District staff present data showing achievement gaps for Hispanic/Latino students; trustees ask for concrete next steps

District curriculum staff told the board that Hispanic and Latino students continue to trail district targets in literacy, mathematics and college‑and‑career indicators.

Dr. Nadira Nayo and curriculum staff reported that about half of third‑grade Hispanic students met grade‑level expectations in English language arts, while Hispanic English learners showed substantially lower proficiency. Staff said approximately 90 percent of district students graduate but that only a small share of Hispanic English learners completed A–G college‑eligibility requirements.

The presentation listed existing programs — an elementary and secondary ELD curriculum, dual‑language options, newcomer support at the International Academy and AVID — and called for organizational coherence to coordinate supports across departments. Staff asked the board for guidance on next steps and for clarity about which metrics and targeted interventions should be prioritized.

Trustees pressed for more detail: several asked that future goal‑monitoring reports be presented in focused segments (for example, a single meeting dedicated to ELA or math rather than bundling many goals together) and asked staff to return with concrete implementation steps outlining timelines, responsible units and measures of success.

Superintendent Dr. Blanco and staff acknowledged the systemic nature of the gaps, committed to returning with clearer next steps, and agreed to publish related dashboard data and follow‑up reports to the board.