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 2018-2021 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 graphic metric data and a list of the progress made thus far on our current 2017.  All survey responses will be reviewed and considered; your feedback will be utilized as we plan and develop our 2018-2021 LCAP.

For the full LCAP infographic and text, click  here.

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
Expected Annual Measurable Outcomes Progress - Metrics & Historical Data

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GOAL 1 : Improve student performance, progress, and literacy in all content areas - Keep these Actions & Services?

  Strongly Agree Agree Disagree Strongly Disagree
1.1 Maintain contractual class size grades K-12. 
Progress: Grades 4 -12 class sizes have been maintained since 2014 - 2015.
1.2 Provide professional learning (PL) opportunities and professional development (PD) for all staff members.
Progress: 800+ teachers participated in summer PD on multiple subject frameworks & standards. PD continues throughout the school year. So far, 385+ teachers/ administrators have participated; K-12 Administrators meet monthly for PD.
1.3 Maintain effective infrastructure to support professional learning & site collaborative leadership. 
Progress: Elementary and Secondary Chairs (site leadership team members) are in place at all sites; Site Administrators & Admin Designee Training continues; District Coordinators continue to provide professional learning opportunities and instructional support.
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.
1.5 Develop SVUSD curriculum and support documents to facilitate the implementation of standards, instructional strategies, assessment practices, and materials. 
Progress: Time and instructional coaching support has been allotted for teachers to curate and create some of their own supplemental resources and assessments.
1.6 Implement the Strategic Plan for Arts Education. 
Progress: Arts Education Plan Committee including teachers, community partners, and administrators has assembled to revise the Strategic Plan for Arts Education; Professional development continues for teachers.
1.7 Provide support and maintain intervention sections for core content areas in grades 7-11. 
Progress: Intervention support classes for Math 8, Algebra, English 1, English 2 are in place; Support for students socially promoted to high school.
1.8 Assess, monitor and support all English Learners (EL) and Re- designated Fluent English Proficient (R-FEP) students. 
Progress: Training provided for English Language Proficiency; Newcomer program piloted in grades 7-12; ELD professional development provided to all K-6 teachers with support for implementation of new ELA/ELD curriculum; A Developmental English Proficiency Test (ADEPT) is being administered to provide information on language progress & to identify English Learners’ (ELs’) language strengths/needs.
1.9 Provide lower class sizes, and/or support for students struggling with reading and math literacy, including English Learners, low income pupils, and foster youth. 
Progress: Intervention support classes for grades 7-12 (Math 8, Algebra, English 1, English 2); Adoption committee will be established to review materials for reading intervention courses; Teachers funded for some K-6 sites and at all 7-12 sites to provide English Language Development (ELD) support.
1.10 Continue and expand professional learning and collaboration opportunities for staff. 
Progress: On-site support by Academic and Instructional Coaches in all content areas and in all areas of need continues; K-12 teachers and administrators participated in Instructional Rounds; K-12 Teacher Summer Committees developed instructional materials, resources, assessments and performance tasks.

* Actions & Services and/or metrics to consider revising, adding, and/or deleting for 2018-2020 related to GOAL 1 (if any.)

GOAL 2: Improve access to, enrollment in and completion of an academically rigorous course of study
Expected Annual Measurable Outcomes Progress - Metrics & Historical Data

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GOAL 2: Improve access to, enrollment in and completion of an academically rigorous course of study - Keep these Actions & Services?

  Strongly Agree Agree Disagree Strongly Disagree
2.1 Develop and implement an effective Multi‐Tiered System of Supports (MTSS) prevention/intervention program.
Progress: First best instruction is supported by Academic/Instructional Coaches at all schools; SVUSD is in first year of MTSS Grant, which includes training for supports to respond to student needs, including targeted subgroups; High school online credit recovery programs, grades 7-8 summer bridge programs, and expanded alternative education options for grades 9-12 are being implemented. 
2.2 Provide counselors and an effective infrastructure. 
Progress: Maintained counselors added in 2014-2015 to support guidance and prevention/intervention services to students in grades 9-12; Part-time Guidance Specialist maintained to work with all grade 7-10 students in developing 6-year plans that include CTE pathways; Student Services Staff (SSS) supporting counselors in working with students on Section 504 plans to ensure appropriate accommodations in the classroom; Suicide prevention training provided to staff at grade 7-8 schools is in progress. 
2.3 Increase number of University of California/California State University (UC/CSU) approved "a-g" high school courses for college entrance, reduce number of non‐approved “a‐g” high school courses, and increase the percent of students passing “a-g” courses.
Progress: Additional "a-g" courses added at high schools, including online options and CTE courses (articulated with the community college); training continues for Advanced Placement /International Baccalaureate (AP/IB) teachers and HS administrators; Next Generation Science Standards (NGSS) aligned courses in progress of development with all K-12 science teachers trained. 
2.4 Provide site‐based support for unduplicated student subgroups and inclusive practices.
Progress: Coaching/support provided to teachers by EL coaches; Primary language support and assistance with instruction provided to students; Communication link between schools and parents provided by Community Liaisons & Parent Advocates; $25 per student (each student counted only once) allocated to each site to provide support, access to, enrollment in, and completion of a rigorous course of study. 
2.5 Develop and implement a K-8 Virtual Academy.
Progress: A new K-8 Virtual Academy opened in September. 
2.6 Develop and implement a targeted and effective Multi-Tiered System of Supports (MTSS) prevention/intervention program.
Progress: SVUSD is in first year of MTSS Grant, which includes training for supports to respond to student needs, including targeted subgroups; a Student Study Team process is in place at several schools with others beginning to explore implementation of a tiered system; Online HS credit recovery courses at each site have been implemented; A “Saturday Academy” is being piloted at some sites; Academic EL coaches are in place at grades 7-12. 

* Actions & Services and/or metrics to consider revising, adding, and/or deleting for 2018-2020 related to GOAL 2 (if any.)

GOAL 3:  Increase student engagement and parent involvement
Expected Annual Measurable Outcomes Progress - Metrics & Historical Data

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GOAL 3: Increase student engagement and parent involvement - Keep these Actions & Services?

  Strongly Agree Agree Disagree Strongly Disagree
3.1 Continue implementation and expansion of AVID (Advancement Via Individual Determination).
Progress: Ongoing support for AVID, a program that gives students a college mindset and helps to organize their scholastic activities; Twelve sites have implemented AVID; Teachers continue to be trained in summer and throughout the year. 
3.2 Continue grades 1–8 summer English Language Development (ELD) enrichment program and expand program to grades 9-11.
Progress: ELD Summer Enrichment was held for K-8 students; A new grades 9-11 enrichment elective for English, Math, and Science was also held in summer. 
3.3 Continue high school intervention counselors.
Progress: High school counselors are available for academic and social emotional support for students and provide outreach to parents and families, including  English Learners (EL), foster youth, and homeless students. 
3.4 Continue to provide social/emotional support staff for students in need.
Progress: Mental health counselors (7) are available as needed at each school site; Student Services staff coordinates and supports schools in suicide and safety assessments. 
3.5 Continue Parent Advisory Committees.
Progress: Parent groups continue to provide feedback and serve in an advisory capacity to the district (School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee, Community Advisory Committee, Superintendent’s Advisory).
3.6 Provide appropriate staff/infrastructure for targeted services to English Learner (EL) students and parents/guardians.
Progress: Support staff at school sites that serve EL students and families continue to be funded (Bilingual Community Liaisons, Parent Advocates, EL Instructional Assistants, EL Site Coordinators); Family Resource Center, Services for English Learners support staff and EL Academic Coaches continue to provide support to all sites. 
3.7 Expand parent communication and resources for parents of all students and eligible subgroup students.
Progress: Outreach to parents continues; New SVUSD website was launched in August; Use of Naviance by students (grades 7-11) has expanded; SV PTA Council and Parent Advisory Committees are in place. 
3.8 Continue to implement parent education opportunities for parents of all students.
Progress:   The Parent Project has been held at selected schools; Next Generation Science Standards (NGSS) parent information nights are scheduled in January; various parent education opportunities continue to be held at each school site.

* Actions & Services and/or metrics to consider revising, adding, and/or deleting for 2018-2020 related to GOAL 3 (if any.)

GOAL 4:  Expand and support 21st century technology and learning
Expected Annual Measurable Outcomes Progress - Metrics & Historical Data

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GOAL 4: Expand and Support 21st Century Technology and Learning - Keep these Actions & Services?

  Strongly Agree Agree Disagree Strongly Disagree
4.1 Provide equitable digital equipment for classroom teachers and students across all sites.
Progress: Each teacher clearing his/her credential received a Chromebook (CB); Chromebook repair funds have been designated; New Chromebooks and carts for all 7th grade students in 2017-2018; Additional CBs were reallocated to elementary schools; 1200 additional Chromebooks for high schools; All intermediate schools are 1:1; 17 of 23 elementary schools are 1:1. 
4.2 Strengthen technology infrastructure to facilitate the effective use of educational technology in the instructional program.
Progress: Computer Analysts (one for each high school); Technology Assistants placed at K-8 schools by support zone; Teachers (3) on Special Assignment plan and deliver instructional technology professional development; Continued update of wireless access points, network bandwidth, firewall security, and server speed and capacity. 
4.3 Continue to provide and expand professional learning opportunities.
Progress: Professional development provided through pull-out workshop days, Saturday conference days, after-school sessions, summer week-long academies, individual and small group coaching; Digital Citizenship certification process has begun for all schools; Four schools are Common Sense Education Certified. 

* Actions & Services and/or metrics to consider revising, adding, and/or deleting for 2018-2020 related to GOAL 4 (if any.)

Saddleback Valley Unified School District
2017-2018 Local Control Accountability Plan - Annual Survey

ACRONYMS AND ABBREVIATIONS

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