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District presents '3D Innovations' plan emphasizing data-driven decision making and continuous improvement
Summary
Dr. Kevin Garcia presented a district-wide approach called 3D Innovations to embed data-driven decision making in classrooms and operations, spotlighting root-cause analysis, PLC Plus, formative assessment and data walks; board members pressed for safeguards against superficial data use and stressed campus-level supports.
Dr. Kevin Garcia told the Transform Teaching & Learning committee that “3D Innovations” is the district’s guide to using data consistently to guide instruction, grow teachers and improve campus operations. He described data-driven work as a cycle of analysis, planning, decisive action and reporting rather than a single event.
Why it matters: Garcia said the initiative aims to move schools from treating data as occasional checkpoints to making data part of everyday practice. He emphasized root‑cause analysis and repeated “why” questioning to avoid treating symptoms rather than underlying problems, and he framed continuous improvement as open-ended: “If you’re the smartest person in the room, you’re in the wrong group,” Garcia said, arguing for collaborative problem‑solving.
Examples and tools: Garcia outlined how the district is using professional learning communities (PLCs), PLC Plus, benchmark and formative assessments, teacher incentive allotment measures, student-led conferences and data walks. He cited campus examples where concentrated PLC work and teacher leadership supported gains at schools he named in the presentation. Garcia also said nonacademic departments — transportation and maintenance — are using metrics to improve route efficiency and resource allocation.
Board concerns and staff response: Board members asked how the district avoids gathering data without actionable follow-through, and how leaders ensure problems are fully understood rather than addressed in a narrow, linear way. Garcia said the district seeks presence on campuses, frequent conversations with principals and teachers, and instructional support plans tailored to each campus. He described planned principal peer learning, clustered walkthroughs and a schedule of instructional-focused monthly meetings to sustain improvements.
What was not decided: the presentation described ongoing implementation and supports; there was no vote or formal policy adoption at the meeting. Several board members asked for continued updates and for metrics that distinguish effort from measurable gains.
Next steps: Garcia and central office leaders said they will continue principal walkthroughs, cluster campuses for peer learning, monitor instructional support plans and return with progress updates and metrics the board can use to evaluate implementation.
