San Mateo High School

School Leadership Team Minutes

December 4, 2006

 

 

 

In attendance:

Rich Mozzini, Til Tribuzi, Cynthia Rapaido, Ron Beall, Martin Ortega, Jacquie McEvoy,  Nate Johnson (recorder), Diane Termini, Steve Asp, Catherine Bunch, Michelle Casale, Sally Seebode, Dan Kiely, Miguel Appleman, Sara Catalli, Cece Cronin, Joyce Dickson, Behrooz Shahvini

 

Summary of Actions

1. Rich reminded chairs to turn in Curriculum Guide changes

2. Rich got approval for finals schedule.

3. Ron reviewed the curricular changes being implemented this spring, noting that 327 changes are being made.

4. We discussed the AYP and our status as an underperforming school:

• Rich presented data on the AYP. Proficiency rate for passing the AYP is now 380. We are in good shape this year for AYP targets; next year, however, will see a sharp rise in expectations. Next year’s targets for proficiency are going to raise about 11%, which will cause problems for us.
• Rich presented Jeanie Kwong’s appeal to the state, outlining how SMHS missed its AYP target by 18 Special Education students who were not counted in participation rates. Our appeal was denied.
• Jacquie is going to send a letter to parents of RSP/SDC students asking them not to request modifications this year.
• Rich outlined how Sp.Ed. students are going to be tested this year. He said that there may be problems if the few teachers proctoring are not able to do so on their ADP. Miguel encouraged our administration to pressure the district admin. to make things easier by working out their differences with the association.
• Rich pointed out that he has CAHSEE study guide for English and Math. He will be making sure that SDC and RSP teachers are using the guides. The 8 sections of English will be given the guides. ELD will be getting the guides also.
• Ron asked if there has been any change in the re-designation to “freshmen” of “sophomores” without the credits of a 10^th grader. Jacquie has said that she has requested that re-designation take place, but the powers that control the SASI designation will not agree to make the changes. Jacquie said that Mark Avelar will need to mandate the change before it happens, probably. For the purposes of the CAHSEE, those failing students would not count against us. If the re-designation was made, we would have fewer 30 students who are notorious failures. The technical administrator refuses to make those changes.
• Brad said that many teachers are nervous about the current sophomore class’s performance. Jacquie agreed, saying that there have been many more problems with the current 10^th graders. Maybe Advisory can instill a desire to pass.
• Jacquie suggested targeting students at the start of the sophomore year by giving them a CAHSEE prep class at the start of 10^th grade, based on teacher recommendation.
• Martin said Social Studies had about 20 ideas for raising scores:

·        get parents involved to see that if we get taken over we lose electives,

·        there needs to be comprehensive approach to reading across the curriculum,

·        revisit the attendance policy (student perception of a cut being better than a tardy),

·        create positive incentives for students,

·        examine academic eligibility (ineligible students need to be in class),

·        revisit failing kids’ schedules to put them in academically intensive classes,

·        start talking about how we talk about tests (racial identification has been flagged as lowering scores),

·        want more training on Edusoft,

·        change school culture to emphasize academics,

·        CAHSEE assembly,

·        revisit the schedule to ensure Advisory,

·        low teacher moral currently—find common ground and communicate

• Other suggestions were offered:

·        teachers need to take the tests themselves to be educated;

·        teachers need to write quizzes in the style of the CAHSEE test;

·        discuss the fatigue factor and build their skills;

·        embed the test taking skills into their core classes;

·        increase participation in Reading for sophomores;

·        incorporate reading skills across the curriculum;

·        figure out how to counteract the psychological influence of race or perceived performance through language;

·        have students take their test with a teacher they are comfortable with;

·        kids at the very bottom who are failing everything, how can we help them?

·        we need to revoke rights of students who don’t participate;

·        many teachers don’t support the idea of state-mandated tests, and by their nature don’t see themselves in the test, so they don’t incorporate it naturally;

·        change the culture to be more academic (cultural symposiums, develop more of an Ivy-league spirit, shift towards college);

·        Learning teams and SWAT teams could be sacrificed for “test team.” We don’t we all take the test, or educate ourselves, or pass out the study guide;

·        Declare a state of emergency;

·        Give the 50 kids a reward for participation

·        Start conditioning incoming 9^th graders before August, a summer program

·        We are getting another counselor—have them do more with the test and interventions

·        Keep the electives and attack the issue through them

·        Adopt-a-CAHSEEite. Peer tutoring with seniors.