Page 129 - OUSD LCAP 2016-19

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Section 3: Use of Supplemental and Concentration Grant funds and Proportionality

A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner
pupils as determined pursuant to 5 CCR 15496(a)(5).

Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide,
countywide, or charterwide manner as specified in 5 CCR 15496.

For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the
LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services
provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

Total amount of Supplemental and Concentration grant funds calculated: $17,946,188
OUSD is utilizing LCFF supplemental funds to improve student achievement that principally meets the needs of low income, EL and foster youth at the school sites as all
requests in expending funds go through an approval process through the Special Programs and Accountability office in ensuring that funds are spent to benefit these
subgroups of students. Further, funds expended at the district level will be used in the following ways which is in response from the Community/Stakeholder Engagement
survey as well as research based:
(Please find supporting research information in Appendix B. Supporting Research Document for Programs/Services)

 Technology professional development, devices and infrastructure districtwide. In order for students to be career and college ready, they must have access to up-to-date
technology and use it on a regular basis, therefore, teachers are appropriately trained in the effective use of technology by our instructional specialists that is aligned to
instructional goals. Devices are being provided in a systematic plan and infrastructure provided for a safe and conducive 21st century learning environment. In addition, an
update to our Data Center will be necessary with the increase of devices districtwide to meet the needs and security of increased connectivity.

 Student access to intervention and academic support services. Additional support systems, programs and staff have been planned to meet the needs of students who are
struggling and performing below grade level to ensure they graduate and become college and career ready. Including reduced class sizes as needed.

 Access to college and career programs, CTE Pathways, intervention programs, credit recovery, SAT/ACT waivers and specialized program resources and services.
Increased courses such as AVID Elementary, International Baccalaureate, and four year college course preparatory classes will be offered to high school students. In
secondary, co-teaching (RTI) sections will be provided at the high schools. Further, various programs will be offered to all students including Gifted and Talented students,
Special Education, at-risk learners, and students in all subgroups at Kindergarten to 12th grade level to help better prepare for college and career.

 Districtwide maintenance of Thinking Maps as a support for our students is a priority. The use of Thinking Maps as a scaffold for our students that has been largely in
elementary is now being used in secondary as well. Ongoing professional development is being implemented with secondary teachers to use with their EL, Low Income as
well as Foster Youth students as a scaffold in their learning.

 Parent trainings, workshops, and activities. By providing trainings to parents on various topics such as leadership, engagement, college and career, and motivational
topics, our parents will have the tools to help their child at home. Also we will increase parent participation at district and school site level workshops as well as advisory
groups that provide opportunities for relevant discussion and topics for our not only our general education but our special education populations as well. Oral
interpretation services will be provided when needed.