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Gilroy High administrator cites attendance gains and heavy wellness‑center use amid mixed test results
Summary
A Gilroy High administrator reported rising attendance (>94% in recent weeks), expanded restorative-practice training and substantial wellness‑center use (1,950 visits by 273 individuals last year), while CAASPP/CASP math and ELPAC results remained mixed; the school plans PLC cycles, CTE expansions and targeted supports for English learners.
An administrator for Gilroy High School told the Gilroy Unified Board that attendance has trended up and that schoolwide supports — including a wellness center, restorative practices and expanded visual and performing arts classes funded by Proposition 28 — are central to the site’s improvement plans.
The presenter said Gilroy High’s attendance over a recent four‑week span exceeded 94 percent and credited counseling, attendance liaison outreach and parent engagement. On English‑learner progress, the presenter said 116 of 334 EL students increased English proficiency from 2024 to 2025 and 57 students were reclassified last year.
The wellness center, the presenter said, logged 1,950 visits by 273 different individuals last year; early in the current year 70 distinct students had used the space. The center is staffed by a wellness coach and a mental‑health therapist and also receives services from outside agencies, the presenter said.
On assessments, the presenter acknowledged that CAASPP/CASP math scores lag district averages but that students with disabilities and EL subgroups showed gains; Gilroy High administered 643 AP exams last year with an overall pass rate of 43 percent, including a 19 percentage‑point increase in one English-language AP pass rate and high Spanish AP pass rates (93% and 81% in cited subtests).
Priorities for 2025–26 include increasing average daily attendance, raising student engagement through the Diamond lesson‑design model and using PLC data cycles to reteach and reassess. The school is also broadening VAPA offerings (AP music theory, audiovisual production, mariachi) and moving culinary into an agricultural farm‑to‑table pathway supported by Perkins and other grants.
Trustees probed how the district tracks graduates (the presenter said Gilroy Unified uses the National Student Clearinghouse) and how the school measures restorative practices and caring‑adults metrics. The presenter said FiveStar platform data helps the site analyze student activity and out‑of‑class time and that the school will continue newcomer support groups and close monitoring of vulnerable populations.
The board did not vote on the presentation. Trustees asked for follow‑up on measurement methods and for a districtwide sharing of successful practices.
