Saddleback Valley Unified School District
Strategic Plan
Report of Accomplishments
January 2007
Meeting the Needs of the Whole Child
Meeting the Needs of the Whole Child
We shall prepare all students for tomorrow’s world through a
partnership among school, home, and the larger community.
Strategy 1: Provide all students access to a comprehensive
curriculum that will lead toward achieving academic proficiency or
beyond, graduation from high school, and appropriate preparation
for post secondary endeavors
• Developed CAHSEE support materials and implementation of
CAHSEE intervention and preparation classes at the high schools,
continuation and adult education programs.
• Developed after school CAHSEE supplemental instruction programs
at each high school and the adult education program for students
who had not passed the CAHSEE. In addition, CAHSEE summer
school courses were offered in the summer of 2005 and 2006.
• Completed Physical Education course descriptions and curriculum
revisions for grades 9–12.
Meeting the Needs of the Whole Child
We shall prepare all students for tomorrow’s world through a
partnership among school, home, and the larger community.
Strategy 1: Provide all students access to a comprehensive
curriculum that will lead toward achieving academic proficiency or
beyond, graduation from high school, and appropriate preparation
for post secondary endeavors
• Provided updated curricular support for Holt and Houghton Mifflin.
Restructured the English Language Arts writing component in the
District’s Houghton Mifflin English Language Arts series to integrate
reading and writing instruction and focus on standards-based
genres. Developed/provided K-5 writing plans. New English
Language Arts writing pacing guides were distributed to all
elementary teachers.
• Conducted an annual 6th grade writing benchmark. Representative
teachers from each school met for two days to participate in the
district-wide scoring of these papers. The writing benchmark in the
04/05 and 05/06 school years was persuasive writing.
Meeting the Needs of the Whole Child
We shall prepare all students for tomorrow’s world through a
partnership among school, home, and the larger community.
Strategy 1: Provide all students access to a comprehensive
curriculum that will lead toward achieving academic proficiency or
beyond, graduation from high school, and appropriate preparation
for post secondary endeavors
• Developed and monitored the District Writing Portfolio System that
was utilized in grades 7-12. Students collected samples of both
guided process and on-demand writings, aligned with genres specific
to grade level ELA standards. On-line portfolios were also assembled
using writing from the EETT project.
• Facilitated the implementation of new reading intervention
programs such as High Point and Read 180.
• Provided targeted support for those schools where EL students are
not achieving at expected proficiency levels.
Meeting the Needs of the Whole Child
We shall prepare all students for tomorrow’s world through a
partnership among school, home, and the larger community.
Strategy 1: Provide all students access to a comprehensive
curriculum that will lead toward achieving academic proficiency or
beyond, graduation from high school, and appropriate preparation
for post secondary endeavors
• Purchased portions of the Avenues ELD program for the primary
grade levels. Training was provided for representative teachers at
grades K, 1, 2, and 3.
• Utilized High Point materials in many 4-6 grade special education
SDC classes for language arts instruction.
Meeting the Needs of the Whole Child
We shall prepare all students for tomorrow’s world through a
partnership among school, home, and the larger community.
Strategy 2: Promote the social and emotional growth and
development of all students in an environment that supports positive
character traits and encourages respectful connections among all
students and adults.
• Introduced Positive Behavior Support at several elementary schools. The
Pupil Services staff provided training and collaboration opportunities.
• Provided support for positive school climates.
• Character Counts (non-Mission Viejo version in other schools)
• The PAL® Peer Assistance Leadership Program, a peer-to-peer youth
development program for elementary, intermediate, and high school
students, is designed to improve school attendance; reduce drug and
alcohol use; develop a positive school climate; increase academic success
and responsible behavior, and increase involvement in the community.
Meeting the Needs of the Whole Child
We shall prepare all students for tomorrow’s world through a
partnership among school, home, and the larger community.
Strategy 2: Promote the social and emotional growth and
development of all students in an environment that supports positive
character traits and encourages respectful connections among all
students and adults.
• Currently ten elementary schools, two intermediate schools, and one
high school are participating in the Positive Behavior Support (PBS)
activities. The PBS program provides school wide training to improve
behavior for all students, and targeted interventions for those who need
additional support.
• Three of our intermediate and three high schools have Advancement via
Individual Determination (AVID) programs. AVID targets secondary
students with potential and drive, who are “in the middle,” to prepare
them to enter and succeed at a four-year college or university.
Meeting the Needs of the Whole Child
We shall prepare all students for tomorrow’s world through a
partnership among school, home, and the larger community.
Strategy 3: Provide a learning environment that promotes life-long
learning habits and contributes to good physical health and
development.
• Strengthened physical education and health instruction and standards
alignments.
• Adopted new district wide K-12 physical education and health materials.
• Developed the federally mandated District Wellness Policy. The policy
was adopted by the Board of Education. An initial draft of the
Administrative Regulation was created and is now in place for the
2006-07 school year.
Professional & Impassioned Staff
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 1: Attract, retain, and support a professional staff
dedicated to providing the highest quality educational and
experience for students.
 Recruited and selected a high quality staff. For the 2005-06 school year,
10 administrators, 121 teachers, 144 regular classified employees, 400
exempt classified employees, and 153 exempt recreation employees were
hired. All newly hired regular teachers and instructional aides meet the
requirements for NCLB and have CLAD or equivalent EL certification.
The NCLB requirements for special education teachers are still not fully
spelled out by the State so in some cases we are still hiring some special
education teachers who are not yet NCLB complainant.
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 1: Attract, retain, and support a professional staff
dedicated to providing the highest quality educational and experience
for students.
 A number of actions were implemented to increase the applicant pool for
qualified instructional assistants, especially those in the IBI Program.
Advertisements were placed in the OC Register and the local Penny
Saver. Brochures were updated and mailed with a display folder to
branches of the county and city libraries within the school district
boundaries as well as to large local churches. Substitute teachers were
invited to an orientation meeting about the IBI Program and asked to
consider working in the classified positions. Administrators provided
tutoring and coaching to applicants that had difficulty passing the
proficiency test. As a result, our vacancy rate decreased from 14% to 9%.
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 1: Attract, retain, and support a professional staff dedicated
to providing the highest quality educational and experience for
students.
• Sub Finder, an automated substitute system with both phone and web
capabilities, was implemented for 1,676 teachers and 642 instructional
aides.
• Audit and monitor NCLB “Highly Qualified Teacher” requirements, and
implement new procedures for the auditing and monitoring of teaching
assignments based on the Williams settlement. At the beginning of the
2005-2006 school year there were 25 teachers who were not NCLB
compliant; at the end of the year there were only four teachers. Each of
these teachers has a written plan, approved by the Principal and
Personnel, and will be compliant by the NCLB deadline of June 30, 2007.
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 1: Attract, retain, and support a professional staff
dedicated to providing the highest quality educational and experience
for students.
• Explored feasibility of implementing an on-line electronic application
process. During the 2005-06 school year, staff reviewed on-line
application processes currently being utilized in Capistrano and Irvine
Unified School Districts. In July 2006, staff attended a countysponsored training on a similar system and will determine whether to
move forward with such a system.
• A day-long Asset Building training for all teachers and staff at all four
intermediate schools started the school year off. The purpose of the
training was to familiarize teachers with the connections between the 40
Developmental Asset framework and academic success.
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 2: Create a structure to promote a collaborative culture in
which employees are valued.
 Negotiations were completed with all employee groups for new collective
bargaining agreements. A one-year contract was negotiated with SVEA
for 2005-06; the second year of a three-year agreement (2004-07) was
negotiated with CSEA; the second year of a three-year agreement (200407) was negotiated with SVPSA.
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 2: Create a structure to promote a collaborative culture in
which employees are valued.
 Reviewed class size ratios in grades 7-12 and made recommendations as
appropriate. Over the past few years, several factors have combined to
result in high class sizes in grades 7-12. Based on an analysis of class size
both within and outside the District as well as input from secondary
principals, it was determined to develop a plan to reduce class size. Staff
recommended and the Board of Education approved 10 FTE (50 teaching
sections) to be authorized on an off-ratio basis to lower class size in
grades 7-12. Each intermediate school received 2 off-ratio sections and
each high school received 10 sections.
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 3: Design opportunities for professional growth to reflect
staff needs, interests and District goals; to promote life-long learning;
and to foster self-reflection as a professional.
• Developed and implemented two inservices for high school teachers of
the special CAHSEE courses implemented in January for juniors and
seniors who had not passed the CAHSEE. During the inservices, teachers
reviewed standards and assessment data, developed curriculum, and
identified materials to meet the needs of the students enrolled in the
CAHSEE courses.
• Provided physical education inservices for all K–6 elementary school
teachers as part of the District Staff Development Days. Several schools
followed up with additional activities at their school sites.
• Provided related staff development options.
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 3: Design opportunities for professional growth to reflect
staff needs, interests and District goals; to promote life-long learning;
and to foster self-reflection as a professional.
• Structured two elementary staff development days devoted to writing
instruction, with specific emphasis on teaching and response strategies.
• Developed an optional full day inservice on 4th grade on-demand
writing, which was provided to interested 4th grade teachers. A District
handbook on 4th grade writing was distributed.
• Eighth grade teachers were trained and supported in the use of My
Access on-line computerized writing scoring program.
• All intermediate English teachers attended site-based writing inservices.
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 3: Design opportunities for professional growth to reflect
staff needs, interests and District goals; to promote life-long learning;
and to foster self-reflection as a professional.
• Eighth grade English teachers attended the annual UCI Writing Project
conference in December. Funding will be extended into year 3 because
the writing gains exceeded the program requirement.
• Provided opportunities for EL certification training (AB 2913) and other
EL teacher inservices for school sites to increase their number of highly
qualified teachers instructing English Learners. Over 410 teachers were
trained throughout the school year and summer.
• Utilized High Point materials with many EL and at-risk students for
language arts instruction. Ongoing staff development was provided.
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 3: Design opportunities for professional growth to reflect
staff needs, interests and District goals; to promote life-long learning;
and to foster self-reflection as a professional.
• Provided professional development to elementary principals and teams
of teachers from our title I schools by consultant, Dennis Parker, on
strategic schooling.
• Several very successful sessions for Special Education staff development
days. Sessions were presented to audiences composed of both special
education teachers and regular education teachers on topics such as
autism and behavior disorders. All kindergarten and first grade teachers
received information from three speech and language pathologists about
the cognitive development of language skills and the implications for the
instructional program.
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 3: Design opportunities for professional growth to reflect
staff needs, interests and District goals; to promote life-long learning;
and to foster self-reflection as a professional.
 Planned and supervised two formal days of inservice training for all
special education teachers and instructional aides, psychologists and
direct service providers, worked collaboratively with the instructional
services department to cross over categorical trainings to regular
education staff. We sent various staff members to over 100 other staff
development opportunities.
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 3: Design opportunities for professional growth to reflect
staff needs, interests and District goals; to promote life-long learning;
and to foster self-reflection as a professional.
 Increased number of teachers with EL certification - The District has
1,676 teachers. Of these, 950 are EL certified. Of the remaining
teachers, 237 have completed the requirements and are waiting for CTC
to issue the certificate; 166 teachers have completed AB 2713 training and
are waiting test results from the OCDE; 224 teachers participated in AB
2913 training in summer of 2006 or have applied for an emergency
permit while taking college/university coursework.
Meeting
Professional
the Needs
& Impassioned
of the Whole
Staff
Child
We shall foster a positive learning environment that will result
in the creation of and inspiring and inspired professional
Learning community.
Strategy 3: Design opportunities for professional growth to reflect
staff needs, interests and District goals; to promote life-long learning;
and to foster self-reflection as a professional.
• In accord with AB 1825, sexual harassment training was provided to all
supervisors prior to January 1, 2006. The Personnel Department
developed a 2-hour training program to meet the requirements of AB
1825 and held four sessions to train all District administrators, managers
and supervisors.
• Authorized credentials for teachers who will complete their credential
requirements under the District’s Induction Program. A total of 27
teachers completed their second and final year of participation in the
BTSA/Induction program. Of these, 25 have completed the requirements
and are being recommended for the Professional Clear Credential.
Parent & Community Involvement
Meeting
Parent the
& Community
Needs of the
Involvement
Whole Child
We shall encourage and welcome the involvement of parents
and the broader community in the educational process and in
The celebration of student and organizational success.
Strategy 1: Promote the role of parents as volunteers and partners in
the education of their children.
• Each school continues to encourage, invite, and promote parent
participation in booster groups, site council PTA, PTO, etc. Schools who
completed WASC reviews in the 2005-06 school year acknowledged the
contributions of parent participation and the numerous volunteer hours.
• 100% of the EL parents in the Even Start Program increased their
volunteer support in the classroom during the 05-06 school year.
• Open Houses/Back-to-School nights were offered at all levels.
• Parent conference days were held at elementary schools.
• Superintendent Forums are held three times a year with PTA
representatives from each SVUSD school.
Meeting
Parent the
& Community
Needs of the
Involvement
Whole Child
We shall encourage and welcome the involvement of parents
and the broader community in the educational process and in
The celebration of student and organizational success.
Strategy 2: Implement a District-wide method for mass telephone
communication.
• In August 2005 proposals were received from eleven companies which
provide parent/student notification services. A committee of District
Principals and Staff heard proposals from five companies.
• In February 2006 Chatter, Inc. (Family First Alerts) set up primary
accounts for all 36 schools and provided training to site administration.
As of June 2006, 18 of the 36 school have used the system and sent either
a voice or a text message to parents.
Meeting
Parent the
& Community
Needs of the
Involvement
Whole Child
We shall encourage and welcome the involvement of parents
and the broader community in the educational process and in
The celebration of student and organizational success.
Strategy 3: Promote a parent education program to assist in
strengthening skills and in fostering conditions that enhance student
learning.
• Approximately 50% of the EL parents from Even Start meet each week
during the summer for literacy lessons with their children. Family
Literacy with Orange County READ summer program has also increased
in attendance.
• From Oct 2005 through May 2006, parents in the School Readiness
Program were enrolled in a series of six week parenting classes.
• Thirty-six eligible parents were enrolled in the William F. Goodling Even
Start Family Literacy Program to promote English language/literacy
acquisition for parents and are actively participating six hours per day –
five days per week.
Meeting
Parent the
& Community
Needs of the
Involvement
Whole Child
We shall encourage and welcome the involvement of parents
and the broader community in the educational process and in
The celebration of student and organizational success.
Strategy 3: Promote a parent education program to assist in
strengthening skills and in fostering conditions that enhance student
learning.
• Seventy-two parents and students were enrolled in the School Readiness
and Resource Project, which require that their parents attend a one day a
week class to increase their parenting skills and improve their role as
their child’s first teacher.
• Various elementary schools held Family Science Night and Science Fairs.
Gates Elementary held Family Resource Center and Family literacy every
week. Nutrition classes and Family Math, “Grupo Crecer” was also held.
Project Tomorrow Schools also held a variety of Family Nights on
different topics. Plans are underway to provide a special Math Resources
page on the District website for parents of elementary aged students.
Meeting
Parent the
& Community
Needs of the
Involvement
Whole Child
We shall encourage and welcome the involvement of parents
and the broader community in the educational process and in
The celebration of student and organizational success.
Strategy 4: Expand the partnerships between students, teachers,
parents and community which promote ownership of student and
school achievement.
• 100% of the EL parents in the School Readiness & Resource Center
Project increased their volunteer support in the classroom as partners in
education.
• DELAC Officers Planning Mtg. dates: 10/13/05; 12/14/05; 1/12/06;
3/9/06; 5/4/06. DELAC Mtg. dates: 10/27/05; 1/19/06; 3/22/06;
5/11/06. A parent forum was held for parents to learn about the school
district and its programs for English Learners. Questions and concerns
were addressed.
Meeting
Parent the
& Community
Needs of the
Involvement
Whole Child
We shall encourage and welcome the involvement of parents
and the broader community in the educational process and in
The celebration of student and organizational success.
Strategy 4: Expand the partnerships between students, teachers,
parents and community which promote ownership of student and
school achievement.
• Provided Sophomore Counseling to tenth grade students and their
parents; including assistance in completing the four-year plan and
guidance for post-high school options. A total of 2,342 10th graders
received individual scholastic advisement sessions in 2005-06.
• Adult Education Brochure and Principals’ Newsletters continue to be
sent regularly to District parents; Guidance Newsletter is mailed biannually to all 9-12 grade parents. All information is posted on SVUSD
website.
• Guidance Newsletter & Principals’ Newsletters continue to be sent
regularly to District parents. Educationally sponsored nights are posted
on the SVUSD website.
Meeting
Parent the
& Community
Needs of the
Involvement
Whole Child
We shall encourage and welcome the involvement of parents
and the broader community in the educational process and in
The celebration of student and organizational success.
Strategy 4: Expand the partnerships between students, teachers,
parents and community which promote ownership of student and
school achievement.
• CPAC Meeting Dates: 11/15/05, 2/7/06, 5/16/06 Agendas & Minutes are
housed in Pupil Services/Guidance Specialist Office.
• FAC Meeting Dates: 9/21/05, 10/19/05, 3/15/06, 5/17/06, 5/31/06,
6/7/06. Agendas & Minutes are housed in Business Services.
• DLAC Meeting Dates: 10/27/05, 1/19/06, 3/22/06, 5/11/06. Agendas &
Minutes are housed in the Second Language Department.
• COC Meeting Dates: 1/12/06, 4/28/06, 7/20/06. Minutes are housed in
the facilities Department.
• The District, in collaboration with CUSD and many community agencies,
organizes and operates the South Orange County Youth Job/Career Fair.
Infrastructure & Facilities
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 1: Evaluate, enhance and communicate disaster-safety
plans.
•
•
•
•
Board presentation and follow-up preparation for pandemic flu outbreak.
Held a district office emergency drill and all school call-in on 6/1/06.
Reviewed and updated the district’s emergency preparedness plan
Established a radio communication protocol and implemented a two way
radio communication drill.
• Developed a wild fire evacuation plan for Trabuco Elementary and
conducted an actual campus evacuation with students and teachers
• Conducted small group meetings for Disaster Plan Talk Group Teams
and school site office managers
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 1: Evaluate, enhance and communicate disaster-safety
plans.
• Participated in the Orange County Emergency Operation Center
Emergency Radio Program with monthly radio checks.
• Participated in the OC Emergency Operation’s Area Tsunami Drill.
• Coordinated with the Red Cross for Disaster Shelter in Place Program
and site evaluations.
• Continued the deployment of security cameras at school sites throughout
the district.
• Continue the systematic upgrade of fire alarms.
• Completed the Bi-Annual fire alarm testing at each school site
• Installed the First Alert as the district-wide parent notification system
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 2: Assess and modify facility requirements for instructional
programs and student needs
MEASURE B -- NEW CONSTRUCTION
Del Lago, Montevideo, Lomarena & La Madera Elementary
• A multi-purpose room is being constructed at each site; all are expected
to be ready for occupancy in February 2007.
Cordillera/De Portola Elementary School
• Construction on new multi-use (three classroom) building at both
Cordillera and de Portola began this summer. Construction is scheduled
for completion in mid-February 2007.
La Tierra Elementary School
• A portable staff restroom building has been installed at this site.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 2: Assess and modify facility requirements for instructional
programs and student needs
MEASURE B -- NEW CONSTRUCTION
Rancho Canada Elementary School
• Six (6) new portable classrooms were added to this site and three
existing portable classrooms were relocated to make maximum use of
available space while not impacting the playground.
Los Alisos Intermediate School
• A large, new band portable classroom has been installed at this site.
El Toro High School
• A sports turf and all weather track at ETHS have been completed.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 2: Assess and modify facility requirements for instructional
programs and student needs
MEASURE B -- NEW CONSTRUCTION
Laguna Hills High School
• Construction began on a new athletic stadium in November and will last
approximately 8 months and should be ready for the 2007 football
season.
Mission Viejo High School
• A sports turf and all weather track at MVHS have been completed.
• The Performing Arts Project design is complete, and has been submitted
to DSA.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 2: Assess and modify facility requirements for instructional
programs and student needs
MEASURE B -- NEW CONSTRUCTION
Trabuco Hills High School
• The schematic planning for a parking structure and 18 classroom
building project has been completed and design is currently under way.
• Resurfacing of the THHS track took place early this summer.
• All fire alarm changes required by DSA have recently been completed.
Silverado High School
• A new modular two-story office/classroom building and the relocation
of the Adult Education building is currently under construction and
scheduled for completion in April, 2007.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 2: Assess and modify facility requirements for instructional
programs and student needs
MEASURE B -- MODERNIZATION
Glen Yermo Elementary School
• Ten (10) interim portable classrooms were installed this summer. The
Administration office, library, food service area and multiple
classrooms have been modernized. The entire modernization project
will be completed by the end of February 2007.
Rancho Canada Elementary School
• Nine (9) interim portables classrooms were installed this summer.
• The administration office, kindergartens, library and multi-purpose
room are complete. Modernization was completed December 15.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 2: Assess and modify facility requirements for instructional
programs and student needs
MEASURE B -- MODERNIZATION
El Toro High School
• Portion 1 - The administration building, library, computer lab, food
service, ASB, and portions of vocational education were completed in
early November.
• Roofing was also completed on the administration building, 300, 400 &
500 classroom buildings
• The modernization of the 300 building is currently under way.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 2: Assess and modify facility requirements for instructional
programs and student needs
MEASURE B -- MODERNIZATION
Esperanza Special Education School
• Completion of the main office spaces and the food service kitchen is
expected by the end of January 2007.
• The installation of two modular buildings to house Special Education
offices and the California Children’s Services completed in December.
Laguna Hills High School
• Modernization has been DSA approved, and State funding has been
obtained for this project. Modernization is scheduled to begin during
summer, 2007.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 2: Assess and modify facility requirements for instructional
programs and student needs
MEASURE B -- ENHANCEMENTS
Cielo Vista Elementary School
• A new parking lot was completed this summer.
• Fencing around the kindergarten playground was moved to enlarge the
area.
• A shade structure fabric was installed to cover the trellis outside the
kindergarten classroom
Lake Forest Elementary
• An additional TLC rental building was installed in summer.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 2: Assess and modify facility requirements for instructional
programs and student needs
MEASURE B -- ENHANCEMENTS
Portola Hills Elementary School
• Slide and soil conditions at this site continue.
• No planning for enhancement projects has taken place.
Trabuco Mesa Elementary School
• A small wall around the playground was constructed.
RSM Intermediate School
• Construction on a large band room and a drama storage area will begin
shortly. Demolition began on December 27, 2006.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 2: Assess and modify facility requirements for instructional
programs and student needs
MEASURE B -- ENHANCEMENTS
O’Neill Elementary School
• Completion on an enhanced teachers’ work room was completed in early
fall.
MEASURE B -- DISTRICT WIDE PROJECTS
Field Renovations
• The renovation of the play fields have been completed at nine (9)
elementary schools - Melinda Heights, San Joaquin, Cordillera, O’Neill,
Linda Vista, Aliso, Cielo Vista, La Tierra and Lake Forest.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 2: Assess and modify facility requirements for instructional
programs and student needs
MEASURE B -- DISTRICT WIDE PROJECTS
Shade Structures
• At MVHS, a shade structure now covers both the swimming pool
bleachers and the outdoor weight training area.
• At RSM, a shade structure covers the food service outdoor eating area.
Playgrounds
• Upgraded playground equipment was installed at Lake Forest
Elementary.
• New playground equipment for Portola Hills Elementary is being
installed this month.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 2: Assess and modify facility requirements for instructional
programs and student needs
• A food service survey was created and administered to 86% of students in
grades 4-11.
• Food service facilities at several school sites are in the process of, or will
be, reconfigured through the Measure B bond program.
• The Food Service Management contract with Sodexo was renegotiated
for a one-year extension with the goal of reducing the operational costs
while increasing student participation (Free and Reduced Lunch
Program) and offering more nutritional food choices.
• A new District Wellness Policy was established and approved in spring of
2005, which is currently in practice at all schools.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 3: Evaluate basic equipment and technology needs.
Develop standards as necessary and appropriate.
• Made improvements to the technology infrastructure of the schools,
including such things as wireless capabilities, security cameras and new
phone systems at a majority of the schools.
• Upgraded Cisco firewall to provide better security policies to prevent
intruders (hackers).
• Migrated T-1 lines to Cox broadband for better and faster access from the
sites to the District Office and the Internet.
• Replaced the substitute calling system with an online system called "Sub
Finder" to enable a more efficient method of reserving and calling
substitutes.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 3: Evaluate basic equipment and technology needs.
Develop standards as necessary and appropriate.
• Migrated Special Education management system from the VAX to SEIS
which is an online database for managing the needs of special education.
• Provided more efficient printing services for report cards and school
locators by using a new printer better designed for this function.
• Purchased minimal installation of wireless capabilities at the school sites
with close to 200 access points. Installation was completed in fall 2006.
• Provided better web filtering and more complete reporting of web activity
through a new web filtering software called 8e6. This will allow
principals to gain access to site reports of any internet activity and track a
history of this activity.
Meeting
Infrastructure
the Needs of&the
Facilities
Whole Child
We shall provide a safe, fully-functioning learning environment
that enhances educational programs for all students.
Strategy 4: Review maintenance needs associated with improving
the physical environment of District wide facilities.
• Budgeting is monitoring requisitions from Facilities to determine the
appropriateness of the expenditure.
• Maintenance and Operations conducts annual assessment of needs and
recommends program of work.
Resources
Meeting the Needs
Resources
of the Whole Child
We shall increase the net District income by $20 million
Through identifying new resources and maximizing current
resources, including time, money, materials and staff.
Strategy 1: Enhance business and community partnerships for
innovative funding alternatives.
• Board Member/Superintendent’s office participation in South County
Regional Chambers of Commerce activities.
• Working with SVEF to invite new directors through corporate, civic,
and/or community involvement. Assisting in membership expansion
and the redirection of the foundation’s mission.
• Principal for a Day event held to bring in new business and community
leaders into schools.
Meeting the Needs
Resources
of the Whole Child
We shall increase the net District income by $20 million
Through identifying new resources and maximizing current
resources, including time, money, materials and staff.
Strategy 2: Research the feasibility of voters authorizing a Parcel
Tax.
• No action
Meeting the Needs
Resources
of the Whole Child
We shall increase the net District income by $20 million
Through identifying new resources and maximizing current
resources, including time, money, materials and staff.
Strategy 3: Advocate for state and federal funding reform.
• More active in taking positions/advocating for legislation in Sacramento
• In March 2006 and October 2006, Field Representatives from our local
legislators’ offices attended a meeting with Executive Cabinet to discuss
the legislative issues pertinent to SVUSD. Direct contacts were made and
a working partnership has been established. A Legislative Field
Representative meeting will continue to be held each fall.
• Participated in OC Superintendents Legislative Action Day in
Sacramento on March 21, 2006 to lobby for educational needs.
• PTA Council conducted a Sacramento Safari on May 1-2, 2006 to lobby
for educational needs.
Meeting the Needs
Resources
of the Whole Child
We shall increase the net District income by $20 million
Through identifying new resources and maximizing current
resources, including time, money, materials and staff.
Strategy 3: Advocate for state and federal funding reform.
• Assembly and Senate activity is tracked on a regular basis.
• Participated in the California Declining Enrollment Coalition and
reevaluated the five-year enrollment projection based on 2005-06 actual
enrollment data.
• Provided information to District’s lobbyist and legislators’
representatives regarding declining enrollment, funding issues and
flexibility, and the need for local control.
• Sent several letters to Assembly and Senate Committee Members in
support (or opposition) of bills related to the above and their effect on
SVUSD.
Meeting the Needs
Resources
of the Whole Child
We shall increase the net District income by $20 million
Through identifying new resources and maximizing current
resources, including time, money, materials and staff.
Strategy 4: Implement formal and informal management strategies
to ensure the efficient use of fiscal resources.
• Provided monthly updates on attendance rates to the schools.
• Provided schools with an Attendance Counts! Template to be used in
their newsletters.
• Positive certification was attained for the 1st and 2nd interim financial
reports.
• Using all funding flexibilities provided in the Mega and AB 825 Block
Grants to maintain a positive ending balance.
• Closer scrutiny by executive cabinet of District expenditures.
Meeting the Needs
Resources
of the Whole Child
We shall increase the net District income by $20 million
Through identifying new resources and maximizing current
resources, including time, money, materials and staff.
Strategy 4: Implement formal and informal management strategies
to ensure the efficient use of fiscal resources.
• Changed the investment strategy for the Alternative Retirement System
(ARS) which increased interest earnings to 5% (if old strategy had been
maintained only 1% would have been earned per PARS).
• Began the process to issue tax revenue anticipatory notes (TRANS) for
2006-07 with possible earnings of $200K.
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