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Board hears building needs assessment highlighting curriculum, staffing and attendance gaps
Summary
District staff told the board that principals’ needs assessments point to a need for a social‑studies adoption, more ESL/ELL and special‑education support, expanded counseling/SEL services, and attention to chronic absenteeism and HVAC/facility repairs.
Dr. Kargil, presenting the district's 2025–26 building needs assessment, said principals' submissions show recurring priorities: adoption of a new social‑studies curriculum, increased support for English‑learner and special‑education students, more counseling and social‑emotional learning programs, and persistent chronic absenteeism.
He told the board that staff shortages were concentrated in paraprofessional and specialist roles' instructional strategists, ESL support and special‑education teachers' and that those vacancies limit the district's ability to meet students' needs. Facilities issues cited included humidity problems in the Walnut library, doors and roof repairs, and outdated carpeting.
To address barriers to proficiency, Kargil described a mix of short‑ and long‑term strategies: increase staffing capacity where needed, strengthen family engagement, expand targeted interventions and extended learning time, and align curriculum coherence across grades. He said many items will require multi‑year work and funding.
Board members pressed on attendance, with one member noting that elementary absenteeism often reflects adults not getting children to school and suggesting the involvement of county services for earlier intervention. Kargil said staff plan to bring a focused presentation from Patricia Reyes on attendance practices and data later this year.
The presentation was offered for the board's planning and fiscal considerations; no formal action was taken at this item. The board said the assessment will help shape the district's five‑year strategic plan and 2026–27 fiscal planning.
