From Foundation to Future: What Your Students are Working on as They Enter the Second Semester

The start of a new year often comes with the idea of a fresh start, or a “new year, new me” mentality. In GPS classrooms, January isn’t about starting over; it’s about building on the momentum gained from the first semester.

From elementary school through high school, the goal is for students to enter the second semester with confidence built through time, practice, and support. That momentum is driven by people and programs working together to help students grow throughout the year and prepare them for what comes next.

Building Foundations in Elementary School

Across GPS elementary schools, the first semester focuses on:

• building core academic skills, 
• establishing routines,
• gaining confidence in learning, 
• And working with students to identify strengths and address any challenges.

By the time the second semester begins, students are more confident readers, writers, and problem-solvers who are ready to take on new challenges with skills and habits that support continued success.

One example of how this is achieved is the tutoring club at Spectrum Elementary, where both Traditional and Conventional classrooms are offered for students K-6. The program brings together students and volunteers to provide small-group instruction for learners who will benefit from additional practice in areas like reading, writing, or math. Teachers identify specific skill needs so students receive focused, individualized support.

“It’s not a homework club,” explained Lauren Castleton, a teacher at Spectrum Elementary. “We identify specific areas for students and focus on supporting them in those topics. Some students just need help in a certain area, and some of them just need confidence. They know the skills, they just need an extra boost to believe they can do it.”

The program is free for families and supported entirely by volunteers, many of whom are students at Campo Verde High School. Tutors are paired with elementary students based on grade level and subject area, and work with the same students over a five-week session.

Making Connections at Junior High
At the junior high level, momentum is carried over into the second semester by making connections between what they’ve already learned and what comes next. 

Across GPS junior high schools, instruction is designed so that skills introduced earlier in the school year transfer forward, helping students approach new challenges with familiarity and confidence.

At Mesquite Junior High, physical education teacher Mark Williams plans units so students build transferable skills during the first semester that carry directly into the second.

“When we’re planning, we start with skills that will transfer,” Williams explained. “In the first semester, we might start with hockey - learning positions, angles, and how the game works. Those same concepts apply to soccer and lacrosse. When we move into lacrosse in the second semester, the skills and drills are the same. We’ve just changed the object.”

This allows students to recognize what they already know, and, instead of feeling like they are starting something entirely new, they experience moments of familiarity.

“They’ll say, ‘Oh, I know this from last semester. I know exactly what to do,’” Williams said. “That lightbulb moment is pretty cool to see.”

Students experience that same progression through long-term goal setting and measurable growth in academic areas. 

Seeing how effort over time leads to growth helps them build confidence in their ability to learn, improve, and take on new challenges. Rather than hitting a reset button in January, students carry their progress forward, prepared for the rest of the school year and beyond.

Ownership and Autonomy in High Schools
In high school, the momentum built over the first semester is shown by how students manage their time, approach challenging coursework, and advocate for themselves. 

The first semester in high school is often a time of adjustment. Students learn to navigate increased academic coursework, balance responsibilities, and develop strategies that work for them. As the second semester begins, many students find that what once felt overwhelming now feels familiar.

“At the beginning of the year, everything felt foreign,” shared a Campo Verde High School student. “There were so many deadlines, back-to-back assignments, and expectations I wasn’t used to. Now, it’s still challenging, but I'm accustomed to it, so it’s more comfortable.”

This growth is shown in coursework and extracurricular activities. With clubs, sports, and other activities in addition to studies, students build time-management skills over time.
“I’ve learned time management is the biggest thing,” the student added. “Now I know how to fit studying into my schedule, even when I’m working or volunteering. It’s not about having more time, it’s about knowing how to use it.”

Habits are reinforced through systems designed to help students reflect and adapt. GPS’s grading system, for example, helps students identify areas of strength and areas that need improvement early in the semester.

“I like that the grading system shows where I can improve,” the student explained. “You can learn from it and build from it instead of just moving on.”

Support from teachers and staff also plays an important role in helping students carry momentum forward into the second semester. From structured advisory time to individualized support in class, students are encouraged to ask questions, seek extra practice, and reflect on their progress.

From the first words written in a Kindergarten classroom to the time-management skills of a high school senior, the new calendar year isn’t a time to start fresh, but a time to carry momentum into the second semester. With strong foundations set in the first semester, students across GPS are set up for success as the school year continues.

To learn more about academics, including programs and curriculum, visit GilbertSchools.net/Teaching-Learning.