three years, Glendale Elementary School District has made impressive strides in third- and fifth-grade mathematics proficiency. The percentage of third-grade students meeting or exceeding proficiency rose significantly from 17.5% in the 2021–22 school year to 27.1% in 2023–24. During the same period, fifth-grade mathematics students showed notable improvement, with proficiency rates climbing from 13.4% to 20.5%.
These gains reflect the district’s dedicated focus on strengthening foundational math skills and providing targeted interventions to support all learners, helping more students not only meet standards but excel beyond them.
3rd and 5th Grade Mathematics AASA* Percent Passing
*Arizona's Academic Standards Assessment
Why Priority Schools in a PLC at Work?
As an educator, you are an integral part of students’ lives. Your time with each child will impact their future, no matter what school or district you serve. Schools labeled as low-performing or high-priority struggle with many challenges, but we can help your staff work together to overcome the obstacles that stand in the way of student success.
