Page 132 - OUSD LCAP 2015-2016

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B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the

services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).

Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils,

foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding

provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality

percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils

as compared to the services provided to all pupils.

7.17 % Orange Unified School District has developed a plan to utilize LCFF Supplemental Funds specifically to meet the needs of
English Learners, Low Income and Foster Youth students by allocating $3,665,338 for a variety of programs and services. The

amount of $4,9999,806 is the maintenance of effort funds which has been designated to continue the services provided to all schools along

with the school site allocation. Hence, 7.17% is the minimum proportionality percentage. The funds will be used to meet goals by increasing

and maintaining services for unduplicated pupils identified as English learners, low income, foster youth by increasing:

 Professional development on the English Language Development (ELD) Standards. Teachers will attend English Language Development

trainings to further develop their skills and strategies in supporting English Learners in content classes, as well as English Language

Development classes. This will help English learners to attain English proficiency while mastering the content.

 Math intervention programs. Various math interventions will be available before, during and outside of the instructional day to support

English learners, Low Income and Foster Youth students in mastering the Common Core Math Standards. This will close the gap

between math achievement of these targeted subgroup of students and other subgroup of students.

 Additional staff and resources to meet needs of unduplicated subgroup of students enhance their learning. Through the support of staff

and programs, English Learners, Low Income and Foster Youth students will have opportunities to prepare them for college and career

as well as meet the demands of the Common Core State Standards.

 Resources for English Learners, Low Income and Foster Youth students will be purchased. Particularly, supplemental instructional

materials and additional support/services is planned to help increase low income/homeless students’ connection to school and

motivate them to learn.

 SAT and ACT waivers for low income and foster youth students. By funding college preparatory test fees and resources for this targeted

subgroup of students, this will increase the opportunity for them to to attend college.

 Support for foster youth and homeless families through services for both students and parents. Resources, programs and support will

be provided to these identified students in order to improve their academic environment and their sense of well‐being.

 Professional development for staff on the needs of foster youth, low income, and special needs students. Professional development

focusing on topics in helping staff understand the needs of these target group of students has been planned. This will improve the

service to foster youth, low income, and special needs students.

 Increase of ERWC, ELD, AVID, AP/IB sections to improve student learning for English Learners. Through their participation in these

courses, students will have opportunities to enhance their learning which will better prepare them for college and career.

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03,
42238.07, 47605, 47605.5, 47606.5, 48926, 52052, 52060‐52077, and 64001, Education Code; 20 U.S.C. Section 6312.