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Solosano school presents SIP emphasizing AVID expansion, reading and restorative practices
Summary
Solosano school leaders presented their 2025–26 School Plan for Student Achievement, reporting modest CASP gains and declines in suspension rates and outlining priorities including schoolwide AVID, reading interventions, multi‑tiered supports (MTSS) and restorative practices to close gaps for English learners and students with disabilities.
A Solosano school representative presented the site’s School Plan for Student Achievement for 2025–26, telling the Gilroy Unified School District board the plan “is aligned with our district LCAP and serves both our English learners and title one.” The presenter said the site enrolls 749 students, with 25% identified as English learners and 107 students receiving special education services, and reported average daily attendance of 93% for 2024–25.
The presenter walked the board through academic results and cohort gains, saying, “in 2025, 41.8% met and exceeds in our CASP in the ELA,” and noting small but consistent increases in the school’s math and ELA performance over three years. The site highlighted reclassification of 28 EL students last year as an outcome not fully reflected in the ELA data and said math remains an area for growth (33.78% met/exceeded in 2025) while cohort math gains were described as “a growth of 9%.”
Board members pressed for context. Trustee Dalono asked what contributed to the cohort gains; the presenter credited staff efforts, sustained PLC work and said some gains reflect reclassification of EL students out of the subgroup, adding that recent analysis showed many students were reading at second‑ or third‑grade levels and that reading interventions will be prioritized.
The school described priorities and interventions for 2025–26: making AVID (Advancement Via Individual Determination) schoolwide, distributing AVID binders for all students, continuing a math coach partnership with the district, strengthening MTSS (multi‑tiered systems of support), expanding professional learning communities (PLCs), and using walkthroughs and PLC data to measure implementation. The presenter said restorative practices remain central: “our ARIES dashboard data shows that we have had 1,239 restorative conversations which have been effective in reducing physical altercations on our campus.”
On school climate, the presenter called attention to a discrepancy between parent and student survey responses: parents reported 84% agreement that teachers hold students to high expectations, while 56% of students agreed. The presenter said they discussed this with leadership students on March 14, 2025, and that students asked for more interactive, real‑world lessons, one‑to‑one check‑ins, advisory/catch‑up time and peer tutoring; staff plan to use those recommendations when refining instructional practice and supports.
Trustees and staff suggested practical follow‑ups: clarifying data sources in the SIP, explaining differences in reported enrollment, and ensuring the board receives a digestible checklist of compliance and high‑level items when reviewing site plans. The board indicated it will ask sites to update SIP language and correct data inconsistencies before final adoption.
The board’s discussion closed with appreciation for the school’s focus on equity and student well‑being and a request from trustees for ongoing updates on AVID implementation and reading progress.
