Page 97 - OUSD LCAP 2015-2016

Page 97 of 134

Scope of service: LEA wide Scope of service: All schools

__ALL __ALL

OR: OR:
_x_Low Income pupils _x_English Learners _x_Low Income pupils _x_English Learners
_x_Foster Youth __Redesignated fluent English _x_Foster Youth __Redesignated fluent English proficient
proficient __Other Subgroups:(Specify)______________ __Other Subgroups:(Specify)________________________

What changes in actions, services, and OUSD is committed to increasing course access to a variety of courses and expanding the current AVID
expenditures will be made as a result of program for all students. Currently, there is a gap in continuing education between minority and non‐
reviewing past progress and/or changes to minority students. National Center for Education Statistics (2006) reported that minorities make up only
goals? 30% of students who enrolled in a degree‐granting institution. By expanding the AVID program in the
future, this will ensure that students will be better prepared for college and career. The program has
been linked to enhanced bonds between students and teachers (Fashola & Slavin, 1998), elevated
status and self‐esteem of students (Fashola & Slavin, 1998), and positive perceptions of parents and
caregivers (Oswald, 2002). Of all the 20,000 AVID students, 93% go on to college (Gomez, 2001).
Additionally, course offerings will be more explicitly explained to both parents and students including
the benefits of enrolling in challenging and difficult course work (in more increased AP courses).

ERWC courses were added to secondary schools to ensure students are ready for the reading and
writing demands of college courses. Additional resources and materials were purchased in
transforming secondary schools to 21st century learning environments. GATE teachers attended
various trainings to meet the needs of our gifted and talented students in enhancing their learning
experience in schools while teachers of English Learners were provided trainings on research based
strategies through the support English Learner Instructional Specialists district‐wide and new RtI2
teachers at non Title I Schools. Additional intervention programs and services will continue to be added
next school year. Further, the Office of Student and Community Services continued to track
attendance and student achievement of our Foster Youth students, where their teachers were offered
training and parents met quarterly to support their child's learning. Additional teacher trainings for
teachers of Foster Youth students will continue to take place next school year.