Page 182 - OUSD LCAP 2016-19

• The California ELA/ELD Framework states that English learners may need “additional support mastering
certain linguistic and cognitive skills in order to fully engage in intellectually challenging academic tasks.”
(Chapter 9, pg. 14) The Framework also notes that in regards to students with disabilities “instruction must
incorporate supports and accommodations” (Chapter 9, p. 33).
• In the report ““Effects of Intensive Reading Intervention for Eighth-Grade Students with Persistently
Inadequate Response to Intervention” (Vaughn, Sharon, Jade Wexler, Audrey Leroux, Greg Roberts,
Carolyn Denton, Amy Barth, and Jack Fletcher. 2012a.) found that “there is accumulating evidence that
remediating reading problems in students after fourth grade will require a long-term commitment; it may be
necessary to provide reading interventions throughout secondary school while also increasing instructional
practices such as vocabulary and comprehension enhancements within content-area instruction” (p. 523).
3. Access to college and career programs, interventions and specialized program resources and services
• Conley in his report College and Career Ready states that in order for our students to be college and career
ready, schools must provide them with “the level of preparation a student needs in order to enroll and
succeed—without remediation—in a credit‐bearing course at a postsecondary institution that offers a
baccalaureate degree or transfer to a baccalaureate program, or in a high‐quality certificate program that
enables students to enter a career pathway with potential future advancement.” (Conley, D. T.
(2010). College and Career Ready: Helping all Students Succeed Beyond High School) Some of the
options put forth by Conley to do this include: AP and IB courses, college-ready seminars, college-ready
assignments, goal setting, and other specific programs that address college and career readiness.
• Hattie synthesis of 800 meta-analyses found that career education programs have a positive impact on
student outcomes (Baker & Popwicz) and that “career counseling has generally positive effects, with class
interventions the most effective but requiring the greatest number of hours (Oliver and Spokane, 1988).
(Hattie, Visible Learning – A Synthesis of Over 800 Meta-Analyses Relating to Achievement, p. 151-152)
4. Parent trainings, workshops, and activities
• The California ELA/ELD Framework states, “Schools can support families and students by not only
welcoming new families to the school but also by providing guidance to parents to navigate through the
school system from entry through graduation and by engaging parents as valuable partners in their child’s
education, regardless of their economic, cultural, linguistic, or educational backgrounds.” (Chapter 11, p. 38)
• Hattie synthesis of 800 meta-analyses found that parent involvement has an effect size of 0.51 which is in
the zone of desired effects. (Hattie, Visible Learning – A Synthesis of Over 800 Meta-Analyses Relating to
Achievement, p. 68-70)

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