Page 12 - OUSD LCAP 2015-2016

Page 12 of 134

Section 1: Stakeholder Engagement

Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code
section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum
requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of
education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section
48985 specifies the requirements for translation of documents.
Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the
community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services
and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes,
describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals,
actions, services, and expenditures.
Guiding Questions:

1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified
in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies,; county
office of education foster youth services programs, court‐appointed special advocates, and other foster youth stakeholders; community
organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and
supporting implementation of the LCAP?

The Orange Unified School District began the Stakeholder Engagement process early in September 2014 with an annual review of all
student achievement outcomes at both the District level and Site level involving multiple constituent groups. The chart below lists
significant stakeholder meetings for discussion of the LCAP priorities and goals, a review of relevant data and opportunities for input
and survey dialogue. The District has posted an LCAP survey, in English and Spanish, on the District main page since October 2014.
Parents, community members, pupils, bargaining units and partner stakeholders servicing our English Learners, Foster Youth and Low
Income students have been involved in the multitude of planning meetings. The list of these input meetings can be found on
/LCFF/index.asp.

2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the
LCAP?

The Stakeholder involvement process began early in September 2014 in order to allow many opportunities for the community to
provide information to the LCAP process. As part of the Orange Unified School District continuous improvement cycle, Principals
review student data in the “Student Achievement Conferences” held annually each fall with the Superintendent, Executive Cabinet
and Educational Services Staff. The important process of aligning data to the instructional interventions is then detailed at the schools
sites with the relevant stakeholders to set goals annually for student achievement. These school site council meetings are held in
October with parents and the relevant stakeholders providing input. In addition, the annual review of the District Student Achievement
Results (API/AYP) and action plans are shared with the District Advisory Council (DAC), the District English Learner Advisory Council
(DELAC), and Superintendent’s Employee Forum.