Site Contact Information
Main Office: 650-558-2399
Attendance Office: 650-558-2308
Health Office: 650-558-2322
Site COVID Team
Principal: Yvonne Shiu
Asst. Principals: Adam Gelb, Michael Holtz and Patti Frias
Administrative Assistant: Janine Beard
Facilities Manager: Don Ahuna
Health Aide: Renee McAuliffe
Attendance Clerk: Corina Menendez
Athletic Trainer: Jessica Mayes
COVID Team Responsibilities:
- Collect information regarding COVID-positive staff and students - ensure sharing of information for appropriate health protocols.
- Identify shifting staffing needs and work with the District Office to put substitutes in place as needed.
- Maintain stock of back-up PPE and sanitizing supplies for offices, bathrooms, and classrooms.
COVID-19 Expectations and Responses
It is IMPERATIVE that all students participating in learning on campus follow the health and safety guidelines included in this plan.
Students and families should be aware of the consequences for unsafe behaviors at school. Please review these COVID-19 Expectations and Responses that all schools within the SMUHSD are following during the Pandemic.
Phases of Return Description
Phase 1: To Begin Two Weeks after the County reaches the Red Tier
This Phase includes specialized programs that serve students with disabilities and complex learning and support needs. These students require in-person learning to access their education. The class size in the programs are small, ranging from 5 to 16 number of students. Additionally, the student to staff ratio is quite small which allows for the unique needs of the students to be met. Plans will include individualized schedules, and ways to ensure that students with disabilities can be served with considerations for safety and access to in-person instruction and the critical social emotional, mental health, social skills, and access to peers. Students enrolled in Special Education programs AAC, ATC, BASE, HOPE, KEY and TDS may return to campus. The District Special Education Department and Case Managers are communicating directly with these families.
Designed to meet the needs of students with significant disabilities, who have complex learning and communication needs that benefit from in-person instruction and intensive support.
Designed to serve students with significant disabilities ages 18-22, students use Burlingame or Capuchino High School for check in and receive the majority of their instruction and support in the community and in jobs. The students benefit from a variety of instructional methods and returning to campus will allow students to work on critical social skills and community safety skills that are essential parts of their unique educational programs. The size of the cohorts varies from 11-18.
Designed to serve a small number of students at Hillsdale High School. The students generally have both behavioral/emotional and academic issues that are addressed in a small group setting and with specialized supports. The classroom currently serves approximately 6 students, has one teacher, one instructional aide, and one behavioral support provider.
Designed to serve a small number of students, 2 classrooms, and up to 16 students. These classrooms are housed at Capuchino High School and are supported by two teachers, instructional aides, and mental health therapists. This program serves the needs of students who have mental health needs and benefit from a milieu classroom where they have access to a therapist for social emotional support. These students will return to campus for specialized academic instruction, and specialized supports to address their mental health needs. The students will work in several settings, and continue to attend class both in person and virtually on site.
This program serves the needs of students who have mental health needs and benefit from a milieu classroom where they have access to a therapist for social emotional support. Programs are on campus at Aragon High School and Hillsdale High School. Students access both specialized academic settings and general education settings. Each campus houses one classroom with support staff and supports 12-16 students.
Designed to serve a small number of students at Mills High School. The students generally have both emotional and academic issues that are addressed in a small group setting and with specialized supports. The classroom currently serves approximately 8-10 students.
Phase 2: To Begin Two Weeks after the start of Phase 1
This Phase will include three additional specialized programs, Middle College, Bridge, Peninsula High School and various enrichment programs. The description of the program and the number of students anticipated at any one time is included in the description.
Middle College is an alternative education program in SMUHSD which includes juniors and seniors from schools throughout the District. Students complete their schedules with three or four college classes. Students attend two hours of instruction daily, and all students following cohorting guidance. We anticipate 12 students or fewer per cohort, with no more than 48 students on-campus at any one time.
The ELD Bridge Program is designed to serve students who are English Learners (in ELD 1) entering the SMUHSD as seniors with few to no credits who would be better served in an alternative program. This program is small with approximately 26 students and 2 certificated teaching staff and 2 classified support staff. Students will come to campus in small cohorts of approximately 12 students.
Peninsula High School
Peninsula High School is the SMUHSD continuation school. We serve the most at-risk students from the six comprehensive high schools. The program serves 170 students. Our students struggle with adequate space and technology support at home and the goal is to provide their needs at the school including mental health and offset food insecurity. We will bring back 25% of students in Cohorts A, B, C, D and each cohort will be assigned 1 day on campus. Our cohort days will have up to 30 students total per day. In Phase 2, students will be in classes with 3-4 students and 1 teacher for each of the 6 periods per day.
Comprehensive high schools will initiate small groups of students and staff designed to augment academics, student clubs, and community service. The purpose of enrichment programs is to increase students’ connection with their learning and other endeavors.
Phase 3: To begin no earlier than five (5) days after the County has entered the Orange Tier and no earlier than five (5) days after the start of Phase 2
All students who opt for in-person instruction may return to campus as outlined below. Student schedules will not change and will keep the same classes and teachers whether they return to campus or not. Instruction will be delivered via Zoom whether the student is on campus or at home. In most cases, teachers will be teaching via Zoom from their classrooms. Students who opt to return to campus will participate in a hybrid model of instruction. Those deciding to return to in-person instruction will be placed into one of two “cohorts” or groups of students called “Cohort A” or “Cohort B”. Students returning to campus will attend live in-person classes on their two designated cohort days each week. Students attend Zoom classes from home on their non-cohort days. Students who opt for 100% distance learning will attend Zoom classes from home just as they did at the beginning of the spring semester.
Peninsula High School
In Phase 3 Cohorts A + C and B +D will be combined to attend campus twice weekly.