Page 25 - OUSD LCAP 2015-2016

Page 25 of 134

5) How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or
individual school site goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans;
in‐depth school level data analysis, etc.)?

Principals at school sites obtain stakeholder input from staff, parents, students and community in developing their Single Plan for
Student Achievement, also known as the “School Plan” each year. After the state assessment results are released, principals, staff,
parents and community analyze their state assessments, review their programs and services to evaluate the effectiveness of these
resources to determine whether to continue funding those specified in the School Plan. Furthermore, principals present their data
and program analysis at the annual “Student Achievement Conference” to district administrators and principals in the same feeder
school cohort identifying areas of growth and new goal areas for improvement. Through this process, schools site goals are identified
and aligned to district goals with resources and program expenditures planned and approved by School Site Council at the beginning
of each school year.

Furthermore, in the spring, Principals meet with Accountability and Special Programs Director to discuss preliminary budget plans
based on staff, parents, students and community input and identified unique needs of each school.

6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in

section 52052 that are different from the LEA’s goals for all pupils?

The following chart details the unique goals for the subgroups of English Learners, Low Income and Foster Youth. Specific Sub‐goals

were created for these identified subgroups.

How it specifically meets the needs of English Learner,

Goals

Low Income and Foster Youth students

Goal 1: All students will receive a 21st century education that includes All English learner, Low Income and Foster Youth students will be
access to highly qualified teachers, standardized aligned materials and taught by teachers who are highly qualified and have an English
facilities maintained in good repair. Learner Authorization and/or other trainings and experience working
with these subgroup of students in improving their learning.

Goal 2: All students are provided with supplemental resources, All English learner, Low Income and Foster Youth students will be
materials, and services and receive instruction from teachers who provided supplemental materials, programs and services to enhance
enhance their instructional practice through participating in various their learning. Specifically for English Learners, they will be receive
professional development training that focuses on such topics as 21st designated and integrated ELD instructional time to increase language
Century teaching and learning, Common Core State Standards and ELD acquisition while mastering content and receive instruction from
Standards. teachers who participate in professional development that includes
such topics that will help increase English learner student success, such
as GLAD strategies and ELD Standards. Foster Youth Coordinator will
ensure teachers who have Foster Youth students will participate in
professional development to enhance their knowledge and
instructional strategies in meeting these students' specialized needs.