Supporting Student Outcomes Through New Goals and Guardrails 

“What if it does work and what if it changes the trajectory of what happens to our kids in our district?” ~ Interim Superintendent Misty Her  

What Happened? 

At the January 22 meeting, the Fresno Unified School District (FUSD) Board reviewed a presentation by Interim Superintendent Misty Her on board-created goals that reflect the community’s expectations for student achievement. The presentation included a revised version of these goals, as well as interim goals needed to reach them. Interim goals are defined as measures of progress toward a defined goal and they are influenceable by the Interim Superintendent. As they are interim goals, they are able to be adjusted as needed. 

Goals

The goals covered four key areas: early literacy proficiency, literacy intervention, college and career readiness, and life skills. 

Early Literacy Proficiency

Board Draft Goal: The percentage of 1^st graders proficient in reading based on iReady or Waterford results will increase from 48% in June 2024 to 70% by June 2030.

Superintendent’s Suggested Revision: Broaden the focus beyond Waterford and raise the target from 70% to 80%. 

Interim Goals (June 2024-2026):

• Increase the percentage of students who are at or above grade level in literacy (measured by iReady).
• Increase the percentage of students meeting their stretch growth target (measured by iReady). Stretch growth is the ability to stretch the growth of a student to get them to grade level.
• Increase the percentage of Kindergartners who are mastering literacy foundational skills (measured by the K-FSA assessment).  

Literacy Intervention 

Board Draft Goal: The percentage of 3rd-8th grade students who start more than one grade behind in reading and make more than one year’s growth will increase from 10% in June 2024 to 50% by June 2030. 

Superintendent’s Suggested Revision: Combine Smarter Balanced ELA results with iReady data to set an informed baseline and track progress to 50% by June 2030.

Interim Goals (June 2024-2028):

• Increase the percentage of identified 3rd-6th grade students meeting their stretch growth targets in iReady.
• Increase the percentage of identified students improving at least one performance band on the district interim assessment.
• Increase the percentage of identified 3rd-8th grade students improving by at least one rubric score on the district writing assessment. 

College and Career Readiness

Board Draft Goal: The percentage of high school student graduates deemed college and career ready (based on College and Career Indicator, or CCI) will increase from 43% in June 2024 to 86% by June 2030. 

Superintendent’s Suggested Revision: Lower the target to 64% given the need for greater student awareness of CCI. 

Interim Goals (June 2024-2028):

• Decrease the percentage of students receiving at least one “D” or “F” on their report card.
• Increase the percentage of 9th-12th grade students completing a dual-enrollment course, Career Technical Education concentration/capstone course or a work-based learning experience each semester. 
• Increase the percentage of 9th-11th grade students achieving “nearly met” or higher on district interim math assessments.

Life Skills

Board Draft Goal: The percentage of 4th-8th grade students demonstrating proficiency in self-regulation, critical thinking, problem-solving, and conflict resolution will increase from  __% in June 2024 to __% by June 2030. The blanks are due to not yet having the data to be able to suggest a percentage increase nor a specific assessment to determine how to record the data.

Interim Goals (June 2025-2030):

• Increase the percentage of TK students sustaining or exceeding expectations in the Social-Emotional Learning domain (measured by the TK Foundational Skills Assessment.
• Increase the percentage of 7th-8th grade students rated as “typical” or “strong” on the Devereux Student Strengths Assessment. This assessment measures eight domains of social-emotional skills).
• Increase the percentage of K-12 students scoring a 3 or 4 on the Portrait of a Learner Portfolio assessment. This assessment is an agreed-upon set of school- or district-level aspirations for what every learner will know and be able to do when they leave school. 

The board also discussed essential guardrails to ensure goals are achieved without compromising student well-being. Guardrails include both board-created policies and interim benchmarks. The goals, guardrails, interim goals, and interim guardrails were approved with recommended adjustments to be made. 

Guardrails

Community Engagement  

Board Draft Guardrail: Major decisions impacting student outcomes require a community engagement plan. 

Interim Guardrail (June 2024-2026): Increase engagement for decisions affecting over 25% of a targeted group. 

Equitable Access

Board Draft Guardrail: The superintendent may not meet the goals by leaving out or denying access to any district or vulnerable population groups.

Interim Guardrail (2025-2028): Ensure all district reports include discussions of underserved populations and expand Universal Design for Learning training for teachers. 

Effective Staff 

Board Draft Guardrail: Staff members rated “does not meet standard” (per California Professional Standards for Education Leaders (CPSELs), the California Standards for the Teaching Profession (CSTPs), and classified standards) may not be hired, promoted, or laterally transferred. 

Interim Guardrail (2025-2028): Increase the percentage of trainings for supervisors evaluating employees, ensure underperforming employees receive written support plans, and use evaluations in hiring and promotion decisions. 

Health and Wellness

Board Draft Guardrail: Goals must not be achieved at the expense of student or staff well-being.

Interim Guardrail (2025-2027): Increase participation in climate and culture surveys, expand teacher implementation of the Social-Emotional Learning curriculum, and improve staff agreement on positive workplace culture through the climate and culture survey. 

Why is this Important?  

These goals and guardrails set clear expectations for student success and ensure accountability at all levels. By setting measurable targets for literacy, college readiness, and life skills, FUSD is taking proactive steps to support student achievement. Community engagement is a key component, ensuring that initiatives are shaped by the voices of parents, teachers, and stakeholders. The collaborative approach fosters transparency, allowing the community to stay engaged and hold the district accountable. 

A strong focus on literacy is crucial as it serves as the foundation for all learning. Students who struggle with reading often fall behind in other subjects, making early intervention essential. Similarly, preparing students for college and career success through rigorous coursework, dual enrollment, and technical education pathways equips them with real-world skills that foster long-term economic stability. 

Beyond academics, student well-being is a central focus, acknowledging that a supportive school environment directly impacts learning outcomes. Mental health initiatives, social-emotional learning programs, and community engagement strategies help build a culture where students feel safe, supported, and motivated to achieve. 

What Can You Do?  

1. Stay Informed: Dig even deeper into this data in GO’s recently released 2024 Fresno Dashboard Report Guide as well as the 2024 Fresno Kids First report.  
2. Advocate for equitable student outcomes: Attend public meetings, review updates, and engage with the district’s efforts to address the needs of the lowest-performing student groups and participate in feedback opportunities as the district implements the new Local Control Accountability Plan (LCAP). Share your thoughts on how well the district is meeting its goals and addressing the needs of all students.