Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the District Strategy topic
No spam. Unsubscribe anytime.
Gilroy Unified superintendent frames 2025–26 theme 'Change,' cites student poverty and proficiency gaps
Summary
Superintendent Dr. Munchie opened the school year portraying 'Change' as a multi‑year district priority, citing that 57.6% of students qualify for free/reduced meals, 27% are ELs and 17% have IEPs, and urging board support for training, resources and PLC practice shifts to improve proficiency over time.
Superintendent Dr. Munchie used the district superintendent’s report to launch a year‑long theme of “Change,” describing it as a coordinated shift in practice and mindset that will require multi‑year investments in training and supports across the district.
In her report she presented headline district data and context: “57.6% of our students qualify for free and reduced meals,” she said, adding that “27% of our students identify as ELs and 17% of our students have IEPs.” She observed that historically proficiency in ELA and math has hovered between about 40% and 50% and said those structural realities shape what the district must plan for. “When we talk about any change, there are three things we need to consider: why are we going to change, who needs to change and how are we going to change?” she told the board.
Dr. Munchie highlighted recent back‑to‑school activities, partnerships (including an Amazon‑partnered Girls Tech Day) and professional development that accompany the initiative. She emphasized the district’s expectations that PLCs move from a compliance exercise to practice changes in the classroom, and that district office teams provide practical, resourced support. “If we are asking people to change, then we need to change something at our end too,” she said, urging the board to endorse the direction and support the resources and training needed for staff to implement AVID, PLC practice changes and other priorities.
Trustees pressed for clarity on metrics and timing; Dr. Munchie cautioned that meaningful culture and instruction changes typically take a minimum of three to five years and that short‑term gains should be framed as incremental. She also described district operational activity tied to the start of school — openings, orientations, transportation and campus visits — noting staff morale and retention signals such as a lower number of newly hired teachers than in prior years.
The board welcomed the superintendent’s framing, with several trustees saying they were optimistic about starting the year with a focus on practice improvement and supports for schools. The superintendent said she would continue to provide periodic updates to the board and asked for the board’s public support as the district implements multi‑year change.
