Saddleback Valley Unified School District

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Saddleback Valley Unified School District
Strategic Plan Report of Accomplishments
January 2007
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Meeting the Needs of the Whole Child
3
We shall prepare all students for tomorrows
world through a partnership among school, home,
and the larger community.
Meeting the Needs of the Whole Child
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 912.

4
We shall prepare all students for tomorrows
world through a partnership among school, home,
and the larger community.
Meeting the Needs of the Whole Child
Meeting the Needs of the Whole Child
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 Districts
  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.

5
We shall prepare all students for tomorrows
world through a partnership among school, home,
and the larger community.
Meeting the Needs of the Whole Child
Meeting the Needs of the Whole Child
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.

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We shall prepare all students for tomorrows
world through a partnership among school, home,
and the larger community.
Meeting the Needs of the Whole Child
Meeting the Needs of the Whole Child
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.

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Meeting the Needs of the Whole Child
Meeting the Needs of the Whole Child

• We shall prepare all students for tomorrows
  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.

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Meeting the Needs of the Whole Child
Meeting the Needs of the Whole Child
We shall prepare all students for tomorrows
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.

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Meeting the Needs of the Whole Child
Meeting the Needs of the Whole Child
We shall prepare all students for tomorrows
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.

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Professional Impassioned Staff
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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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.

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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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.

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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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.

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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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 county-sponsored
  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.

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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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 (2004-07)
  was negotiated with SVPSA.

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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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.

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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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
  K6 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.

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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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.

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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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.

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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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.

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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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.

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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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.

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Meeting the Needs of the Whole Child
Professional Impassioned Staff
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
  Districts 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.

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Parent Community Involvement
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Meeting the Needs of the Whole Child
Parent Community Involvement
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.

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Meeting the Needs of the Whole Child
Parent Community Involvement
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.

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Meeting the Needs of the Whole Child
Parent Community Involvement
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.

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Meeting the Needs of the Whole Child
Parent Community Involvement
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 childs 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.

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Meeting the Needs of the Whole Child
Parent Community Involvement
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.

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Meeting the Needs of the Whole Child
Parent Community Involvement
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
  bi-annually 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.

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Meeting the Needs of the Whole Child
Parent Community Involvement
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.

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Infrastructure Facilities
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Meeting the Needs of the Whole Child
Infrastructure Facilities
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 districts 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

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Meeting the Needs of the Whole Child
Infrastructure Facilities
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 Operations 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

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Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

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Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

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Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

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Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

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Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

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Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

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Meeting the Needs of the Whole Child
Infrastructure Facilities
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 Childrens 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. 

42

Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

43

Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

44

Meeting the Needs of the Whole Child
Infrastructure Facilities
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
• ONeill 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,
  ONeill, Linda Vista, Aliso, Cielo Vista, La
  Tierra and Lake Forest.

45

Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

46

Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

47

Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

48

Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

49

Meeting the Needs of the Whole Child
Infrastructure Facilities
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.

50
Resources
51

Meeting the Needs of the Whole Child
Resources
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/Superintendents 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 foundations mission.
• Principal for a Day event held to bring in new
  business and community leaders into schools.

52

Meeting the Needs of the Whole Child
Resources
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

53

Meeting the Needs of the Whole Child
Resources
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.

54

Meeting the Needs of the Whole Child
Resources
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 Districts 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.

55

Meeting the Needs of the Whole Child
Resources
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.

56

Meeting the Needs of the Whole Child
Resources
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.
• - End -