Rita Nascimento

The board meeting included several recognitions, such as honoring high school students for their community service hours, celebrating elementary school participants in the Future Chefs competition, and acknowledging local business partners for providing student job opportunities. Additionally, the Board discussed special education support and community advisory liaisons. Public comments addressed budgetary concerns and resource allocation for special education programs, specifically questioning management compensation packages.

The board meeting included several recognitions: a student representative from Christopher High School, the Dr. TJ Owens Early College Academy for being named a California Distinguished School and its national ranking, and members of the Gilroy High School choir for their participation at Carnegie Hall. During the public comment session, several teachers and a student addressed the board regarding concerns about large class sizes, the complexity of behavioral and academic needs, and the impact of these factors on the learning environment and teacher sustainability. The teachers advocated for smaller class sizes and meaningful support to improve student outcomes.

This Local Control Accountability Plan for Gilroy Unified School District outlines the district's strategy to improve student outcomes, especially for English learners, socio-economic disadvantaged students, and foster youth. It focuses on four key goals: providing high-quality instruction and 21st-century learning opportunities for college and career readiness; ensuring equitable support for all learners; promoting a positive school culture and increased engagement; and providing equitable and high-quality basic services including materials, staffing, and facilities. The plan details actions to achieve these goals and addresses learning loss and socio-emotional well-being.

This Local Control and Accountability Plan outlines the strategic use of Local Control Funding Formula (LCFF) funds to improve learning outcomes for all students, with a particular emphasis on English learners, socio-economic disadvantaged students, and foster youth. The plan is structured around five key goals: creating rigorous and innovative learning environments for post-secondary success, maximizing equitable student support, building inclusive and safe schools that prioritize mental health and social-emotional well-being, ensuring equitable and high-quality basic services (materials, staffing, facilities), and addressing specific equity multiplier indicators for Mount Madonna High School. The overall vision is to enhance academic achievement, promote student engagement, and foster a positive school climate, preparing students for college and career readiness.

This Quality Improvement Work Plan for the After School program at Eliot Elementary School focuses on enhancing the student experience through several key areas. These include creating a safe and supportive environment where students feel welcomed and trusted, improving program management via structured documentation and staff development, and fostering active and engaged learning through adapted curriculum and collaborative partnerships to build a sense of community and teamwork.