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Strategic Plan Report of Accomplishments. Saddleback Valley Unified School District. January 2007. Meeting the Needs of the Whole Child. Meeting the Needs of the Whole Child.
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Strategic Plan Report of Accomplishments Saddleback Valley Unified School District January 2007
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. • 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. 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
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 • 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 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. • 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. 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
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. • 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. 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
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. • 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. 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.
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. • 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. 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.
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. • 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. Strategy 3: Provide a learning environment that promotes life-long learning habits and contributes to good physical health and development.
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. • 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. Strategy 1: Attract, retain, and support a professional staff dedicated to providing the highest quality educational and experience for students.
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. • 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%. Strategy 1: Attract, retain, and support a professional staff dedicated to providing the highest quality educational and experience for students.
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. • 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. Strategy 1: Attract, retain, and support a professional staff dedicated to providing the highest quality educational and experience for students.
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. • 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. Strategy 1: Attract, retain, and support a professional staff dedicated to providing the highest quality educational and experience for students.
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. • 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. Strategy 2: Create a structure to promote a collaborative culture in which employees are valued.
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. • 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. Strategy 2: Create a structure to promote a collaborative culture in which employees are valued.
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. • 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. 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.
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. • 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. 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.
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. • 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. 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.
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. • 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. 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.
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. • 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. 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.
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. • 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. 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.
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. • 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. 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.
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. • 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. Strategy 1: Promote the role of parents as volunteers and partners in the education of their children.
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. • 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. Strategy 2: Implement a District-wide method for mass telephone communication.
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. • 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. Strategy 3: Promote a parent education program to assist in strengthening skills and in fostering conditions that enhance student learning.
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. • 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. Strategy 3: Promote a parent education program to assist in strengthening skills and in fostering conditions that enhance student learning.
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. • 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. Strategy 4: Expand the partnerships between students, teachers, parents and community which promote ownership of student and school achievement.
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. • 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. Strategy 4: Expand the partnerships between students, teachers, parents and community which promote ownership of student and school achievement.
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. • 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. Strategy 4: Expand the partnerships between students, teachers, parents and community which promote ownership of student and school achievement.
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. • 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 Strategy 1: Evaluate, enhance and communicate disaster-safety plans.
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. • 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 Strategy 1: Evaluate, enhance and communicate disaster-safety plans.
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. 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. Strategy 2: Assess and modify facility requirements for instructional programs and student needs
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. 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. Strategy 2: Assess and modify facility requirements for instructional programs and student needs
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. 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. Strategy 2: Assess and modify facility requirements for instructional programs and student needs
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. 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. Strategy 2: Assess and modify facility requirements for instructional programs and student needs
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. MEASURE B -- MODERNIZATION Glen YermoElementary 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 CanadaElementary 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. Strategy 2: Assess and modify facility requirements for instructional programs and student needs
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. 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. Strategy 2: Assess and modify facility requirements for instructional programs and student needs
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. 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. Strategy 2: Assess and modify facility requirements for instructional programs and student needs
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. 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. Strategy 2: Assess and modify facility requirements for instructional programs and student needs
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. 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. Strategy 2: Assess and modify facility requirements for instructional programs and student needs
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. 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. Strategy 2: Assess and modify facility requirements for instructional programs and student needs
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. 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. Strategy 2: Assess and modify facility requirements for instructional programs and student needs
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. • 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. Strategy 2: Assess and modify facility requirements for instructional programs and student needs
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. • 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. Strategy 3: Evaluate basic equipment and technology needs. Develop standards as necessary and appropriate.
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. • 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. Strategy 3: Evaluate basic equipment and technology needs. Develop standards as necessary and appropriate.
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. • 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. Strategy 4: Review maintenance needs associated with improving the physical environment of District wide facilities.
