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Annual Goals

Annual Goals

2017-2018 District Goals

 

 

Goal 1: Academic Achievement

In order to drive progress on our bold, common vision to increase academic expectations and performance in creating college and career ready students, we are committed to:

  • Increasing the academic achievement of students as identified in LCAP Goal #2-Achievement and Equity Goals -- increase A-G completion from 65% to 70%, reduce D/F rates by 5%, increase AP/IB test taking by 5%, improve graduation rates from 90.8% to 92%, decrease dropout rate from 6.8% to 5.0%, increase English Learner progress, and improve other measures of performance (see appendix)
  • Supporting the six comprehensive schools in their WASC Accreditation Process so they earn the longest (highest level) accreditation possible
  • Implementing CANVAS as our learning management system, which will allow students, families and educators to use technology as a means of learning and communication
  • Expanding opportunities for students to earn credits toward graduation outside of the traditional school day using our partnerships with San Mateo County Community College District (SMCCCD) and flexible scheduling
  • Providing personalized professional development and coaching to teachers and staff to support their continued growth to improve classroom instruction
  • Creating a district-wide homework policy with broad input from stakeholders
  • Creating access and opportunities for our English Learners to expedite their mastery of the language to support their academic success in all subjects

 

Goal 2: Stewardship of Resources

In order to ensure the district’s long-term fiscal health and overall stewardship of resources, we are committed to:

  • Aggressively addressing any structural deficit
  • Creating a balanced budget by the 2019-20 school year
  • Improving communication and common understanding of the district’s financial situation
  • Implementing an environmental and sustainability policy that positions SMUHSD as an environmental leader as measured by a reduction of twenty-five percent in energy use by the district as a whole

 

Goal 3: Student Support Services

In order to further develop our mental health services to support students’ social/emotional/physical well-being, we are committed to:

  • Building organizational capacity within the areas of student social/emotional/physical well-being through refining and improving our MTSS Model and various site and district initiatives
  • Assuring a sustainable mental health model for 2019-2020 when existing funding for our model is slated to sunset
  • Supporting all needy students, particularly those whose families have economic challenges

 

Goal 4: New Location for Peninsula High School

In order to serve some of the district’s most vulnerable students, we are committed to:

  • Securing a new, more convenient location for Peninsula High School that supports more post-secondary options and
  • Creating a timeline to move to this location

Approved by the Board-August 10, 2017

 

APPENDIX - LCAP GOAL #2-ACHIEVEMENT & EQUITY

The SMUHSD will increase academic expectations and performance to create college-and career- ready students and measure and develop our work in this regard, especially as relates to our Achievement Gaps.

  1. Improving A-G Completion: All students from 65% in 2016 to 75% for Class of 2020 (7% increase) Sub-group A-G completion acceleration outcomes:
    • The district will increase by 3% the overall percentage of students meeting A-G Requirements in 2017-18, 3% in 2018-19, & 3 % in 2020 
    • The district will increase by 5%, the number of EL, Low-Income, Foster/Homeless Youth, Special Education, Latino and Pacific Islander students completing A-G course sequence in 2017-20.
  2. Reduction in D/F Rates: Improvement in % of students achieving “C-” or better grades:
    • The district will increase by 3% the overall number of 9th grade students receiving a “C-” grade (or better) in English I (fall 2017). In addition the District will increase by 5%, the number of EL, Low-Income, Foster/Homeless Youth, Special Education, Latino and Pacific Islander 9th grade students receiving a “C-” grade or better in English I
    • The district will increase by 4% the overall number of 9th grade students receiving a “C-” grade (or better) in Algebra I (fall 2017). In addition, the District will increase by 6% the number of EL, Low-Income, Foster/Homeless Youth, Special Education, Latino and Pacific Islander 9th grade students receiving a “C-” grade (or better) in Algebra I (fall 2017).
  3. Increasing Number of 10th Graders “On-track”: The district will increase by 3% the overall number of 10th grade students "on track” (“on track” means a student has completed at least 110 credits & has a GPA of 2.0 or higher) and 5% the overall number of 10th grade EL, Low-Income, Foster/Homeless Youth, Special Education, Latino and Pacific Islander students.
  4. Increased AP/IB Achievement: The district will increase by 1% overall, the number of students  who achieve passing scores on AP/IB tests (the number of students who achieve  a passing score on at least one AP/IB exam). In addition, the district will increase by 3% the number of EL, LTEL, Low-Income, Foster/Homeless Youth, Latino and Pacific Islander students who achieve passing scores on AP/IB tests.
  5. CAASPP Improvement: District 11th grade students will show:
    • a 2% Increase overall in the number of students meeting standard on the CAASPP-ELA assessment and increase by 5% the number of students “meeting standard” among EL, Low-Income, Foster/Homeless Youth, Special Education, Latino and Pacific Islander students subgroups.
    • A 5% increase overall in the Math assessment overall on the CAASPP-Math assessment and increase by 7% the number of students “meeting standard” among EL, Low-Income, Foster/Homeless Youth, Special Education, Latino and Pacific Islander students subgroups.
  6. English Learner Progress acquiring English proficiency: The District will improve English Learner progress at learning English as measured by the following outcomes:
    • Increase the percent of students making one year of growth on CELDT (ELPAC in 2018-19) by 3%
    • Increase the percent of ELD students who have been in our schools a full academic year who advance to the next level of ELD or are transitioned into mainstream courses by 3%
    • Increase the percent of 9th and 10th grade students who are reclassified by 3%
  7. Graduation Rates: Increase graduation rates overall and among key subgroups (2017-2020):
    • Increase Overall graduation rate from 90.8% to 92%
    • Increase Hispanic/Latino graduation rate from 82.8% to 88%
    • Increase Pacific Islander graduation rate from 89.4 to 92%
    • Increase African American graduation rate from 68.4% to 85%
    • Increase Low-income student graduation rate from 80.3 to 88%
    • Increase English Learner student graduation rate from 71.5% to 85%
    • Increase Special Education student graduation rate from 74.2% to 85%
    • Increase Foster Youth graduation rate from 55.6% to 70% (per AB-167)
  8. Drop out rates: Decrease dropout rates overall and among key subgroups (2017-2020):
    • Decrease Overall dropout rate from 6.8% to 5.0%
    • Decrease Hispanic/Latino dropout rate from 12.4% to 8.0% and Pacific Islander drop-out rate from 10.6 to 8.0%
    • Decrease African American dropout rate from 21.1% to 14.0% and decrease Low-income student drop-out rate from 14.3% to 8.0%
    • Decrease English Learner dropout rate from 19.4% to 10.0% and decrease Special Education dropout rate from 11.0% to 8.0%
    • Decrease Foster Youth drop-out rate from  22.2 to 15.0% (per AB-167)