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Consultants highlight collaboration, student voice in Gilroy Unified strategic‑vision work
Summary
Leadership Associates consultants told the board that two days of intensive stakeholder sessions produced prioritized core values (collaboration, accountability, safety), a proposed graduate profile and draft strategic initiatives; students and trustees pressed for clearer links to classroom practice and measurable next steps.
Consultants from Leadership Associates presented a progress update to the Gilroy Unified School District board on May 29, describing a two‑day strategic‑visioning process that included students, parents, staff and community partners.
"People were so engaged, excited to be there," consultant Sandy Lion told trustees, and she said the group used dot‑voting and affinity‑group exercises to surface priorities. Dr. Blanca Kavazos, who co‑facilitated the sessions, summarized the top values that emerged: collaboration, cultural responsiveness, accountability, safety, innovation and ‘‘student‑centered’’ decision‑making.
The consultants shared a proposed graduate profile — listing cognitive competencies (critical thinking, problem solving), personal traits (resilience, wellbeing) and interpersonal skills (cultural competence, communication) — and said it would be used to align classroom practice, curriculum and district priorities. Jacob Ortega, a youth advisory committee member who participated in the sessions, told trustees the experience was an "eye‑opening" way for students to learn about district work and contribute to it.
Board members welcomed the engagement but pressed consultants and staff on implementation. "I'm still having trouble seeing how this translates to the classroom," Trustee Baker said, asking for clearer ties between the strategic goals and what teachers will do day‑to‑day. Staff responded that the strategic plan is intended as a high‑level framework that will be operationalised through the Local Control and Accountability Plan (LCAP), school site plans and professional development.
Trustees asked that the fall site‑based input sessions focus on hard‑to‑reach families (non‑attenders, families of students with IEPs) and recommended scheduling and language access changes to broaden participation. Consultants and staff said they will hold four site sessions in September, with AM/PM options and translation resources.
The board received the update and directed staff to bring refined options for how the plan’s priorities would be translated into measurable actions and timeline items. Staff emphasized this is a living document to be returned to the board for review and adoption after additional community input and further plan drafting in the fall and winter.
