Manson Mesa Receives A+ Rating

 

For the second year in a row, the Arizona Dept. of Education has rated Manson Mesa High School with an A+ rating.

    Manson Mesa High School falls under the alternative school model, which has different standards than a regular high school. ADE looks at Manson Mesa’s proficiency rate for ELA and math, but a bigger percentage of the rating is based on growth toward graduation, which is a metric of credits earned, on-track status, and academic persistence. 

    Manson Mesa High School principal, Dr. Trina Hubbell, is very proud of the work her staff performs and the progress and growth of its students. 

    “The success of Manson Mesa High School can be attributed to our commitment to  focus on relationships before rigor—ensuring every student feels known, valued, and supported,” said Manson Mesa High School principal Dr. Trina Hubbell. “Our grading practices emphasize growth and mastery, not compliance, allowing students to learn from mistakes and take ownership of their progress.

    “We connect instruction to real-world relevance, giving students a sense of purpose in their learning. Equity drives our decisions—we remove systemic barriers and adapt our practices so that every student has a fair opportunity to succeed. Ultimately, our A–F grade reflects not just test scores, but a culture built on belonging, empowerment, and authentic learning.”

We felt like it was the perfect opportunity to sit down with Dr. Hubbell and find out more about the school's philosophy and vision.
 

1. How does Manson Mesa High School define “success” beyond the traditional A–F grading system?

   At Manson Mesa High School, success is defined by student growth, belonging, and purpose—not just letter grades. While the A–F system provides one external measure, we focus on how well students develop skills like self-management, critical thinking, and perseverance. Success means students feel known, valued, and empowered to reach their goals, both academically and personally.

2. In what ways does your school ensure that grades reflect learning, not compliance?

   We prioritize mastery over task completion. Teachers design assessments that measure understanding rather than point accumulation. Students are encouraged to revise work, reflect on feedback, and demonstrate growth. Grades represent what students know and can do, not whether they turned something in on time. This shift from compliance to competency supports authentic learning.

3. How do strong relationships between staff and students contribute to the success recognized in your A–F letter grade?

   Our relationships are the foundation of everything we do. Every student has at least one trusted adult who checks in regularly, providing both academic and emotional support. When students feel connected, they engage more deeply in learning and take ownership of their progress. That sense of belonging directly contributes to improved attendance, behavior, and academic outcomes—factors that impact our overall school performance.
 

4. How do you cultivate a sense of belonging and psychological safety that supports both academic and personal growth?

   We intentionally create a culture where students feel safe to take risks, make mistakes, and learn from them. Staff use restorative practices to build trust and repair harm, rather than punish. Our small learning environments ensure that every student is seen and supported. This emotional safety allows students to show up authentically and invest in their learning.
 

5. What does equity look like in grading and assessment at Manson Mesa High School?

   Equity means grades reflect mastery, not privilege. We don’t penalize students for circumstances outside their control. Instead, we focus on clear learning targets and multiple ways to show understanding. Teachers provide feedback and opportunities for reassessment. This approach honors individual growth and ensures that every student’s grade communicates what they’ve actually learned.
 

6. How do you measure student growth and learning in a way that honors individuality and strengths?

   We use multiple measures—academic data, student reflections, and teacher observations—to capture a full picture of learning. Growth is celebrated individually; progress is as important as proficiency. We look for evidence of learning that shows persistence, curiosity, and creativity, not just test performance.
 

7. What practices or cultural beliefs sustain your success and ensure continuous improvement?

   Our culture is grounded in relationships, reflection, and relevance. Staff engage in continuous professional learning around equity and humanized practices. We use data as a mirror, not a hammer—to inform and improve, not to judge. By keeping our focus on people first and systems second, we sustain growth and collective success.
 

8. How do humanized education values show up in your data conversations and school improvement planning?

   In our data meetings, we start with stories, not numbers. We ask, “Who are our students behind the data?” and “What support do they need to thrive?” Humanized education reminds us that each data point represents a person. This lens keeps our improvement efforts compassionate, student-centered, and deeply connected to purpose.
 

Staff Appreciation Message

   Our staff are the heart of everything we do. Their dedication and commitment to being trauma-informed, culturally responsive, and focused on growth and mastery rather than compliance make all the difference in our students’ success.

 Every day, they show compassion, patience, and purpose—creating spaces where students feel seen, valued, and supported. Their work goes beyond instruction; they build relationships, nurture resilience, and model what it means to be lifelong learners.

   Because of their unwavering commitment, our school continues to thrive as a safe, inclusive, and empowering learning community where every student has the opportunity to grow and achieve.
 

What indicators are included?

For alternative high schools, the model typically includes these indicators (among possibly others):

●      Proficiency on state assessments in ELA, mathematics.

●      Growth to graduation (sometimes termed “Growth to Graduation”): measuring the school’s success in moving students toward graduation (or credit accumulation) over time. 

●      Academic persistence / credits earned / on-track graduation: for alternative schools especially, the model focuses on metrics like credits earned, on-track status, academic persistence of students in the alternative setting. 

●      English Learner (EL) proficiency and growth: the performance and growth of English Learner students toward proficiency in English. 

●      Participation rate / N-size / data inclusion criteria: There are minimum student counts (n-size) and participation thresholds to ensure valid calculations.