School Site Council

What is the purpose of the School Site Council?

At Capuchino High School, the School Site Council (SSC) is a representative body of administrators, teachers, staff, parents/guardians, and students that develops, monitors, and evaluates the School Plan for Student Achievement (SPSA). This includes conducting needs assessments, setting measurable goals, reviewing progress, and aligning resources to improve student outcomes. The SSC also reviews and approves professional development funding requests to ensure staff training supports the SPSA, and it recommends both the plan and related expenditures to the San Mateo Union High School District Board for approval.

In addition, the SSC is responsible for reviewing and approving the school’s Comprehensive School Safety Plan, ensuring that campus climate, safety data, and annual goals are addressed. Meetings are held regularly—typically monthly—and must follow open meeting requirements, with agendas posted in advance and time for public comment. Through its balanced membership and structured responsibilities, the SSC provides a transparent and collaborative forum for guiding Capuchino’s academic goals, funding priorities, and campus safety efforts.

• • For participation or more information on the Capuchino HS School Site Council, please contact Mr. Gordon at (650) 558-2703 or mgordon@smuhsd.org
  • For more resources, refer to the California Department of Education link 
  • Capuchino SSC Bylaws 
  • Meeting Agendas & Notes 2024-25 
• 2025-2026 Monday Meeting Dates: 

  Time: 4-5:15 PM 

• Location: Capuchino Library Conference Room 

The School Site Council (SSC)  revised and adopted the new SPSA (Single Plan for Student Achievement) goals for the school year. This is yearly process and the SSC is responsible for developing, monitoring and evaluating the SPSA goals. 

• Goal #1:International Baccalaureate (IB) Enrollment and Performance

  1.1) The percentage of students per ethnic group enrolled in IB courses will reflect the ethnic makeup of the school, and Latino students are not under-represented by more than 5%.

  1.2) The percentage of students in underserved socioeconomic group (as measured by parent education) enrolled in IB courses will reflect the group's percentage within the school's population.

  1.3) The percentage of students who complete an IB course with at least a C grade will remain at 90% or better.

  1.4) The percentage of students receiving a 4 or above on the IB Exams will increase by 5%.

  1.5) Gather and analyze additional data to identify factors that may increase IB enrollment to greater than 70%

• Goal #2: A-G Eligibility and Graduation
  

  2.1) Overall student A-G eligibility will increase from 64% to 69%

  2.2) Latino students' A-G eligibility will increase from 55% to 60%. English Learners' A-G eligibility will increase from 14% to 19%. The percentage of students in Special Education who are A-G eligible will increase from 24% to 29%. Students who are socioeconomically disadvantaged will increase A-G eligibility from 44% to 49%. All students who are homeless or foster youth will have met A-G eligibility by the time they graduate.

  2.3) In 9th grade, increase the percentage of students in underserved groups (i.e., Latino, English Learner, SPED, Socioeconomically Disadvantaged) with a "C" or better in English 1 CP, Algebra 1, and Physics by 5%. All students who are homeless or foster youth will earn a “C” or better in English 1, Algebra 1, and Physics.

  • In English 1 CP, Latino students’ percentage of “C” or better will increase from 74% to 79%; English Learners’ percentage will increase from 62% to 67%; the percentage students who are socioeconomically disadvantaged who receive a “C” or better will increase from 77% to 82%. All students who are homeless or foster youth will earn a “C” or better in English 1.
  • In Algebra 1, Latino students’ percentage of “C” or better will increase from 70% to 75%; English Learners’ percentage will increase from 35% to 40%; the percentage students who are socioeconomically disadvantaged who receive a “C” or better will increase from 66% to 71%. All students who are homeless or foster youth will earn a “C” or better in Algebra 1. 
  • In Physics, Latino students’ percentage of “C” or better will increase from 71% to 76%; English Learners’ percentage will increase from 56% to 61%; the percentage students who are socioeconomically disadvantaged who receive a “C” or better will increase from 56% to 61%. All students who are homeless or foster youth will earn a “C” or better in Physics.

  2.4) Maintain graduation rate at 95% or higher.

• Goal #3:Assessment Performance

  3.1) PLCs will identify, revise, and/or create a minimum of two common student tasks (one in the fall and one in the spring) which assess CCSS/NGSS or IB content standards, are informed by the IB Learner Profile, and connect explicitly to one or more of the following school-wide areas of focus:

  • AVID Practices
  • Constructing Meaning
  • Culturally Responsive Instruction
  • Standards-Based Grading

  3.2) The percentage of students who have met or exceeded standards in ELA will increase from 73% to 78%.

  3.3) The percentage of students who have met or exceeded standards in Math will increase from 43% to 48%

• Goal #4: College and Career Readiness

4.1) Increase the percentage of students who take the SAT/ACT at least once by the end of 12th grade fall semester by 5%.

4.2) Through survey data (e.g., Naviance), set a baseline of college and career awareness for both students and families. Compare grade-level data at the start and end of each school year.

• Goal #5: Student Wellness

5.1) Suspensions and truancies will decrease overall by 5%.

5.2) Decrease the suspension rate of each of underserved populations (i.e., English Learner, Socioeconomically Disadvantaged, Students with Disabilities, Latino) by 5%.

5.3) Create and administer survey that measures school connectedness and caring adult relationships. Compare grade-level data at the start and end of each school year.