District staff presented the district’s advanced learner pathways — screening and identification for GATE services, middle school advanced course placement, Advanced Placement course access and International Baccalaureate offerings — and described recent investments to increase equitable access.

The presentation explained the multi‑phased GATE screening process (universal screening using Cognitive Abilities Test in first and third grades, additional data collection and teacher rating scales), a $68,000 LCAP investment for equitable screening, and changes to middle‑school placement that rely on readiness and interest rather than an automatic pass‑through. At the high school level staff highlighted expanded AP offerings, funding to pay AP exam fees district‑wide ($386,000 LCAP investment last year) and investments for examination practice and teacher support. The district also described IB diplomas at Burbank and cohort support at Umoja, noting costs for program fees and exams ($127,000 LCAP investment) and the small number of diploma recipients.

Data slides showed 16% of district students identified for gifted services and ongoing disproportionality by race and socioeconomic subgroup; AP participation has grown but pass rates and enrollment remain uneven across demographic groups, and IB diploma awards were rare. Board members and public commenters raised concerns about tracking, the language of early screening for entrance to clustered schools, the testing language barrier for families whose first language is not English, and how identification and advanced pathways intersect with MTSS and special education services.

Trustees asked staff to pursue clearer alignment with MTSS, auditorable monitoring of the impact of identification changes, and targeted supports (including AVID and freshman outreach) to increase diverse participation in advanced coursework. Staff said professional learning, teacher coaching and program sequencing changes are underway and committed to follow‑up reporting.