District presentation flags low proficiency for Hispanic and English‑learner students; trustees ask for concrete next steps

District curriculum leaders presented a targeted update on Hispanic and Latino student outcomes and gaps, highlighting lower rates of academic proficiency among Hispanic English learners and disparities in college‑readiness indicators.

Staff described several data points the board requested to monitor under its academic goals: roughly half of third‑grade Hispanic students met grade‑level expectations in English language arts, while proficiency among Hispanic English learners was much lower; math proficiency for Hispanic English learners was cited as especially low in middle grades. Staff also reported graduation and A–G completion rates showing a gap: while overall graduation rates remained high, a smaller share of Hispanic English learners had completed A–G college‑preparatory requirements.

Presenters noted existing supports — EL curricula, dual‑language options, newcomer programs and community partnerships — and outlined a priority to improve organizational coherence, expand teacher capacity-building, and leverage community partners to support Latino students. Trustees pressed for concrete next steps: clearer implementation plans, measurable interim targets and a governance calendar that presents goal‑monitoring in focused segments rather than an omnibus report.

Board members asked staff to return with a short implementation roadmap that lays out interventions, timelines and indicators the district will use to measure progress for Hispanic/Latino and Black student groups. Staff said they will include these next steps in upcoming goal‑monitoring updates and post related materials publicly.