LEARN

IMPORTANT Facts

LBUSD POOL & FACILITIES MASTER PLAN

  • The Laguna Beach Unified School District (LBUSD) currently owns and maintains four schools, district offices, and a warehouse facility encompassing approximately 312,400 square feet of building space. Established in 2015, the district's Ten Year Facilities Master Plan (FMP) undergoes annual updates to guide long-term planning for the maintenance, renovation, and modernization of school and district facilities. This long-range planning document addresses the ongoing need to repair, replace, and upgrade existing facilities, including capital improvements to tackle aging and obsolete infrastructure. In 2021, the board directed staff to conduct a feasibility study on the remaining capital improvement projects, considering new programs mandated by law, such as the expansion of the Transitional Kindergarten (TK) program. The 2023-24 update represents a comprehensive revision of the FMP, identifying key projects aligned with the district's educational objectives and programs. The scope and timeline for these projects were determined based on input gathered from three primary sources: Annual Facility Condition Assessment and Reporting; Facility Planning Committee Recommendations; and Community Feedback.

  • The existing LBHS pool was built around 1993, relocated from what is now the LBHS quad. The pool has reached its end of life and is currently in need of replastering, repairs and replacements to the equipment in order to pass health code inspections. The estimated cost to meet the minimum repairs to pass inspection is $2-3 million. The current pool is 38 meters and does not meet the minimum requirements for CIF to host home events for water polo matches and swim meets.

    The end of life for the pool has been on the horizon for some time and a new pool was planned for with warrants from the General Fund into the Capital Improvements Fund on a yearly basis. The School Board conducted extensive outreach to the larger community throughout the design process. The following stakeholders were engaged in the process:

    • City of Laguna Beach

    • City of Laguna Beach Recreation Committee

    • LBHS aquatic teams (Waterpolo, Swim, Dive)

    • LBHS Boosters

    • Thurston and LBHS Physical Education departments

    • Additional LBHS athletic teams (Surf, Track, Cross Country)

    • Beeler Aquatics

    • Laguna Beach Water Polo Foundation

    • Current lap and recreational swimmers

    • Village Laguna

    • Sensible Laguna

    • TOW Neighborhood Association

    • SchoolPower Foundation and Endowment

    • The Church of Jesus Christ of Latter-day Saints

    • Residential neighbors on Park Ave, Virginia Way and Manzanita 

    In 2023, the Board of Education held five study sessions and four site-based community sessions. In all, the Board of Education received over 500 pieces of public input through written or verbal public comments in 2023. In response to community feedback regarding noise, size and cost, the Board of Education looked at ten different pool concepts and made the following compromises:

    • Eliminated the plan to build a parking structure with tennis courts constructed on top to be located where the current district lot exists. It was removed based on feedback from those residing in the immediate area about the height of the project and affirmation that current street and lot parking are sufficient

    • Reduced the length of pool from 50M to 45M, eliminating the opportunity for student athletes to train for long-course competition

    • Required solid concrete seating with a solid shade covering and specific positioning to reduce spectator noise to nearest neighbor

    • Added separate community restrooms and indoor showering

    • Approved new policy language in BP1330: Use of School Facilities and Grounds to require board approval for non-high school aquatic events

    In 2024, the Board of Education held additional Community Outreach meetings on August 12 and September 26 to hear public feedback on the 45M reduced size concept for the pool.

    For more details, check out this detailed timeline of School Board action on the pool.

  • As it stands today, the current design is a 45 meter x 25 yard pool that achieves these benefits: 

    • Almost doubles the # of lanes (currently 10 lanes to 17 lanes)

    • Increases size and depth while maintaining the current amount of shallow water (expands from 25m to 45m in length; depth increases from 6.5’ to 7’)

    • No automatic covers, we can say pool covers to conserve energy. The covers are manual.

    • Allows water polo and swim seasons to overlap, preventing delays in season start times due to ongoing CIF competition

    • Meets modern water polo program needs (floating goals, uniform depth, home games, updated scoreboard, team room) saving our students valuable time and money from having to drive out of the city to compete

    • Improves student safety/district liability (separate locker rooms for students and public)

    • Improves spectator experience and better mitigates sound (concrete bleachers with solid, noise-attenuating solar roof)

    • Improves energy efficiency (pump equipment 30 years old, solar water heating, automatic covers)

    • Improves recreational usage (more water, rim flow gutters for easier in/egress, same size shallow area for community programs)

    • Expands programming options for simultaneous practices, earlier end times, and the overlap of boys and girls seasons that occurs regularly

    • Opens up use to other LBHS groups such as PE and cross-training by non-aquatic teams such as surf, cross country and track teams

    • Expands opportunities for community use, providing access to swim lanes during afternoon and evening hours

  • The California Environmental Quality Act (CEQA) Negative Mitigation Declaration (NMD) was presented to the Board of Education on March 20, 2025. The CEQA NMD is a declaration of all the mitigation measures intended to be implemented to reduce any impacts to the environment, including air quality and noise abatement. The Board approved the NMD unanimously.  There are still two more inflection points for Board approval of the pool project.  In April or May of 2025, the Board must approve the District's ability to seek  construction bids.  Then, the award of the project will likely come to the Board in July or August of 2025 for approval.  Construction would begin over the March of 2026 to minimize impact to students and school traffic. If the project is delayed, an estimated $2 million in repairs are necessary to keep the pool operational including replastering and replacing equipment or parts that are 30 years old.  Once that investment is made, it is unlikely that a total renovation of the pool will happen for another 5-10 years, based on the fiscal guidance of the Assistant Superintendent - Business Services.

  • Proposed updates to the district’s Ten Year Facilities Master Plan considered all district properties for current improvements based on feedback from school sites, the community and community partners that utilize the facilities.  The first conceptual design was introduced in March 2023 following extensive facilities planning by Ruhnau Clark in 2021 and 2022. The full 10 year - Link to FMP

    Specific stakeholders included:

    • City of Laguna Beach

    • City of Laguna Beach Recreation Committee

    • LBHS aquatic teams (Waterpolo, Swim, Dive)

    • LBHS Boosters

    • Thurston and LBHS Physical Education departments

    • Additional LBHS athletic teams (Surf, Track, Cross Country)

    • Beeler Aquatics

    • Laguna Beach Waterpolo Foundation

    • Current lap and recreational swimmers

    • Village Laguna

    • Sensible Laguna

    • TOW Neighborhood Association

    • Schoolpower Foundation and Endowment

    • The Church of Jesus Christ of Latter-day Saints

    • Residential neighbors on Park Ave, Virginia Way and Manzanita

  • Nothing. The end of life for the pool has been on the horizon for some time and was planned for with warrants from the General Fund into the Capital Improvements Fund on a yearly basis.  There are no bonds planned to fund the improvements to the pool.


    

  
  

  



  
    
    


  
  




  

    

    
      
    
    

  

  

    

      
      
      
      
      
      
      
      
      




  
SUPERINTENDENT SEARCH























  
  

























  
  






    
  
    
  • 

      
        
          
        
      

      
    
        
      
    
      
    
        
    
          
    We are seeking a dynamic and experienced Superintendent based in California, who is committed to long-term leadership and fostering a positive and sustainable educational environment for students, parents, and the broader community. This individual should have a proven track record of success in navigating challenges related to capital improvement projects, community engagement, and holistic student development.
    Key Qualifications:
    • Long-Term Commitment: At a point in their career where they are seeking to stay and grow within a community for the long term.
    • Prior Experience with Basic Aid Funding: Familiarity with the intricacies of Basic Aid funding and its application in a California school district.
    • Community Engagement: Experience working with highly engaged parents and the broader community to foster collaboration, transparency, and mutual support.
    • Skilled Communicator: Proven ability to effectively and openly communicate with parents, students, staff, and stakeholders, while prioritizing two-way communication and ensuring inclusivity.
    • Whole Student Focus: A deep commitment to supporting the development of students beyond academic performance, including physical, emotional, and social well-being, through programs such as Nutrition, Social-Emotional Wellness, the Arts, and Athletics.
    • Social Emotional Wellness: Demonstrated support and leadership in well-funded, impactful Social-Emotional Wellness programs at both the primary and secondary levels.
    • Environmental & Sustainability Initiatives: A proven track record in addressing and advancing environmental and sustainability issues within educational settings.
    • (add for ESL & SpEd)
    • Supportive of Staff
      • Regular Feedback and Recognition: Providing regular, constructive feedback, and celebrating accomplishments,recognizing their hard work and offering guidance on how to improve.
      • Providing Learning Opportunities: Providing staff access to training programs, workshops, online courses, and conferences that allow them to enhance their skills, helping them feel valued and giving them the tools to be excellent educators.
      • Creating a Supportive Work Environment: A positive and collaborative work culture encouraging empathy, initiative, sharing of ideas, and striving for excellence.
      • Building a Culture of Continuous Improvement: Cultivates a culture where learning, adapting, and refining skills are celebrated and making it clear that growth is a lifelong endeavor.
    • Innovative Programming: A creative and solution-oriented mindset in providing innovative course offerings, despite a declining student population. Experience in bringing unique, college-level opportunities and promoting awareness of life balance programs, such as Challenge Success.
    • Restorative Justice: Knowledge and support of Restorative Justice practices as a means of fostering positive disciplinary discussions and supporting students' growth.
    • Cross-Industry Knowledge: Experience and knowledge of tools and solutions (software, project management, etc.) beyond the academic sector, and a demonstrated ability to adapt them to educational settings.
    Core Responsibilities:
    • Oversee the daily operations of the district, ensuring smooth and efficient functioning.
    • Foster strong relationships with parents, students, and community members to build a collaborative and supportive environment.
    • Lead initiatives that focus on the whole child, ensuring the provision of academic, social-emotional, and extracurricular support.
    • Manage district funding and resources effectively, including experience with Basic Aid funding to ensure the district's financial stability.
    • Drive sustainability efforts across the district, with a focus on environmental responsibility and community involvement.
    • Promote a culture of innovation, introducing new programs and opportunities that engage students and address the challenges of a changing educational landscape.
    Preferred Skills:
    • Strong leadership abilities with a focus on inclusivity, equity, and community involvement.
    • Ability to develop strategic initiatives that address both academic and non-academic student needs.
    • Skilled in using data-driven approaches and technology to improve educational practices and operations.
    
        
    
      
    

      
        
      

    
    • 
  
    
  • 

      
        
      

      
    
        
      
    
      
    
        
    
          
    Leadership Associates is a partnership of active California education leaders who are committed to improving the quality education for all California students. The team of search consultants currently working with LBUSD School Board is Dr. Peggy Lynch, a retired Superintendent, and Dr. Marc Ecker, a retired Superintendent and Former President of the Association of California School Administrators (ACSA). Eighty-six percent of their placements remain in place for 5 years or more. Leadership Associates is based in California with over 1500 subscribers getting notification of open positions. They also provide advisory services in Board Governance, Board/Superintendent Evaluations, and Leadership Transition.
    
        
    
      
    

      
        
      

    
    • 
  
    
  • 

      
        
      

      
    
        
      
    
      
    
        
    
          
    LBUSD Superintendent Search
    
        
    
      
    

      
        
      

    
    • 
  




    

  
  

  



  
    
    


  
  




  

    

    
      
    
    

  

  

    

      
      
      
      
      
      
      
      
      




  
ROLE OF THE SCHOOL BOARD























  
  

























  
  






    
  
    
  • 

      
        
          
        
      

      
    
        
      
    
      
    
        
    
          
    School districts are governed by a board working as one bodys, not by individuals. Understanding collaboration is critical to being a functional, effective board. The School Board’s role is to make decisions about annual budgets, curriculum, and investments in facilities while consulting with stakeholders and relying on input from teachers and district staff. Board members are responsible for the hiring and performance evaluation of the superintendent. Ultimately, they are accountable for student performance by making the resources available to enable them to reach their highest potential and civic engagement with the community.  
    “The board is responsible for establishing and maintaining an organizational structure that supports the district’s vision and empowers the professional staff. Although the board does not implement policies or programs, board members are responsible for: employing the superintendent and setting policy for hiring of other personnel; overseeing the development of and adopting policies; setting a direction for and adopting curriculum; establishing budget priorities, adopting the budget and overseeing facilities issues; and· providing direction for and accepting collective bargaining agreements.”
    Community engagement and participation of board members is critical, given they are determining the school district’s vision and direction. School board meetings should provide time to clearly communicate district policies, programs, financial standing, and status of the district’s progress towards their ultimate vision for students. “[A]s the only locally elected officials chosen solely to represent the interests of children,” each decision board members make should put students at the forefront of their priorities, which include social-emotional support in addition to academic goals and achievements.
    How the board members accomplish this work, individually and as a governing body, is just as important. Codes of conduct are outlined in the "Maximizing School Board Governance" guides. 
    School districts are governed by boards, not by individuals. Understanding collaboration is critical to being a functional, effective board.
    
        
    
      
    

      
        
      

    
    • 
  
    
  • 

      
        
      

      
    
        
      
    
      
    
        
    
          
    Setting Direction for the District
    • School Board: Functions at a governance level 
    • Superintendent: Oversees the day-to-day operations
    Policy
    • School Board: Adopts Policies
    • Superintendent: Recommends, creates procedures that support policy, and implements 
    Judicial Review
    • School Board: 
    • Superintendent: 
    Meetings
    • School Board: Conducts
    • Superintendent: Serves as a resource
    Budget/Finance
    • School Board: Establishes goals and criteria, approves, and monitors
    • Superintendent: Recommends, oversees, monitors, and reports staff efforts 
    Human Resources
    • School Board: Establishes criteria, approves or rejects recommendations
    • Superintendent: Interviews, recommends, hires, directs, evaluates, promotes, trains 
    Collective Bargaining
    Community Relations
    • School Board: Creates a positive image for and within the district 
    • Superintendent: Creates a positive image for the district and directs communications
    Facilities
    • School Board: Plans with long-term vision
    • Superintendent: Takes a long-term plan and puts it into action
    CSBA’s “Maximizing School Board Governance” https://www.ia-sb.org/docs/default-source/toolbox/board-development/eightkeyrolesandresponsibilities.pdf?sfvrsn=d3da05c0_13
    https://www.diligent.com/resources/guides/school-boards
    
        
    
      
    

      
        
      

    
    • 
  
    
  • 

      
        
      

      
    
        
      
    
      
    
        
    
          
    School Board Annual Meeting Schedule
    
        
    
      
    

      
        
      

    
    • 
  
    
  • 

      
        
      

      
    
        
      
    
      
    
        
    
          
    According to CSBA’s What it takes to Lead, an effective board member does the following:
    • “Keeps learning and achievement for all students as the primary focus
    • Values, supports and advocates for public education
    • Recognizes and respects differences of perspective and style on the board and among staff, students, parents and the community
    • Acts with dignity, and understands the implications of demeanor and behavior
    • Keeps confidential matters confidential
    • Participates in professional development and commits the time and energy necessary to be an informed and effective leader
    • Understands the distinctions between board and staff roles, and refrains from performing management functions that are the responsibility of the superintendent and staff; and understands that authority rests with the board as a whole and not with individuals
    Furthermore, working with the superintendent as a "governance team," the board must have a unity of purpose and must keep the district focused on learning and achievement for all students
    • Communicate a common vision
    • Operate openly, with trust and integrity
    • Govern in a dignified and professional manner, treating everyone with civility and respect, govern within board-adopted bylaws, policies and procedures
    • Take collective responsibility for the board's performance
    • Periodically evaluate its own effectiveness
    • Ensure opportunities for the diverse range of views in the community to inform board deliberations”
    
        
    
      
    

      
        
      

    
    • 
  




    

  
  

  



  
    
    


  
  




  

    

    
      
    
    

  

  

    

      
      
      
      
      
      
      
      
      




  
CURRICULUM AND GRADE WEIGHTING























  
  

























  
  






    
  
    
  • 

      
        
          
        
      

      
    
        
      
    
      
    
        
    
          
    1. Initiation: A course idea may come from teachers, administrators, or state mandates, based on student needs and curriculum gaps.
    2. Department Review: The department evaluates feasibility, staffing, alignment with state standards, and grade level.
    3. Administrative Review: If approved by the department, the proposal is discussed in detail with administrators.
    4. Design & UC Alignment: Teachers design the course, ensuring it aligns with state and UC standards, and prepare it for UC a-g approval.
    5. Curriculum Council Approval: Courses are presented in January/February; if approved, they’re added to the course catalog for the following year.
    6. UC Submission: New courses are submitted for UC approval in February; LBHS has a strong track record of acceptance.
    
        
    
      
    

      
        
      

    
    • 
  
    
  • 

      
        
      

      
    
        
      
    
      
    
        
    
          
    • Established in 2015–16 by a task force after extensive research.
    • Aligned with UC System: Only UC-approved honors and AP courses in grades 10–12 are weighted.
    • Rationale:
      • Reflects expectations of UC/CSU and national universities.
      • Ensures fairness and avoids grade inflation.
      • Maintains credibility of LBHS transcripts in college admissions.
    
        
    
      
    

      
        
      

    
    • 
  
    
  • 

      
        
      

      
    
        
      
    
      
    
        
    
          
    • Colleges recalculate GPAs using their own systems to ensure fairness.
    • Most focus on core academics (English, Math, Science, Social Studies, Foreign Language).
    • Some use unweighted 4.0 scales, while others apply standardized weighting (+0.5 for honors, +1.0 for AP/IB).
    • Many evaluate grades from 10th and 11th grades, emphasizing rigor over raw GPA.
    • Context matters: Colleges consider what courses are available at each school.
    
        
    
      
    

      
        
      

    
    • 
  
    
  • 

      
        
      

      
    
        
      
    
      
    
        
    
          
    • Integrated Science I & II at LBHS meet base science requirements for many top colleges.
    • Competitive STEM programs prefer AP-level coursework in Chemistry, Physics, and Calculus.
    • Admissions offices (e.g., MIT, Carnegie Mellon, Johns Hopkins) value rigor within the school's course offerings.
    
        
    
      
    

      
        
      

    
    • 
  
    
  • 

      
        
      

      
    
        
      
    
      
    
        
    
          
    • Curriculum must meet diverse student needs and support academic and personal growth.
    • Instruction should be standards-based, flexible, and inclusive.
    • Grading reflects mastery of content and must be consistent, fair, and transparent.
    
        
    
      
    

      
        
      

    
    •