Page 181 - OUSD LCAP 2016-19

ORANGE UNIFIED SCHOOL DISTRICT

Appendix B. Supporting Research Document for Programs/Services

OUSD reviewed various research, as well as the California ELA/ELD Framework, when making decisions on the best use
of LCFF funds to meet our goals. Below lists research and other documentation that supports our budgeted expenditures.

1. Technology resources and professional development
• CA ELD Standards Critical Principle: Part I - Productive 10 states “Writing literary and informational texts to
present, describe, and explain ideas and information, using appropriate technology.”
• CA CCSS for ELA/Literacy Writing Anchor Standard 6 is “Use technology, including the Internet, to produce
and publish writing and to interact and collaborate with others.”
• One of the Global Competences aligned with CCR Anchor Standards of the CA CCSS for ELA/Literacy is
“Communicate ideas effectively with diverse audiences - Select and use appropriate technology and media
to communicate with diverse audiences.”
• The Partnership for 21 Century Skills (P21) identified “information, communications and technology
st
st
literacy” as important student outcomes in their framework for 21 century learning. (http://www.p21.org/)
• The Transition Advisory Team for the California State Superintendent in its report A Blueprint for Great
Schools recommended that technology be “a key component of teaching, learning, and assessment”
(California Department of Education. 2011a. A Blueprint for Great Schools. Sacramento: California
Department of Education, p. 5).
• Findings from four meta-analyses showed that technology integrated with noncomputer-based instructional
time generally produces better outcomes than either alone (Cheung and Slavin, 2011; Cheung and Slavin,
2012; Tamim, Bernard, Borokhovski, Abrami, and Schmid, 2011; Means, Toyama, Murphy, Bakia, and
Jones, 2009).
2. Student access to intervention and academic support systems
• Response to Instruction and Intervention (RTI ) and Multi-Tiered System of Supports (MTSS) is utilized in
2
OUSD classrooms. According to the California ELA/ELD Framework, Tier 2’s strategic/targeted instruction
“may include instruction and materials specifically designed for intervention,” (Chapter 9, pg. 48).
• According to John Hattie’s book, Visible Learning – A Synthesis of Over 800 Meta-Analyses Relating to
Achievement, response to intervention has an effect size of 1.07 and early intervention has an effect size of
0.47 which are both in the zone of desired effects.

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