Bioscience High School earned an Excelling label for the second year, and four schools were Performing Plus in the state’s Arizona LEARNS Achievement Profile rankings for 2009.
Metro Tech registered Performing Plus for the second year in a row, joined by Cesar Chavez, Betty Fairfax and Franklin Police and Fire. It was the first year, Fairfax and Franklin qualified for labels. Both schools had sophomores and AIMS testing for the first time last year.
Another 10 schools were Performing, while one small school, Cyber High, received an Underperforming label, the first time in seven years that every Phoenix Union school did not receive Performing or better.
In the No Child Left Behind federal accountability measure, four schools showed Adequate Yearly Progress (AYP)— Bostrom and Metro Tech met for the third consecutive year, Bioscience for the second year, and Franklin Police and Fire met AYP in the first year of eligibility.
Bioscience, earned the top state ranking of Excelling by having a greater percentage of students scoring “exceeds” on the AIMS exams. A school’s percentage of students scoring the top score in AIMS is compared with the average percentage of “exceeds” scores per school in the state. For example, Bioscience had 88 percent of its students pass AIMS math, and 33% of those students “exceeded” the standards.
The small science and math school also had 96% pass reading, including 15% “exceeds.” In writing, 86% of the Bioscience students passed, with 12% of the students “exceeding.”
Performing Plus recognizes schools that have enough students demonstrating proficiency to earn a Highly Performing or Excelling profile, but do not have a sufficient number of students who “exceed” the AIMS standards.
The 10 Performing schools were Alhambra, Bostrom, Camelback, Carl Hayden, Central, Maryvale, North, South Mountain, Suns/Diamondbacks and Trevor Browne. Performing means that a school meets the state’s expectations with regard to student proficiency in reaching the state’s academic standards.
“The improved scores and resulting labels are a great tribute to our staff and students who are taking our district-wide college and career-prepared initiative so seriously. This is a reflection of our belief that given a rigorous curriculum and the necessary support, more students will exceed AIMS and more schools will become Performing Plus or Excelling,” Assistant Superintendent for Instruction and Accountability Dr. Deborah Gonzalez said.
The achievement profiles are part of the state’s accountability system that evaluates school performance based on AIMS results for 10th, 11th and 12th graders, five-year graduation and dropout rates. Credit is also given to schools that meet the federal government’s “Adequate Yearly Progress” requirement.
The Achievement Profiles are Underperforming, Performing, Performing Plus, Highly Performing and Excelling.
Meeting the federal AYP standards means that schools have met achievement targets on the 10th grade AIMS tests in math and reading, four-year graduation rates and have 95% or more test takers in each subgroup. Besides the overall 10th grade population, there are eight “sub groups” (Hispanic, Black, White, Asian, Native American, English Language Learners, Special Ed, and low income). For a school to meet AYP, it must meet AYP in each of 63 categories. If a school misses in one of those categories, the school does not meet AYP.
The schools that did not make AYP were Alhambra, Betty Fairfax, Camelback, Carl Hayden, Central, Cesar Chavez, Maryvale, North, South Mountain, and Trevor Browne.
Schools are designated according to the number of consecutive years a school fails to meet AYP. There is a Warning Year (Year 1), In School Improvement (Years 2-3) and Corrective Action (Year 4).
The goal of No Child Left Behind is to have 100 percent of the nation’s public education students proficient by 2014 through incremental gains each year.
2009 Arizona LEARNS Achievement Profiles
Central High - Performing
2008 No Child Left Behind Adequate Yearly Progress (AYP)
Central High - DNM AYP
Source: Phoenix Union High School District
Thursday, July 30, 2009
Tuesday, July 28, 2009
Phoenix Union Honors Employees of the Year
Maryvale teacher Selina Alonzo; Trevor Browne assistant principal Tony Camp; personnel specialist Marilyn Cheatham and math curriculum specialist Mona Toncheff were presented with Phoenix Union High School District 2009 Employee of the Year awards by Superintendent Kent P. Scribner and Governing Board President Amy Kobeta at the District’s Opening of Schools Convocation, Tuesday.
Alonzo, an English teacher, is also the department chair, despite the fact that she has only been teaching for five years. A graduate of Carl Hayden High School who benefitted from the Hispanic Mother-Daughter program, Alonzo earned her teaching degree and returned to the community where she grew up. Her background has proved invaluable in motivating and inspiring Phoenix Union students and parents. Alonzo volunteers on the Maryvale YMCA board representing her students. She mentors students and is active with many student groups and clubs. Her colleagues recognize marked improvement and interest in learning among her students. A builder of relationships and a person who has earned the respect of students, teachers and parents, one colleague says “Selina is an excellent representative of what our district is all about.”
Camp has been in the District for 10 years, and as an administrator, he has already made an impact at four different schools. The former science teacher at Metro Tech performed Dean of Student duties there before going to Camelback. He was assistant principal for instruction at Alhambra for the past two years, and has moved over to Trevor Browne this year. Camp is described by colleagues as “a hands-on administrator, who wants what is best for our school. He pushes himself to put instruction first and to focus on what is going on in the classrooms and offers creative suggestions for improving learning.”
Cheatham has been with the District for 31 years, helping employees in human resources for the past 21, and in the payroll department for 10 years. She is an invaluable resource not only for her department, but for hundreds of employees and thousands of applicants. One co-worker called her “a walking District encyclopedia, who is always willing to share information, insight, and the answers.” This year, she accepted the challenge of learning a new Human Resources/Payroll system, transferring massive amounts of data and troubleshooting at every turn.
Toncheff has impacted students and teachers across the District in the area of math. Under her leadership, the District implemented an E-Squared Math program that introduced the concepts of Professional Learning Communities to the District, and improved the delivery of math instruction. Math AIMS scores have improved dramatically as a result. Toncheff works closely with partner elementary districts’ 8th grade teachers to better prepare students for high school math, and together they have increased the placement of 9th graders into Geometry and Algebra 3-4. She co-chaired the Honors Review Committee last year to ensure rigor in those classes. Toncheff began as a math teacher at Camelback 17 years ago, but as a curriculum specialist for five years, no one has made a greater impact district-wide in math than her.
Phoenix Union Certified and Support Staff Employees of the Year were selected by a committee of peers, based on nominations made up of school and site Employees of the Year. Phoenix Union employs over 2800 people, including approximately 1700 teachers. The following is a list of Certified and Support Staff Employees of the Year, by school.
Alhambra: Eileen Snook, Reading Teacher;Tommy Vasquez, Campus Facility Supervisor; Tony Camp, Assistant Principal for Instruction. Betty Fairfax: Phillip Wooley, Instructional Specialist; Dianne Coronado, Bookstore Manager. Camelback: Kirsten Nielsen, SPED Teacher Florentina Maez, Senior Office Assistant; Carl Hayden: James Haugen, SPED Teacher Kelly Newcom, Campus Lab Technician. Cesar Chavez: Dr. MingPing Ji, ESL Teacher Marta Trejo, Instructional Assistant. Central: Patrick Looper, Business Teacher; Heather Earle, Senior Office Assistant; Maryvale: Selina Alonzo, English Teacher; JoAnn Carrillo, Registration Clerk. Metro Tech: Monique Mogro, Social Studies Teacher; Zellita Hernandez, Instructional Assistant. North: Gretchen Clifton, SPED Teacher; Larry Ayala, Senior Security Assistant. South Mountain: Charlene Roll, Law Teacher; Joan Arrington, Service Assistant. Trevor Browne: Nicholas Halonen, Choir Teacher; Shanton Harris, Student Study Facilitator Small Schools: Steve Clendenen, Spanish Teacher, Franklin; Evelyn Gonzales, Senior Office Assistant, Bioscience. Plant Operations: Doug Smith, Chief Plumber. District Office: Mona Toncheff, Math Specialist; Marilyn Cheatham, Personnel Specialist
Source: Phoenix Union High School District
Alonzo, an English teacher, is also the department chair, despite the fact that she has only been teaching for five years. A graduate of Carl Hayden High School who benefitted from the Hispanic Mother-Daughter program, Alonzo earned her teaching degree and returned to the community where she grew up. Her background has proved invaluable in motivating and inspiring Phoenix Union students and parents. Alonzo volunteers on the Maryvale YMCA board representing her students. She mentors students and is active with many student groups and clubs. Her colleagues recognize marked improvement and interest in learning among her students. A builder of relationships and a person who has earned the respect of students, teachers and parents, one colleague says “Selina is an excellent representative of what our district is all about.”
Camp has been in the District for 10 years, and as an administrator, he has already made an impact at four different schools. The former science teacher at Metro Tech performed Dean of Student duties there before going to Camelback. He was assistant principal for instruction at Alhambra for the past two years, and has moved over to Trevor Browne this year. Camp is described by colleagues as “a hands-on administrator, who wants what is best for our school. He pushes himself to put instruction first and to focus on what is going on in the classrooms and offers creative suggestions for improving learning.”
Cheatham has been with the District for 31 years, helping employees in human resources for the past 21, and in the payroll department for 10 years. She is an invaluable resource not only for her department, but for hundreds of employees and thousands of applicants. One co-worker called her “a walking District encyclopedia, who is always willing to share information, insight, and the answers.” This year, she accepted the challenge of learning a new Human Resources/Payroll system, transferring massive amounts of data and troubleshooting at every turn.
Toncheff has impacted students and teachers across the District in the area of math. Under her leadership, the District implemented an E-Squared Math program that introduced the concepts of Professional Learning Communities to the District, and improved the delivery of math instruction. Math AIMS scores have improved dramatically as a result. Toncheff works closely with partner elementary districts’ 8th grade teachers to better prepare students for high school math, and together they have increased the placement of 9th graders into Geometry and Algebra 3-4. She co-chaired the Honors Review Committee last year to ensure rigor in those classes. Toncheff began as a math teacher at Camelback 17 years ago, but as a curriculum specialist for five years, no one has made a greater impact district-wide in math than her.
Phoenix Union Certified and Support Staff Employees of the Year were selected by a committee of peers, based on nominations made up of school and site Employees of the Year. Phoenix Union employs over 2800 people, including approximately 1700 teachers. The following is a list of Certified and Support Staff Employees of the Year, by school.
Alhambra: Eileen Snook, Reading Teacher;Tommy Vasquez, Campus Facility Supervisor; Tony Camp, Assistant Principal for Instruction. Betty Fairfax: Phillip Wooley, Instructional Specialist; Dianne Coronado, Bookstore Manager. Camelback: Kirsten Nielsen, SPED Teacher Florentina Maez, Senior Office Assistant; Carl Hayden: James Haugen, SPED Teacher Kelly Newcom, Campus Lab Technician. Cesar Chavez: Dr. MingPing Ji, ESL Teacher Marta Trejo, Instructional Assistant. Central: Patrick Looper, Business Teacher; Heather Earle, Senior Office Assistant; Maryvale: Selina Alonzo, English Teacher; JoAnn Carrillo, Registration Clerk. Metro Tech: Monique Mogro, Social Studies Teacher; Zellita Hernandez, Instructional Assistant. North: Gretchen Clifton, SPED Teacher; Larry Ayala, Senior Security Assistant. South Mountain: Charlene Roll, Law Teacher; Joan Arrington, Service Assistant. Trevor Browne: Nicholas Halonen, Choir Teacher; Shanton Harris, Student Study Facilitator Small Schools: Steve Clendenen, Spanish Teacher, Franklin; Evelyn Gonzales, Senior Office Assistant, Bioscience. Plant Operations: Doug Smith, Chief Plumber. District Office: Mona Toncheff, Math Specialist; Marilyn Cheatham, Personnel Specialist
Source: Phoenix Union High School District
Monday, July 27, 2009
Phoenix Union High School District Classes Start August 3
Over 25,000 students will begin the 2009-2010 school year at 17 campuses as Phoenix Union High School District begins classes, Monday, August 3.
Bioscience High School will welcome 97 freshmen, its largest class yet, and the small science and math-focused school will have its first graduating senior class this year. Betty Fairfax will add another class of about 500 freshmen, and will have an enrollment of 9th, 10th and 11th graders. The first junior class will allow the school to field its first varsity sports teams, marching band and more.
The AVID (Advancement Via Individual Determination) program will expand from seven to 10 campuses, targeting students in the academic middle, and preparing them for college through electives, increased rigor, tutoring and other activities. All juniors will again take the ACT college-entrance exam for free.
Three schools will have new principals- North, Camelback and Trevor Browne. Youthful leadership may be a trend, as Camelback’s Dr. Chad Gestson is 31, and Trevor Browne’s Gabriel Trujillo is 33. The District also hired 95 new teachers this year, however, most come with previous experience, reflecting the tight job market.
All Phoenix Union schools follow a traditional school calendar. There are 180 instructional days, with 90 days in each semester. Students have fall break, October 5-9, a two-week holiday break beginning Friday, December 18, and spring break, March 8-12. Graduation ceremonies will take place May 19 and 20.
Students not yet pre-registered can enroll at the schools in their attendance zone. Students need a birth certificate, two proofs of address and immunization records. Incoming 9th graders who have not pre-registered will need 8th grade AIMS test scores and diploma. Those from other high schools outside the district will need unofficial transcripts from their last school. Students interested in enrolling in magnet programs offered at five campuses or the magnet high school, Metro Tech, can contact the magnet office at (602) 764-1309. Magnet programs afford open enrollment to anyone residing in the district. Bioscience, Franklin Police and Fire and Cyber are also open enrollment schools.
2009-2010 School Calendar can be viewed here.
Registration Phone Number:
Central High School
4525 N. Central Avenue
(602) 764-7518
Source: Phoenix Union High School District
Bioscience High School will welcome 97 freshmen, its largest class yet, and the small science and math-focused school will have its first graduating senior class this year. Betty Fairfax will add another class of about 500 freshmen, and will have an enrollment of 9th, 10th and 11th graders. The first junior class will allow the school to field its first varsity sports teams, marching band and more.
The AVID (Advancement Via Individual Determination) program will expand from seven to 10 campuses, targeting students in the academic middle, and preparing them for college through electives, increased rigor, tutoring and other activities. All juniors will again take the ACT college-entrance exam for free.
Three schools will have new principals- North, Camelback and Trevor Browne. Youthful leadership may be a trend, as Camelback’s Dr. Chad Gestson is 31, and Trevor Browne’s Gabriel Trujillo is 33. The District also hired 95 new teachers this year, however, most come with previous experience, reflecting the tight job market.
All Phoenix Union schools follow a traditional school calendar. There are 180 instructional days, with 90 days in each semester. Students have fall break, October 5-9, a two-week holiday break beginning Friday, December 18, and spring break, March 8-12. Graduation ceremonies will take place May 19 and 20.
Students not yet pre-registered can enroll at the schools in their attendance zone. Students need a birth certificate, two proofs of address and immunization records. Incoming 9th graders who have not pre-registered will need 8th grade AIMS test scores and diploma. Those from other high schools outside the district will need unofficial transcripts from their last school. Students interested in enrolling in magnet programs offered at five campuses or the magnet high school, Metro Tech, can contact the magnet office at (602) 764-1309. Magnet programs afford open enrollment to anyone residing in the district. Bioscience, Franklin Police and Fire and Cyber are also open enrollment schools.
2009-2010 School Calendar can be viewed here.
Registration Phone Number:
Central High School
4525 N. Central Avenue
(602) 764-7518
Source: Phoenix Union High School District
Tuesday, June 30, 2009
Arizona High Schools Get an “F” in Civics
Survey reveals only 3.5 percent of Arizona public high school students could pass citizenship test
Just in time to celebrate Independence Day, a new survey of 1,300 Arizona public high school students reveals that only 3.5 percent have enough basic civics knowledge to pass a U.S. citizenship test. The details of the survey were released by the Goldwater Institute today in "Freedom from Responsibility: A Survey of Civic Knowledge Among Arizona High School Students."
The report's findings are based on a telephone survey conducted by Strategic Vision, LLC. The firm tested the civic knowledge of Arizona high school students by asking 10questions taken from the U.S. Citizenship and Immigration Services (USCIS) exam. In order to become U.S. citizens, new immigrants are asked 10 questions and must correctly answer six of them. The first-time passing rate for immigrants is 92.4 percent. The survey found that only 3.5 percent of Arizona high school students would pass the exam.
Survey questions include:
1. What is the supreme law of the land?
Answer: The Constitution
2. Who was the first President?
Answer: Washington
3. We elect a U.S. Senator for how many years?
Answer: Six
"The results of this survey are deeply troubling," said Matthew Ladner, Ph.D., vice president of research at the Goldwater Institute. "Despite the billions of dollars poured into education, Arizona high school students display a profound level of ignorance about American history, government and geography."
An understanding of government and history are crucial to the preservation of liberty and our democratic institutions. Furthermore, the promotion of civic knowledge continues to serve as a major justification for public schools and the billions spent funding social studies, government and history courses. This survey suggests Arizona's schools fail to teach the most fundamental information required for citizenship.
Although all three groups of Arizona high school students surveyed--public, charter and private high school students--scored alarmingly low on the test, charter and private school students scored slightly better. The passing rate for charter schools was about two times higher than in traditional public schools and private school students passed at a rate almost four-times higher than traditional public school.
The report calls on Arizona lawmakers to require students to pass the USCIS citizenship exam, administered by a third party, as a condition for receiving a high school diploma, or that Arizona universities use it as a pre-condition for admittance. Ultimately, students should have a basic working knowledge of American history and government in order to graduate, Dr. Ladner said.
"Our schools should be required to graduate students that are prepared to fully engage in civic life," Dr. Ladner said. "At the very least, they should be able to identify the U.S. Constitution."
"Freedom from Responsibility" is available online. The Goldwater Institute is a nonprofit public policy research and litigation organization whose work is made possible by the generosity of its supporters.
Source: Becky Bracken for The Goldwater Institute
Just in time to celebrate Independence Day, a new survey of 1,300 Arizona public high school students reveals that only 3.5 percent have enough basic civics knowledge to pass a U.S. citizenship test. The details of the survey were released by the Goldwater Institute today in "Freedom from Responsibility: A Survey of Civic Knowledge Among Arizona High School Students."
The report's findings are based on a telephone survey conducted by Strategic Vision, LLC. The firm tested the civic knowledge of Arizona high school students by asking 10questions taken from the U.S. Citizenship and Immigration Services (USCIS) exam. In order to become U.S. citizens, new immigrants are asked 10 questions and must correctly answer six of them. The first-time passing rate for immigrants is 92.4 percent. The survey found that only 3.5 percent of Arizona high school students would pass the exam.
Survey questions include:
1. What is the supreme law of the land?
Answer: The Constitution
2. Who was the first President?
Answer: Washington
3. We elect a U.S. Senator for how many years?
Answer: Six
"The results of this survey are deeply troubling," said Matthew Ladner, Ph.D., vice president of research at the Goldwater Institute. "Despite the billions of dollars poured into education, Arizona high school students display a profound level of ignorance about American history, government and geography."
An understanding of government and history are crucial to the preservation of liberty and our democratic institutions. Furthermore, the promotion of civic knowledge continues to serve as a major justification for public schools and the billions spent funding social studies, government and history courses. This survey suggests Arizona's schools fail to teach the most fundamental information required for citizenship.
Although all three groups of Arizona high school students surveyed--public, charter and private high school students--scored alarmingly low on the test, charter and private school students scored slightly better. The passing rate for charter schools was about two times higher than in traditional public schools and private school students passed at a rate almost four-times higher than traditional public school.
The report calls on Arizona lawmakers to require students to pass the USCIS citizenship exam, administered by a third party, as a condition for receiving a high school diploma, or that Arizona universities use it as a pre-condition for admittance. Ultimately, students should have a basic working knowledge of American history and government in order to graduate, Dr. Ladner said.
"Our schools should be required to graduate students that are prepared to fully engage in civic life," Dr. Ladner said. "At the very least, they should be able to identify the U.S. Constitution."
"Freedom from Responsibility" is available online. The Goldwater Institute is a nonprofit public policy research and litigation organization whose work is made possible by the generosity of its supporters.
Source: Becky Bracken for The Goldwater Institute
Why aren't Arizona high schools teaching civics?
Just in time to celebrate Independence Day, the Goldwater Institute will release its new report, "Freedom from Responsibility: A Survey of Civic Knowledge Among Arizona High School Students," which reveals only 3.5 percent of Arizona high school students have learned the basic history, government and geography necessary to pass the U.S. Citizenship test.
To conduct the survey, we hired a firm to interview 1,140 Arizona high school students and ask 10 questions drawn at random from the exam given to applicants for United States citizenship. Applicants for citizenship must get six out of 10 questions correct to pass. A recent trial found that 92.4 percent of citizenship applicants passed the test on the first try.
Below are the survey questions, the correct answers, and in parentheses the percentage of public school students providing the correct answer for each question.
1. What is the supreme law of the land?
Answer: The Constitution (29.5%)
2. What do we call the first 10 amendments to the Constitution?
Answer: The Bill of Rights (25%)
3. What are the two parts of the U.S. Congress?
Answer: Senate and House (23%)
4. How many Justices are on the Supreme Court?
Answer: Nine (9.4%)
5. Who wrote the Declaration of Independence?
Answer: Jefferson (25.3%)
6. What ocean is on the East Coast of the United States?
Answer: Atlantic (58.8%)
7. What are the two major political parties in the United States?
Answer: Democratic and Republican (49.6%)
8. We elect a U.S. Senator for how many years?
Answer: Six (14.5%)
9. Who was the first President of the United States?
Answer: Washington (26.5%)
10. Who is in charge of the Executive Branch?
Answer: The President (26%)
Only 3.5 percent of traditional public high school students passed the test. That's 40 students out of a sample of 1,134 district high school students.
Arizona's 8th grade social studies standards require that students learn about everything from John Locke to the Mayflower Compact to the Articles of Confederation and the Constitution before high school. It isn't clear what, if anything, Arizona students are learning in these classes, but it is abundantly clear what they are not learning--U.S. civics, history and geography.
In the report, I recommend that all Arizona high school students be required to pass a version of the U.S. Citizenship exam in order to graduate. Since then, one of our supporters came up with an even better idea: Make the exam a requirement for receiving a driver's license. Interesting thought...
Source: Matthew Ladner, Ph.D. for The Goldwater Institute
To conduct the survey, we hired a firm to interview 1,140 Arizona high school students and ask 10 questions drawn at random from the exam given to applicants for United States citizenship. Applicants for citizenship must get six out of 10 questions correct to pass. A recent trial found that 92.4 percent of citizenship applicants passed the test on the first try.
Below are the survey questions, the correct answers, and in parentheses the percentage of public school students providing the correct answer for each question.
1. What is the supreme law of the land?
Answer: The Constitution (29.5%)
2. What do we call the first 10 amendments to the Constitution?
Answer: The Bill of Rights (25%)
3. What are the two parts of the U.S. Congress?
Answer: Senate and House (23%)
4. How many Justices are on the Supreme Court?
Answer: Nine (9.4%)
5. Who wrote the Declaration of Independence?
Answer: Jefferson (25.3%)
6. What ocean is on the East Coast of the United States?
Answer: Atlantic (58.8%)
7. What are the two major political parties in the United States?
Answer: Democratic and Republican (49.6%)
8. We elect a U.S. Senator for how many years?
Answer: Six (14.5%)
9. Who was the first President of the United States?
Answer: Washington (26.5%)
10. Who is in charge of the Executive Branch?
Answer: The President (26%)
Only 3.5 percent of traditional public high school students passed the test. That's 40 students out of a sample of 1,134 district high school students.
Arizona's 8th grade social studies standards require that students learn about everything from John Locke to the Mayflower Compact to the Articles of Confederation and the Constitution before high school. It isn't clear what, if anything, Arizona students are learning in these classes, but it is abundantly clear what they are not learning--U.S. civics, history and geography.
In the report, I recommend that all Arizona high school students be required to pass a version of the U.S. Citizenship exam in order to graduate. Since then, one of our supporters came up with an even better idea: Make the exam a requirement for receiving a driver's license. Interesting thought...
Source: Matthew Ladner, Ph.D. for The Goldwater Institute
Monday, June 15, 2009
Phoenix Union High School District Truth in Taxation Hearing Scheduled for June 25
The Phoenix Union High School District will hold a truth in taxation hearing on Thursday, June 25 at 6:00 p.m. in the Governing Board room at the District office, 4502 N. Central Ave. Below is the District’s notice, as required by state law:
In compliance with §15-905.01, Arizona Revised Statutes, Phoenix Union High School District is notifying its property taxpayers of Phoenix Union High School District’s intention to raise its primary property taxes over the current level to pay for increased expenditures in those areas where the Governing Board has the authority to increase property taxes for the fiscal year beginning July 1, 2009. The Phoenix Union High School District is proposing an increase in its primary property tax levy of $9,564,710.
The amount proposed above will cause Phoenix Union High School District’s primary property taxes on a $100,000 home to increase from $82.76 to $96.65.*
These amounts proposed are above the qualifying tax levies as prescribed by state law, if applicable. The increase is also exclusive of any changes that may occur from property tax levies for voter approved bonded indebtedness or budget and tax overrides.
All interested citizens are invited to attend the public hearing on the proposed tax increase on June 25, 2009 at 6:00 p.m., Phoenix Union High School District – Board Room, 4502 North Central Avenue – 1st Floor, Phoenix, Arizona 85012.
*This tax rate was calculated at the maximum amount of increase assuming no change to the current funding formula. This primary property tax levy does not take into account any Legislative budget cuts for fiscal year 2009/2010 which could cause the property tax increase to be less than indicated in this notice.
Source: Contact: Craig Pletenik (602) 764-1530, Phoenix Union High School District
In compliance with §15-905.01, Arizona Revised Statutes, Phoenix Union High School District is notifying its property taxpayers of Phoenix Union High School District’s intention to raise its primary property taxes over the current level to pay for increased expenditures in those areas where the Governing Board has the authority to increase property taxes for the fiscal year beginning July 1, 2009. The Phoenix Union High School District is proposing an increase in its primary property tax levy of $9,564,710.
The amount proposed above will cause Phoenix Union High School District’s primary property taxes on a $100,000 home to increase from $82.76 to $96.65.*
These amounts proposed are above the qualifying tax levies as prescribed by state law, if applicable. The increase is also exclusive of any changes that may occur from property tax levies for voter approved bonded indebtedness or budget and tax overrides.
All interested citizens are invited to attend the public hearing on the proposed tax increase on June 25, 2009 at 6:00 p.m., Phoenix Union High School District – Board Room, 4502 North Central Avenue – 1st Floor, Phoenix, Arizona 85012.
*This tax rate was calculated at the maximum amount of increase assuming no change to the current funding formula. This primary property tax levy does not take into account any Legislative budget cuts for fiscal year 2009/2010 which could cause the property tax increase to be less than indicated in this notice.
Source: Contact: Craig Pletenik (602) 764-1530, Phoenix Union High School District
Friday, June 5, 2009
New Principals at Camelback, Trevor Browne and Interim Asst. Supt. Named
New principals for Camelback and Trevor Browne High Schools were approved by the Phoenix Union Governing Board, June 4, and a former principal will become an interim assistant superintendent.
Dr. Chad Gestson will become the Camelback principal, July 1. Gabriel Trujillo takes over as interim principal of Trevor Browne, replacing Jose Arenas, who has been named Interim Assistant Superintendent for Human Resources.
Gestson was principal at Carl T. Smith Middle School in the Isaac School District for the past three years, and was an assistant principal for two years. He taught for three years in the Roosevelt School District. Gestson earned his Doctor of Education at NAU this year, holds two Masters from NAU and ASU, and a B.A. in English from the University of Washington. Prior to his public school career, he was a commercial construction superintendent in Seattle. Gestson, a Teach for America product, attended the Harvard University Urban School Leader Institute in 2007 and participated in the Arizona Department of Education Wallace Grant Leadership Cadre. He lives in Phoenix.
Trujillo has been the Assistant Principal for Registration at Trevor Browne for the past three years. Prior to joining the District, he served as a principal at a charter high school for one year. He taught social studies and ESL English for five years before becoming assistant principal at another charter high school for two years. Trujillo earned a B.A. in History from Park University (Missouri), a Post-baccalaureate Secondary Education degree and a Masters of Education at ASU. He is currently in the DELTA Doctoral Program of Ed. Leadership at ASU. Trujillo resides in Surprise.
Arenas recently completed his second year as principal of Trevor Browne High School. He was an assistant principal at Cesar Chavez High School from 2000-2006 and served as the District’s Director of Language Acquisition for one year. Arenas was a teacher for nine years and principal for five years in the Isaac Elementary District prior to coming to PUHSD. A graduate of North High, Arenas earned his Bachelors in Elementary Education and his Masters in Education Leadership from ASU. A resident of Avondale, he also serves as a governing board member for the Tolleson Union High School District. Arenas takes over for Nora Gutierrez, who is now the Assistant Superintendent for Operations.
Source: Phoenix Union High School District
Dr. Chad Gestson will become the Camelback principal, July 1. Gabriel Trujillo takes over as interim principal of Trevor Browne, replacing Jose Arenas, who has been named Interim Assistant Superintendent for Human Resources.
Gestson was principal at Carl T. Smith Middle School in the Isaac School District for the past three years, and was an assistant principal for two years. He taught for three years in the Roosevelt School District. Gestson earned his Doctor of Education at NAU this year, holds two Masters from NAU and ASU, and a B.A. in English from the University of Washington. Prior to his public school career, he was a commercial construction superintendent in Seattle. Gestson, a Teach for America product, attended the Harvard University Urban School Leader Institute in 2007 and participated in the Arizona Department of Education Wallace Grant Leadership Cadre. He lives in Phoenix.
Trujillo has been the Assistant Principal for Registration at Trevor Browne for the past three years. Prior to joining the District, he served as a principal at a charter high school for one year. He taught social studies and ESL English for five years before becoming assistant principal at another charter high school for two years. Trujillo earned a B.A. in History from Park University (Missouri), a Post-baccalaureate Secondary Education degree and a Masters of Education at ASU. He is currently in the DELTA Doctoral Program of Ed. Leadership at ASU. Trujillo resides in Surprise.
Arenas recently completed his second year as principal of Trevor Browne High School. He was an assistant principal at Cesar Chavez High School from 2000-2006 and served as the District’s Director of Language Acquisition for one year. Arenas was a teacher for nine years and principal for five years in the Isaac Elementary District prior to coming to PUHSD. A graduate of North High, Arenas earned his Bachelors in Elementary Education and his Masters in Education Leadership from ASU. A resident of Avondale, he also serves as a governing board member for the Tolleson Union High School District. Arenas takes over for Nora Gutierrez, who is now the Assistant Superintendent for Operations.
Source: Phoenix Union High School District
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