Page 27 - OUSD LCAP 2015-2016

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8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or
local priority?

In addition to the responses gathered from Orange Unified School District’s LCAP School and Community Surveys, various state
assessments and reports such as California Standards Test (CST) in English Language Arts, Math, Science, Early Assessment Program
(EAP), CALPADs reports, School Accountability Report Card (SARC), California English Language Development Test (CELDT), California
High School Exit Exam (CAHSEE), California Healthy Kids Survey (CHKS), Categorical Monitoring Interventions/Sanctions (CMIS) report,
and LCFF stakeholder surveys were used to gather quantitative and qualitative data in addressing each state goals. Please refer to the
full report in Appendix A. ORANGE UNIFIED SCHOOL DISTRICT Data Report

9) What information was considered/reviewed for individual school sites?
In the fall of each school year, each principal presents at a Student Achievement Conference, where analysis of data and student
services and programs take place. Principals report what they have learned through the review of various State, school assessments,
and develop action plans with their staff incorporating parent input on how to best improve student learning for that school year.
This information is shared with district administrators from all departments that include the Superintendent, Assistant
Superintendents, Executive Directors, Administrative Directors, Coordinators and other principals.

10) What information was considered/reviewed for subgroups identified in Education Code section 52052?

In considering the needs of English Learners, the LEA reviewed English Learner (EL) data regarding performance on California English
Language Development Test (CELDT), California Standards Test (CST), and California High School Exit Exam (CAHSEE), percent of English
Learners completing A‐G requirements, percent of English Learners determined ready for college by Early Assessment Program (EAP),
graduation rates of English Learners, and chronic absentee rates of English Learners. Surveys were also conducted with parents of
English learners and input was gathered from District English Learners Advisory Committee (DELAC) and English Learners Advisory
Committees (ELAC), as well as from school site English Learner Advisors.

In considering the needs of Low Income Students, the LEA reviewed Low Income data regarding performance on California Standards
Test (CST), and California High School Exit Exam (CAHSEE), percent completing A‐G requirements, percent determined ready for college
by Early Assessment Program (EAP), graduation rates, and chronic absentee rates. Surveys were also conducted with parents of Low
Income students and input was gathered from all schools.

In considering the needs of Foster Youth students, current County Office of Education information disseminated at the Foster Youth

Liaison monthly meetings was used. Information gathered from Foster Youth Summit 2014 in Sacramento was also reviewed and

utilized to develop goals. In addition, the Foster Youth Connections Committee met to review needs.

11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to

specific school sites, to English learners, to low‐income pupils, and/or to foster youth to achieve goals identified in the LCAP?

Key actions and services are noted below for meeting the needs of unduplicated subgroup of students. Detailed information of
actions and services are specified under each goal listed in the subsequent chart.