Dear SVUSD Stakeholder,

As part of the Local Control Funding formula (LCFF), school districts, county offices of education, and charter schools in California are required to develop, adopt, and annually update a three-year Local Control and Accountability Plan (LCAP), using a template adopted by the State Board of Education.

The LCAP is required to identify annual goals, specific actions, and measure progress for student subgroups (English Learners, socioeconomically disadvantaged, and students with disabilities) across multiple performance indicators, including student academic achievement, school climate, student access to a broad curriculum, and parent engagement.

The Saddleback Valley Unified School District (SVUSD) considers you a valuable stakeholder in the development of our 2019-2022 LCAP. Your input is essential to the success of our students and all of SVUSD.  Please take a moment to complete the survey below.  Each question includes a link to graphic metric data, and a list of the progress made thus far on our current 2018 Goals, Actions, and Services.  All survey responses will be reviewed and considered; your feedback will be utilized as we plan and develop our 2019-2022 LCAP.

A list of acronyms contained within this survey can be reviewed on the last page. 

Thank you.

GOAL 1: Improve student performance, progress and literacy in all content areas: English language arts/English language development, mathematics, social sciences, science, visual and performing arts, health, physical education, world languages, and career technical education.
Expected Annual Measurable Outcomes Progress - Metrics & Historical Data: click here 
1.1     Recruit and retain quality teachers.
Progress:

●  Over 77 teachers are in the SVUSD Induction Program to clear their credential, with 67 support providers and 4 support specialists; Induction for Special
    Education credentials has also been added
●  More than 118 new teachers were hired for 2018-19 with recruitment for teachers remaining active
●  Professional development opportunities within and outside of district continues to be provided and offered
1.2     Provide professional learning (PL) opportunities and professional development (PD) for all staff members.
Progress: Over 2100+ teachers have participated in professional development (PD) since July and continues, including:
●  Grades K-6 math framework and textbook standards alignment to create a new math scope and sequence; math “shifts” with a focus on problem solving and
    mathematical discourse.
●  Standards Based Grading professional learning workshops for K-6 teachers
●  DIBELS training for all elementary teachers (a universal screener for K-6 students)
●  All grade 7-12 math teachers participated in math curriculum development and planning days
●  Grades 7-12 English teachers trained in Universal Design for Learning (UDL), Professional Learning Communities (PLC) planning with intentional learning design
●  Grades 7-12 World Language Planning Days
●  Districtwide PD for all high school teachers with secondary chairs to learn about mastery and PLC
●  Ongoing K-12 training on English Language Arts (ELA)/English Language Development (ELD) Framework, including EL strategies in content areas and
    incorporated in district Math professional development (PD) on ELPAC Instructional Tasks and PD on ELD Interventions such as Intensive Reading and Intensive
    Language Arts 
●  Ongoing Next Generation Science Standards (NGSS) training for all K-12 science teachers
●  Training for Special Education teachers & staff: Training on Systematic Instruction, Pride Training, Data Collection and Instruction Strategies, Inclusive
    Practices, Social Language Training, Ordinal Scales Training, CaLALT Training, Unified Sports, and SEIS, CPI, WJ, WIAT 
●  504 Training for new site coordinators
●  K-12 administrators meet monthly for PD; so far training includes work on PLC, Multi-Tiered Systems of Support (MTSS), Instructiona
1.3     Maintain effective infrastructure to support professional learning & site collaborative leadership.
Progress:
Regular Elementary, Secondary and Special Education Leadership Chair/Site Leadership Team meetings have continued, including:
●  On-site release day for Elementary Leadership Team planning and two Leadership Academies
●  Monthly site level Leadership Team meetings
●  Educational Services, including Student Services, Special Education staff, and Educational Technology, provides collaborative leadership with designated groups
    and meet regularly to provide professional learning, articulation and instructional support
     - All counselors + level-specific counselor meetings
     - Secondary assistant principal meetings (student supervision, curriculum & guidance, athletics & facilities, student activities)
     - Multi-Tiered System of Support (MTSS) Steering Committee meetings & Sustainability Network meetings with the Orange County Department of Education
     - Professional learning for EL Site Coordinators
     - Administrative Designee Training 
     - Special Education Chair Meetings 
     - Regular Secondary Chair meetings by subject, including three on-site retreats per year
1.4     Provide appropriate, current instructional materials & assessment tools.
Progress: All K-12 students have required textbooks as well as digital & multimedia options in the classroom; Time and instructional coaching support has been allotted for teachers to curate and create some of their own supplemental resources and assessments.
●  Training/coaching for grade 7-12 ELD courses including Intensive Reading & Intensive Language Arts
●  Educational Technology PD continues monthly and includes 20 pull-out days & 4 Saturday Summits
●  New special education materials and tools are  being implemented, including:  WYCAT, Ordinal Scales, Project Discovery, Zones of Regulation
●  All teachers, counselors and administrators with computers 4 years or older received a new laptop.
●  Several Chromebooks & carts were disbursed in multiple classrooms
1.5     Develop SVUSD curriculum and resource documents to facilitate the implementation of standards, researched-based instructional strategies, instructional materials and assessment practices for all students and for students in targeted subgroups.
Progress: Time and instructional coaching support has been allotted for teachers to curate and create some of their own supplemental resources and assessments.
●  Math and English Language Arts (ELA) websites were created for elementary teachers that include math scope and sequence along with rich resources in math
    and ELA, including assessments
●  Grade 11/12 English teachers are developing and implementing units and resource materials for curriculum and instruction in place of a textbook.
●  Curriculum development teams continue to meet regularly for all English Language Development (ELD) courses
●  Collaboratively-developed units of study and instructional resources led by William Zahner/Center for Research in Mathematics & Science Education at San
     Diego State University have been provided and shared with all ELD math teachers
●  Special Education course design planning, including:  Social Skills, Study Skills, Business Math, and TPP Transitional Skills Class Curriculum
●  Special Education staff are currently building a Mental Health Resource library·     
●  Special Education Alignment with Best Practice Autism Classroom
1.6     Implement the Strategic Plan for Arts Education, including leadership, professional development and core curriculum.
Progress:
●  The SVUSD 2018-2023 Arts Education Plan has been completed and board approved, which includes a part-time K-12 Visual and Performing Arts (VAPA) Teacher-
    Coordinator and three K-12 VAPA teacher leaders
●  Special Education is developing a Unified Arts class to pilot at Trabuco Hills High School.
●  Professional development continues for teachers.
1.7     Provide support for students struggling with reading and math literacy; maintain intervention sections for core content areas in grades 7-12 and reading literacy programs in grades K-6.
Progress:
●  A Universal Screener (DIBELS) is being administered to all K-6 students 3x/per year
●  Resources continue to be provided for K-6 teachers to diagnose literacy gaps in students
●  Grades K-6 Math fellowships for teachers have been expanded
●  English Language Development (ELD) support, includes:
    - Improvements to ELD Intervention courses that leverage work of PLCs in examining effectiveness of reading & language interventions with use of student
      achievement data, specific entry/exit criteria, and development of common assessments
    - Consistent and coherent process for student placement in grades 7-12 ELD intervention courses across all sites
    - Added a Transitional ELD course at the secondary level (grades 7-12) to support English Learners in their transition to mainstream English classes
    - Further development of a Newcomer Program with support for newcomer students in both ELD and content area courses continues
1.8     Assess, monitor and support all English Learners (EL) and Re-designated Fluent English Proficient (R-FEP) students with services provided by the Language Assessment Center.
Progress:
●  Teacher training continues to be provided to enhance English Language Proficiency for students
●  Implementation of Ellevation, a data management program specifically designed to effectively and efficiently monitor the progress of ELs, and to identify
    specific language domains for which students require additional support
●  Special Education English Learner Re-designation, focusing on Mod/Severe grade 3 & 5 students
1.9     Academic/instructional coaches will continue to provide professional learning and collaboration opportunities.
Progress: On-site support by Academic and Instructional Coaches in all content areas and in all areas of need continues with SVUSD coaches who provide:
 ●  Districtwide Professional Development (PD) (August and January) for all K-6 teachers on Math instructional shifts 
 ●  PD to K-6 teachers on standards-based grading
 ●  Development and refinement of new K-6 instructional websites to support teachers particularly in ELA and Math  
 ●  Assistance with implementation of Next Generation Science Standards (NGSS) Units
 ●  Support at assigned site(s) with Professional Learning Communities (PLC)
 ●  Designated PD by subject and grade level, including modeling, curriculum design, and universal design for learning at 7-12 school sites
 ●  English Language Development (ELD) guidance in developing and refining curriculum for ELD courses
 ●  Coaching to teachers to increase effective technology implementation in the classroom
 ●  Support with Instructional Rounds, including at Esperanza School and La Tierra Early Child Care Center 
 ●  Assistance with Special Education Assessment Collaboration Meetings 

Question Title

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GOAL 1:  Improve student performance, progress and literacy in all content areas: English language arts/English language development, mathematics, social sciences, science, visual and performing arts, health, physical education, world languages, and career technical education. Keep this goal? 

Question Title

* Should any of the Actions & Services in Goal 1 be considered for revision in 2019-2020?

GOAL 2: Improve access to, enrollment in and completion of an academically rigorous course of study
Expected Annual Measurable Outcomes Progress - Metrics & Historical Data: click here 
2.1     Develop and implement an effective Multi‐Tiered System of Supports (MTSS) prevention/intervention program.
Progress:
●  SVUSD is in the second year of a MTSS Grant, which includes training for supports to respond to student needs, including targeted subgroups:
    - A MTSS Steering Committee with team leads in Academic, Behavioral and Social-Emotional Learning has been established
    - MTSS/SUMS Network Sustainability Training continues with the Orange County Department of Education (OCDE)
    - The MTSS quad team within the Elementary Instructional coaching team provides site support as schools deepen their work in MTSS such as assessment
      training, universal screeners (DIBELS), and Culturally and Linguistically Responsive Teaching
●  Signs of Suicide (SOS) curriculum delivered to all 7th and 10th grade students
●  Trauma Informed Educator Training (5 class series) provided to Silverado High School staff
●  Suicide & Threat Assessment Training provided to all new administrators, psychologists and counselors, plus a refresher training for all returning
    administrators, psychologists and counselors
●  LGBTQ Training provided to Trabuco Hills High School staff
●  Vaping Cessation Classes implemented for students in grades 7-12 for first and second offenses
●  Eleven schools are currently in Positive Behavior Interventions & Supports (PBIS) training through OCDE
●  The On-Track program is in place and serving a select number of students socially promoted to grade 9
2.2     Provide an effective College & Career Readiness infrastructure with counselors, guidance technicians and student services staff.
Progress:
●  Counselors continue to support grade 7-12 students and provide guidance and prevention/intervention services
●  Mental health support for general and special education students has been expanded for students K-12 
●  A new Counselor for K-6 Title I schools and a K-12 District Counseling Coordinator has been added
●  Enrollment in high school Career Technical Education (CTE) pathways has increased
●  A Computer Science pathway is now at all 4 comprehensive high schools
●  All guidance staff will receive a “CTE 101” presentation/training in February
●  Opportunities for special education students have expanded, including a Community Resource Night and Workability Field Trip to Saddleback College
●  Special Education Individual Transition Plan Training has been provided to staff

2.3     Increase access to, and awareness of “a‐g” approved courses; continue to increase the “a-g” course offerings; and increase the percent of student passing “a-g” courses.
Progress:
●  New “a-g” courses have been added and additional courses have received UC “f” approval
●  Percentage of students passing “a-g” courses has increased
●  The number of students enrolling in and passing Advanced Placement (AP) courses continues to increase.
2.4     Provide site‐based support for unduplicated student subgroups and inclusive practices.
Progress:
●  A small allocation of funds is provided to each school site to provide students additional support via teacher planning/training, curriculum development,
    student tutoring, extra resources, etc.
●  Inclusive Practice support is provided to all sites
●  Continued coaching/support is provided to teachers by EL coaches, as well as primary language instructional support provided to students
● Communication between schools and parents continues to be provided and supported by Community Liaisons & Parent Advocates
2.5     Expand student learning opportunities via alternative and specialized programs.
Progress:
●  Fully implemented two magnet school programs:  Santiago Elementary STEAM Magnet School and Linda Vista Elementary International Baccalaureate Primary
    Years Program (PYP)
●  SV Virtual Academy has expanded to high school and is now a K-12 school
●  A STEAM pathway is in development for Serrano Intermediate and El Toro High School, feeder schools for Santiago STEAM Magnet students.
2.6     Develop and implement a targeted and effective Multi-Tiered System of Supports (MTSS) prevention/intervention program that enhances learning for English Learners (EL), Foster Youth/Homeless and Low Income students.
Progress:
●  Trainings have been provided to Bilingual Parent Advocates on supporting Foster Youth, English Learners and Homeless students
●  Integrated and Designated ELD, as a means for universal support for English Learners (EL), continues to be refined across all sites.
●  Implementation of a universal screener (DIBELS) helps teachers and curriculum teams identify specific student reading needs (and appropriate resources that
    supports the DIBELS data) to target during small group instructional rotations  
●  First best instruction is supported by language development through individualized instruction that continues to integrate listening, speaking, reading and
    writing that amplifies a learner’s opportunities to build English proficiency
●  Added a new Counselor at Title 1 schools to work with at risk students
2.7     Increase Career Technical Education (CTE) program completers.
Progress:
●  Career Technical Education (CTE) pathway flyers have been updated to include concentrator and capstone courses.
●  Master list of CTE pathway specific courses at each high school is in the process of being created.
●  Planning is in progress for K-12 STEAM pathway and will include concentration and completor courses.
●  Special education Workability Student Conferences encourage CTE enrollment.
●  Special education students continue to be exposed to CTE opportunities through Middle School Visits to HS campuses.
●  An additional 499 high school students took a CTE course.  This contributes to an increase of CTE program completers.

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GOAL 2: Improve access to, enrollment in and completion of an academically rigorous course of study.  Keep this goal? 

Question Title

* Should any of the Actions & Services in Goal 2 be considered for revision in 2019-2020?

GOAL 3:  Increase student engagement and parent involvement
Expected Annual Measurable Outcomes Progress - Metrics & Historical Data: click here
3.1    Continue implementation and expansion of AVID (Advancement Via Individual Determination).
Progress:
Ongoing support, resources and training continues for AVID, a program that gives students a college mindset and helps to organize their scholastic activities:

●  Three additional schools implemented AVID this year increasing the number of AVID schools to 15.
●  Teachers and staff receive continued professional development through AVID National Conference, AVID Summer Institute, and collaboration among AVID site
    coordinators.
3.2     Increase summer school opportunities.
Progress:
●  English Language Development (ELD) Summer Enrichment program has provided enrichment opportunities for students to develop literacy through Arts program
    with Segerstrom Center. 
●  Summer bridge program for grades 7-9 has assisted students in succeeding in the appropriate grade-level math.
●  Blended math & science high school credit recovery summer school was successfully implemented.
3.3     High school intervention counselors will provide targeted student support and outreach for unduplicated students, including homeless students and foster youths.
Progress: Intervention counselors (grades 9-12) continue to provide academic, behavioral, and social-emotional support to Foster Youth, McKinney Vento, military, homeless, and at-risk students.
●  Staff has begun to quantify the impact of mental health counselors through student surveys and various student cases.
3.4     Continue to provide social/emotional mental health counselors for students in need.
Progress:
●  Three (3) mental health counselors support General Education Students
●  Four (4) mental health counselors and a 40% psychologist support mental health for students with disabilities/IDEA, including Wrap-Around Mental Health
    Home-Based services
●  One (1) counselor supports Title 1 elementary schools
3.5     Provide appropriate staff/infrastructure for targeted services to English Learner (EL) students and parents/guardians.
Progress:
●  Bilingual Parent Advocate and Community Liaison monthly meetings utilize Epstein’s framework for 6 types of parental involvement to further support and
    service English Learner (EL) families throughout the district. 
●  Training is provided for Instructional Assistants and EL staff to support teachers in use of Benchmark Advanced (K-6 English Language Arts adoption) and
    instructional technology during designated English Language Development instruction.
●  Training has been provided for interpreters and translators to enhance effective communication with parents.
●  District-developed curricular units to support standards-based instruction at Two-Way Immersion schools have been translated for students and teachers.
●  Classes for parents, such as Disciplina Positiva (Positive Discipline) and Ten Commandments (parenting strategies), continue to be provided and offer parents
    key resources to support their children at home.
3.6     Expand parent communication and resources for parents of all students.
Progress:
●  Outreach to parents continues with many opportunities for learning and providing feedback related to district initiatives, textbook adoptions, student resources,
    support services, and school events
●  Saddleback Valley PTA Council, Parent Advisory Committee, and Community Advisory Committee are in place and continue
3.7     Continue to implement parent education opportunities for parents of all students.
Progress:
●  The Parent Project has been held at selected schools; Standards Based Report Cards (K-6) parent information nights were held in the fall; various parent
    education opportunities continue to be held at each school site
●  Education opportunities for La Tierra Preschool parents include Behavior, Speech/Language development, Occupational Therapy Sensory Strategies, and Potty
   Training

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GOAL 3: Increase student engagement and parent involvement.  Keep this goal? 

Question Title

* Should any of the Actions & Services of Goal 3 be considered for revision in 2019-2020?

GOAL 4:  Expand and support 21st Century Technology and Learning
Expected Annual Measurable Outcomes Progress - Metrics & Historical Data: click here 
4.1     Provide and maintain equitable digital equipment for classroom teachers and students across all sites.
Progress:
●  Teacher, counselor and administrator computers more than 4 years old have been replaced
●  Classroom sets of chromebooks continue to be provided for select teachers at all school sites, either to replace or to supplement existing devices
●  Over 100 classrooms across all school sites have been renovated, with upgraded computers, audio/video, and flexible furniture
●  Most schools are 1:1 or 1:2 with student devices
4.2     Maintain technology infrastructure to facilitate the effective use of educational technology in the instructional program.
Progress:
●  School-based tech services staff continue to support technology implementation
●  Educational Technology Teachers on Special Assignment (ToSAs) continue to provide coaching to K-12 teachers to increase effective technology implementation
    in the classroom
●  Technology ToSAs provide technology support to teachers during professional development pull out days
●  Special Education Instructional Assistants support classroom instruction helping students to access digital curriculum
4.3     Continue to provide and expand professional learning opportunities.
Progress:
●  The Educational Technology department has provided the following professional learning opportunities:
     - Monthly sessions for teachers receiving Chromebook carts
     - Custom pull-out PD days, planned for individual schools or for any district teacher
     - Saturday Summits with academic hourly pay for 100-120 teachers each
     - Custom coaching appointments for teachers with the EdTech ToSAs
     - After-school EdTech sessions on selected Mondays
     - Attendance at regional and state educational technology conferences.
●  Digital Citizenship certification process continues for all schools.

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GOAL 4:  Expand and Support 21st Century Technology and Learning.  Keep this goal?  

Question Title

* Should any of the Actions & Services of Goal 4 be considered for revision in 2019-2020?

Saddleback Valley Unified School District
2018-2019 Local Control Accountability Plan - Annual Survey

ACRONYMS AND ABBREVIATIONS

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