Roles & Responsibilities

At the outset of the Districtwide facilities planning process, the District Leadership team set out to define the roles and responsibilities of the stakeholder participant groups. These groups were refined throughout the process and ultimately comprised a Steering Committee, a Districtwide Facilities Plan Committee (formerly Facilities Master Plan Committee), individual School Site Communities, and Focus Group interviews of representatives for specialized topics.

The groups provided input throughout the process; identifying district-wide and site-specific needs, defining educational program goals, and offering direction on facilities planning goals. All input eventually led to the creation of a set of final recommendations that will be brought before the Board of Trustees for review, comment, and approval.

Process Leaders

Woodland Joint Unified School District’s Board of Trustees approved the DFP contract with LPA in January 2021 and was kept informed of the DFP process through informative updates at key points within the process. The entire Districtwide Facilities Plan will be presented to the Board for their final priority recommendations and approval.

Current Board of Trustees

• Jake Whitaker, President
• Rogelio Villagrana, Vice President
• Deborah Bautista Zavala, Clerk
• Morgan Childers
• Bibiana Barrios De Garcia
• Kandice Richardson Fowler
• Noel J. Rodriguez

Steering Committee (SC) directed and coordinated the process and ensured that input from a range of stakeholders would be optimized. Through regular meetings, this team was responsible for guiding the process through reviewing outcomes from the various groups and providing input on development of the site master plans and estimated budgets.

Steering Committee Members

• Rogelio Villagrana
• Deborah Bautista Zavala
• Bibiana Barrios De Garcia
• Christina Lambie
• Eddie Gonzalez
• Lewis Wiley
• Lore Carrillo
• Maria Orozco
• Nick Baral
• Peter Lambert
• Elodia Orgeta-Lampkin

Districtwide Facilities Plan Committee (formerly titled the Facilities Master Plan Committee, or FMPC) is comprised of a diverse group of District Leadership, school site representatives, city partner organizations staff, and local community stakeholders. Meetings are held to develop broad visioning concepts and to review and provide input on the development of the conceptual long-term site plan diagrams.

• Nick Baral
• Tina Burkhard
• Sonia Cadena
• Debbie Decker
• Rebecca Foster
• Todd Freer
• Eric Garber
• Karen Gossard
• Liza Grandia
• Matt Juchniewicz
• Kym Milisci
• Jacob Miller
• Tony Peregrina
• Phil Pinegar
• Michael Pyeatt
• Rebecca Rossiter
• Gerald Salcido
• Spencer Springer
• Tania Tafoya
• Lewis Wiley
• Felicia Wilson

Vision

Focus Group interviews are held to gain understanding of the District’s day-to-day operations and future vision.

Individuals interviewed encompassed the following topics:

• Elementary & Secondary School Programs
• Special Education
• Adult Education
• District English Language Advisory Committee (DELAC)
• After School Programs
• Technology
• Transportation and Warehouse
• Maintenance & Operations Trade Groups
• Food Service

The conversations looked at both the District-wide and individual school site levels to develop a holistic vision of the District’s needs within all areas of operation.

Focus Group Participants

• Rebecca Foster
• Christina Lambie
• Karin Liu
• Maria Orozco
• Elodia Ortega-Lampkin
• Tony Peregrina
• Spencer Springer
• DeAnn Tenhunfeld
• DELAC

Educational Visioning Committee

Information gleaned from the Program Focus Groups is developed further in this virtual workshop-type setting. Ideas and potential design recommendations are explored with members of Woodland JUSD, representing the following areas:

• District Program Leaders
• Instructional Coaches
• Classified Staff
• Certificated Staff
• Site Leadership/Principals

The purpose of this process is to inform the Educational Program Vision, a vital component of the overall Districtwide Facilities Plan.

Educational Visioning Committee Members

• Christina Lambie
• Rebecca Foster
• Caitlin Shelton
• Karin Liu
• Felicia Rodoni-Wilson
• Maria Lewis
• DeAnn Tenhunfeld
• Sendra Reese
• Peter Lambert
• Cristina Morel
• Phil Pinegar
• Kelly Schevenin
• Maria Martinez
• Darcy Zloczewski
• Lucy Woodall
• Andrea Thomas
• Jyothi Soto
• Molly McLaughlin
• Elizabeth Reiff
• Jami Quam
• Jess Enriquez
• Sharon Jensen
• Javier Marin
• Ernest Schneidereit
• Emily Stewart
• Robert Rogers
• Joyce Belletti
• Armando Olvera
• Cindy Fulton
• Karen Westberg
• Sandra Creamer

Outreach

A series of online surveys are interwoven within the planning process to gain a variety of perspectives.

Principals are surveyed early in the process. They begin with an online survey, then meet individually with the LPA planning team as part of the School Site Listening Sessions, as a means to understand the individual school site operations, room uses, and how the facilities are helping or hindering the learning process.

An online Teacher & Staff Survey was distributed shortly after the Principal Survey in May 2021 that targeted the usability of existing spaces and identified top needs at each school site.

An online Student Survey was provided in English and Spanish languages for students in grades 4 and above, including Adult Education. Similar to the Teacher & Staff Survey, the Student Survey identified top needs and gave indication to the aspects they would like to see changed in the future.

School Sites

School Site Committees (SSC) are formed to assist planning team in development and confirmation of the conceptual long-term plan proposal for each school site in the District. Each site’s SSC consists of a variety of site stakeholders including the Principal and other site administrators, Teachers, Students, and Parents. Interaction with these stakeholders includes a School Site Listening Session, a Town Hall Meeting, and a follow-up 1-on-1 interview with each site. Behind-the-scenes engagements occur during the Draft Master Plan Diagram stage of the process.

A series of Town Halls were held in-person between December 7^th through the 13^th. Virtual Town Halls were also held and the recordings posted here. Recordings are available in English and Spanish.

Today, the economic conditions and ever-evolving educational programs are affecting how schools are being planned, designed, and managed. The purpose of the Districtwide Facilities Plan (DFP) is to define the long-range goals for facility planning that support the educational goals of the District. This ultimately aids in decision making so that school facility improvements move toward an evolved, common, and coordinated vision.

An DFP is strategic in nature. It identifies a vision for the next 10 to 15 years. The long-term site plan diagrams provide a graphic representation of this vision for each site. It is important to note that the individual school site plan diagram is not an architectural design but rather a plan for the future improvement of the District’s facilities infrastructure in support of the educational program goals for increased student outcomes and achievement. It identifies types of spaces and their adjacencies to one another, among other things.

This plan identifies the overall needs of a campus and shows a general path of how to get to the goal, but it does not provide specific design solutions. It represents long range improvement recommendations serving as a tool in establishing budgets for each site. The estimated costs spreadsheet developed towards the end of the process can be utilized as a “tool kit” by the District for planning purposes, to run potential program phasing and implementation scenarios, as funding sources become available.

The DFP is intended to be a guideline to allow sites to maintain flexibility as enrollment and program needs change. The accompanying diagram illustrates the primary components of a comprehensive DFP document.

As individual projects are selected to move forward it is expected that options will be explored with further engagement with school site stakeholders to improve upon the long-term site plan scope recommendations.

District Information

Taken from Woodland JUSD’s 2021-22 Local Control and Accountability Plan (LCAP).

The Woodland Joint Unified School District (WJUSD) serves students (9,658) in the Woodland city limits as well as the surrounding areas throughout Yolo County. Woodland is a vibrant agricultural community with a rich tradition of community members supporting the teaching and learning of all students. The District runs a fully accredited, robust educational program, with preschools and transitional kindergarten, 11 elementary schools, 2 middle schools, 2 comprehensive high schools, 1 continuation high school, and alternative educational options including Home/Hospital, K-8 Home Study, and Community Day School. Services within these schools are provided to all students, including English Learners, Low Income students, Foster and Homeless students, students with special needs, and students who are chronically absent.

Process

The Districtwide Facilities Plan (DFP) has a far reaching stakeholder engagement process. This has been accomplished through the use of online surveys, community meetings, and focused interviews.

In addition to the outreach processes, the DFP focuses on coordinating the District’s educational program goals with the proposed facility improvements. The projects are reflected as a long-term site plan, to allow for better coordination of short and long range improvements. Each project is itemized to provide better continuity of the overall plan and is coordinated with the estimated budgets. The intent of listing and phasing each project allows the District to manage the implementation of the projects with the greatest flexibility in the future.

Facilities Needs and Conditions Assessment

In the spring of 2021, LPA’s consulting firm, Bureau Veritas performed a detailed analysis of building conditions, beginning with their own set of site walks.

LPA also created site-specific assessments during the Site Listening Sessions where each campus was reviewed through the lens of use, functionality, and the facility’s tie to curriculum.

While LPA’s analysis focused on the appropriateness of the buildings as they relate to the district’s educational program, Bureau Veritas’ assessment reviewed the facilities’ condition and its system’s remaining useful life over the course of the 10-year DFP lifespan.

Long-Term Site Planning

After analyzing information gathered during the site walks, various surveys, and interviews on the condition of the facilities and program needs, the planning team develop Draft Site Plan diagrams. These drafts were presented in a series of Town Hall meetings. Ten (10) Town Hall meetings were held overall as a means of providing the broadest access to the greater Woodland community. The Town Hall experience was provided in English and equally in Spanish at four (4) locations throughout the District, capturing the Pioneer High School, Knights Landing, Woodland High School, and Yolo Communities. The Town Hall was also held in an on-line webinar in English and Spanish. Recordings from these webinars are available on the DFP website.

Following the Town Hall meetings, the Draft Site Plan diagrams remained at each of the school sites, for viewing and input-gathering. After approximately one month of review and comment, LPA met one-on-one with the Principals to review the site comments, capture School Site Committee priorities, and solidify the Long-Term Site Diagrams.

The Districtwide Facilities Plan (DFP) has a far reaching stakeholder engagement process. This has been accomplished through the use of online surveys, community meetings, and focused interviews.

In addition to the outreach processes, the DFP focuses on coordinating the District’s educational program goals with the proposed facility improvements. The projects are reflected as a site master plan, to allow for better coordination of short and long range improvements. Each project is itemized to provide better continuity of the overall plan and is coordinated with the estimated budgets. The intent of listing and phasing each project allows the District to manage the implementation of the projects with the greatest flexibility in the future.

Facilities Needs and Conditions Assessment

In the spring of 2021, LPA’s consulting firm, Bureau Veritas performed a detailed analysis of building conditions, beginning with their own set of site walks.

LPA also created site-specific assessments during the Site Listening Sessions where each campus was reviewed through the lens of use, functionality, and the facility’s tie to curriculum.

While LPA’s analysis focused on the appropriateness of the buildings as they relate to the district’s educational program, Bureau Veritas’ assessment reviewed the facilities’ condition and its system’s remaining useful life over the course of the 10-year DFP lifespan.

These reports are available on each school site’s section of this website.

Schedule