Furthering the conversation around Goals and Guardrails: Updates and Revisions
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What Happened?
At the February 26th meeting, the Fresno Unified School District (FUSD) Board reviewed an updated presentation by Interim Superintendent Misty Her on board-created goals. These goals reflect both community expectations for student achievement and input from the FUSD Board, provided during the January 22nd meeting. The presentation included updated versions of these goals, as well as updated 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 updated goals cover four key areas: early literacy proficiency, literacy intervention, college and career readiness, and life skills. Refer here for a summary of what happened during the January 22nd meeting or here for a more detailed look into the previous goals and guardrails.
Early Literacy Proficiency
Updated Board Draft Goal: The percentage of 1st graders who are proficient in literacy based on iReady results will increase from 48% in June 2024 to 80% June 2030.
Previous Board Draft Goal: The percentage of 1st graders proficient in reading based on iReady or Waterford results will increase from 48% in June 2024 to 70% by June 2030.
Changes to interim goals:
- The first two interim goals remained unchanged.
- The third interim goal was updated to specify that the percentage of Kindergartners mastering foundational literacy skills will be measured using an updated comprehensive K-FSA assessment.
Literacy Intervention
Updated Board Draft Goal: The percentage of 3rd-8th grade students who are more than one year behind as measured by Smarter Balanced (SBAC) ELA who make more than one year’s growth will increase from X% in June 2024 to Y% by June 2030.
Previous 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.
Changes to interim goals:
- The timeline was adjusted, changing the end date from 2028 to 2026 to allow for earlier course correction.
- The second interim goal percentage was revised from “X% to 90%” to “X% to 50%.”
- The third interim goal percentage was adjusted from “X% to 75%” to “X% to 50%.”
College and Career Readiness
Updated Board Draft Goal: The percentage of students graduating from high school who are college and career ready based on CCI will increase from 43% in June 2024 to 64% by June 2030.
Previous 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.
Changes to interim goals:
- There were no changes made to the interim goals.
Life Skills
Updated Board Draft Goal: The percentage of 6th, 8th, and 12th grade students who demonstrate benchmarked competencies in the skills listed in the Portrait of a Learner using age-appropriate assessments will increase by X% in June 2027 to Y% by June 2030
Previous 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. (Data gaps prevented defining a percentage increase or assessment method.)
Changes to interim goals:
- Interim goals were reduced from 3 to 2.
- The first interim goal now focuses on 4th-8th grade students.
- The second goal focuses on K-12 students.
Guardrails
The board also discussed updated essential guardrails to ensure goals are achieved without compromising student well-being. Guardrails include both board-created policies and interim benchmarks. Updates included defining “major decisions” for the community engagement guardrail.
Community Engagement
Update Board Draft Guardrail: The superintendent may not propose major decisions to the Board w/o first having a community engagement plan.
Previous Board Draft Guardrail: Major decisions impacting student outcomes require a community engagement plan.
Changes to interim guardrails:
- An interim guardrail was added: “By December 2025, specific criteria will be established to include in all community engagement plans.”
- The December 2025 deadline was updated to August 2025.
Equitable Access
Updated Board Draft Guardrail: The superintendent may not meet the goals by leaving out or denying access to any distinct and/or vulnerable population groups (for example, African American, English Learners, Foster Youth, Homeless and Students with Disabilities) or schools.
Previous Board Draft Guardrail: The superintendent may not meet the goals by leaving out or denying access to any district or vulnerable population groups.
Changes to interim guardrails:
- The timeline was updated from August 2025 to June 2027.
- A third guarail was added: “The percentage of site and district leaders who receive professional learning in Targeted Universalism will increase from 0% to 90%.”
Effective Staff
Updated Board Draft Guardrail: The superintendent will not allow the hiring, promotion, or lateral movement of staff who are performing “does not meet standard” as defined by CPSELs, CSTPs, and classified standards.
Previous 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.
Changes to interim guardrails:
- The first interim guardrail was updated to reflect the inclusion of anti-bias training.
Health and Wellness
Updated Board Draft Goal: The superintendent may not meet the goals at the cost of unreasonably compromising the health and wellness of students and staff.
Previous Board Draft Guardrail: Goals must not be achieved at the expense of student or staff well-being.
Changes to interim guardrails:
- No changes to the interim guardrails.
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?
- 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.
- 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.
Additional Meeting Highlights:
- The Local Control and Accountability Plan (LCAP) Mid-Year Report was presented, reviewing implementation data and expenditures. Many LCAP indicator goals are completed, while others remain in progress. Next steps include reviewing this report, drafting the LCAP, seeking education partner input, holding an LCAP public hearing and finalizing the plan for adoption.