Three Gilroy principals outline plans to boost attendance and early-grade literacy

Principals from El Roble Elementary, Rucker Elementary and South Valley Middle School presented their site plans to the Gilroy Unified School District Board of Education on Oct. 17, outlining steps to improve student achievement and school climate.

At El Roble, the principal said the school enrolls about 549 students, with roughly 62% qualifying for free and reduced-price meals, about 25% identified as English learners, 96 students with individualized education programs and 21 students marked as unhoused. “We want to make sure I highlight some of our successes, obviously address some areas of need and provide everyone with a plan on how we're going to address student achievement,” the principal said. Staff credited a drop in chronic absenteeism from 37% to 24.49% last year to increased outreach through a community liaison, attendance meetings that involve parents and incentives including spirit weeks and contests.

El Roble leaders pointed to modest gains in math (about a 3% increase) and uneven ELA results, and said they will scale programs that moved students forward last year. The principal described mandatory implementation of Hegerty phonics in K–1, use of i-Ready diagnostics three times a year, districtwide common assessments and a walkthrough tool to monitor small-group instruction fidelity. The school also plans coaching support from math and EL teachers of the year and to intensify multi-tiered interventions for students with disabilities and English learners.

Rucker’s principal described gains in cohort ELA and math scores credited to upper-grade small-group instruction and regrouping for designated ELD. The school will emphasize early-grade interventions and introduce a schoolwide focus on writing: “We will ensure that every student has those experiences…so they can write about it and make connections,” the principal said. Rucker will continue designated ELD blocks, targeted literacy intervention cycles led by a literacy facilitator and family engagement nights.

South Valley Middle School principal Guo Ramos said the site acts as the district’s Title I and English Learner plan and reported district-like demographics. South Valley showed growth in students scoring on or above grade level on i-Ready (ELA from about 8% to 20–26%, math from 4% to 22% in reporting shared to the board) but acknowledged large gaps persist for English learners and students with disabilities. The school plans a “foundational reading intervention” for sixth graders, expanded small-group designated ELD supports across classrooms, and a diversion pilot program to resolve disciplinary incidents through restorative and community-based supports.

Across the three presentations trustees pressed for specifics about what will change this year versus past practice. Board members emphasized monitoring and measurement: schools said they will use the walkthrough tool and common district assessments to collect evidence rather than rely on impressions, and they will require documented plans for when designated ELD occurs and how small groups are resourced. Several trustees urged stronger targets for proficiency; one trustee said a 5% proficiency target was insufficient given current baseline results.

The principals concluded by highlighting family engagement and social-emotional programs (Second Step), and by promising continued use of data cycles, teacher coaching and early intervention programs to accelerate student progress. The board will review implementation progress in future meetings.