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Academics team details curriculum, trend‑walk monitoring and advanced programs including CCMR, P‑TECH and AVID
Summary
Academic leaders described district curriculum management, classroom monitoring via 'trend walks', and expansion of dual‑credit, P‑TECH, AVID and other college/career readiness offerings.
Dr. Martha Carmona, Deputy Superintendent for academics, and Mr. Al Garcia, academic officer, told trustees that the district’s academic work centers on whole‑child development and academic excellence under the strategic blueprint.
“Everything front facing to include this particular initiative…we go in and diagnose and treat and help support campuses,” Dr. Carmona said, describing the district’s classroom observation and support model.
Academics described a curriculum management plan designed to provide a guaranteed and viable curriculum K–12, supported by high‑quality instructional materials (example programs cited: Amplify for K–8 reading, Eureka math for K–5, Carnegie for secondary math). The district has implemented “trend walks” — classroom visitations and diagnostic observations — to assess implementation. Staff reported visiting about 1,700 classrooms last year and more than 3,800 this year, and deploying a data platform (referred to as the “ACAdesk”) to collect evidence and drive follow up.
Advanced programs presented included College, Career, and Military Readiness (CCMR) tracking, P‑TECH early college programs (78 graduates to date from four initial P‑TECH sites, nine P‑TECHs district‑wide), dual‑credit expansion, and AVID (Advancement Via Individual Determination) expansion from two schools to five. Jason Long, executive director of advanced academics, explained the elements that count for CCMR (industry certifications, dual credit, AP/IB scores, OnRamps, military enlistment) and emphasized the district’s jump in CCMR metrics from 78% to 85% in the state reporting timeline.
Administrators also described equity initiatives such as an algebra‑for‑all pilot for eighth graders at seven campuses and efforts to disaggregate participation data so individual student involvement (not only activity instances) is tracked for extracurricular engagement.
“These are some of the ways that we’re really trying to build those systems…we’re setting the bar higher, but we’ve got the system supports to make sure that kids are supported to reach the expectation,” Mr. Garcia said.
Trustees were shown program briefs and invited to follow‑up site visits and one‑on‑one briefings on curriculum metrics and the ACAdesk evidence platform.
