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District presents 2025 local indicators, highlights AP enrollment gap and program priorities
Summary
Acting director Clint Puckett presented the district's 2025 local indicators, reporting several priority areas as "met," ongoing initial implementation of NGSS and social studies, and a focus on increasing access to AP and advanced coursework for underrepresented student groups.
Clint Puckett, acting director of digital services, presented the New Haven Unified School District's annual local indicators self-reflection required under LCFF at the June 17 meeting, reviewing priorities that include basic conditions, standards implementation, family engagement, school climate and access to a broad course of study.
"So every year, the state dashboard comes out, which has information like attendance and graduation rate, aspect scores, and such," Puckett said, explaining that the district supplements the state dashboard with local indicators to capture additional measures. He reported the district met several priorities (basic conditions, family engagement, school climate) while identifying continuing work on full implementation of NGSS and social studies and noting VAPA moved from beginning development to initial implementation.
On access to advanced coursework, Puckett and trustees discussed a persistent disparity in Advanced Placement enrollment for historically underrepresented groups. A board member questioned supports to help students overcome barriers to AP and take those courses; Puckett pointed to counselors and house principals guiding students toward prerequisites and to ongoing conversations about instructional support outside class. Assistant Superintendent Stevens added the district will collect teacher feedback and use multiple measures to evaluate any new pilot courses.
The presentation frames several follow-up items for the district: continue professional development for standards implementation, pursue strategies to increase equitable enrollment in AP courses, and track implementation progress via teacher and student feedback and student achievement data.
The report was presented as an informational item; the board asked clarifying questions but did not take action at the meeting.
