Section One
E x e c u t i v e
Livingston Union School District | Facilities Master Plan
S u m m a r y
Livingston Union School District
History
Mission Statement
Guiding Core Values
The first students in the Livingston area studied in a one-room adobe
schoolhouse on the Robert Weaver farm in 1868. That building was later
replaced by another single-classroom structure located on the McDonnell Flat
Ranch in 1876. The building and classes moved into town in 1880, but as early
as 1910 another schoolhouse was built on Crowell Street and the old McDonnell
schoolhouse was torn down. It served the school District until 1921, when the
Livingston School District, with a total student body of 197, combined with the
Area School District’s 80 students to form its own consolidated District.
All students will be prepared as 21st Century global citizens. They will be
proficient readers and writers who can solve problems and think critically, be
adaptive and flexible, able to collaborate successfully in groups, effectively
utilize technology as a learning and communication tool, demonstrate a positive
work ethic, and make meaningful contributions to their school and their
community.
Our “guiding core values” direct our priorities, our goals, and our actions. They
establish the foundation of a District culture based on high expectations and
collaboration with an unrelenting determination to ensure the success of our
students.
A bond was passed in 1921 in the amount of $30,200, which was used to build
a six-classroom, one-auditorium structure that would house the 227 students of
the consolidated District. In 1945 the Selma Herndon school was built at B and
Prusso Streets and served the District well, until it was torn down in 1962, and
a new school was erected on the site. It was also in 1962 and 1963 that Campus
Park School was built. As time passed and the number of students attending
school in the Livingston Union School District grew, Yamato Colony was built in
1989, and finally in 2001 Livingston Middle School opened its doors to receive
the District’s middle school students.
DISTRIC T STRATEGY
Build a culture of progressive learning and collaboration for accelerating student
achievement.
THEORY OF AC TION
By engaging in ongoing professional learning and collaboration that is high
quality, personalized and based on Common Core, teachers will have the
instructional strategies to accelerate student learning; administration will lead
and support effective instructional practice; and parents will have the tools to
support student learning.
Our Students Are Not to Blame | We believe that circumstances of birth,
socioeconomic status, language proficiency, or disability are not barriers to
learning.
Collaboration is an Essential Building Block, Establishing a Productive and
Supportive School Culture and Improving Student Learning | Effective
instruction needs to be rigorous, relevant and builds on meaningful
relationships with our students.
People, Not Programs, Make the Real Difference | The professionals at LUSD
make the real difference; caring and competent classroom teachers, proactive
administrators, a visionary and engaged superintendent, and a supportive
Board of Trustees.
Academic English Proficiency and Bi-literacy are Keys to Success | Developing
proficient use