Gilroy Unified board studies strategic-vision process; consultants outline day-and-a-half community workshops

Consultants from Leadership Associates presented a plan on the Gilroy Unified School District Board of Education’s study session to create a district strategic vision, emphasizing a day-and-a-half community workshop, bilingual facilitation and alignment with the district’s existing Local Control and Accountability Plan (LCAP). The consultants described the strategic plan components — vision, mission, core values, focused strategic priorities and a graduate profile — and said the process would use an "accordion" drafting method in which a district writing team synthesizes workshop outputs into iterative drafts for community review and board study sessions.

The session began with routine business: trustees voted by roll call to grant Trustee Kim permission to attend remotely under Assembly Bill AB 2449 and then approved the meeting agenda. After introductions, Leadership Associates consultants explained the engagement steps: initial data and team preparation, stakeholder input sessions (consultants referenced input sessions scheduled for May 1–2), a day-and-a-half in-person workshop designed to mix parents, staff, students and community partners at diverse tables, and subsequent drafting and review by a district writing team. The consultants said materials and facilitation would be available in English and Spanish and that the team could expand evening options to increase participation.

Trustees used the study session to press for clearer communications and stronger assurances that the process will be board-driven and culturally competent. Trustee Jennifer Delbono said she felt unclear whether the meeting was a continuation of a January retreat or a new process, adding, "I feel confused… I feel like the train's moving and I'm being told where the train's going." Other trustees asked for frequent updates about who has been contacted and how many people participated, and requested that the district’s communications and outreach plan be developed with attention to English learner families, foster youth and other historically underrepresented groups.

Consultants and district staff explained that the LCAP — a required plan approved by the County Office of Education — will continue to drive specific short-term academic targets, while the strategic vision is intended to elevate three to five top priorities and a graduate profile that complements and frames LCAP goals. Consultants said the process will surface existing initiatives already reflected in the LCAP and help the district present a concise set of strategic priorities the community can understand and monitor.

During public comment a parent participating in the meeting urged the district to revive in-person focus groups and paper-based outreach to improve LCAP survey response rates, noting that many families do not reliably receive or respond to email-based surveys. The parent said the earlier era of on-site, in-person input generated stronger turnout and more representative feedback.

Consultants described the implementation emphasis for the final product: the strategic vision should be "teachable, visible, marketable, personal and measurable," with SMART goals, progress updates and board monitoring to prevent the plan from becoming a binder on a shelf. Trustees expressed a desire for a deliberate pace that still produces measurable improvements in the near term; several members stressed urgency while also supporting a thoughtful community-engagement process.

The study session ended with the board closing the item and brief announcements. Next procedural steps indicated by consultants and staff included finalizing input-session dates and formats, assembling the district writing team, and circulating drafts for community review before returning to the board for study sessions and eventual adoption.