Page 13 - OUSD LCAP 2015-2016

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3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used
by the LEA to inform the LCAP goal setting process? How was the information made available?

The District provided data on the following measures during “Student Achievement Conferences,” site level meetings and the relevant
stakeholder meetings listed on the District website:
Basic Services – Teacher credentialing, Williams Textbook Sufficiency, Conditions of Facilities
Common Core Implementation – Teacher participation in Professional Development ‐ Awareness, Transition and Implementation
Parent Involvement – Participation in committees, survey results, Western Association of Schools and Colleges (WASC) & Single School Plan
Development, District English Learners Advisory Committee (DELAC), District Advisory Committee (DAC), and additional stakeholder
meetings on the website – Gifted and Talented Education (GATE), Education Technology Advisory Committee (ETAC), Foster Youth
Committee, Special Ed Community Advisory Committee, Career Technical Education Council
Student Achievement – Students and subgroups reaching proficiency, API and subgroup performance, graduation & dropout rates,
graduates completing UC/CSU courses, English Learner Reclassification Rates, California English Language Development Test (CELDT)
scores, Title III Program Report data, Advanced Placement Scores & Access, College Board Online Reports, Early Assessment Program (EAP)
results, California High School Exit Exam (CAHSEE) Passage rates, certificates of completion for special education students, special
education referral reduction data, district benchmark assessment data
Student Engagement – Attendance rates, chronic absenteeism rates, middle and high school dropout rates, discipline data, student
satisfaction surveys, access to clubs and extracurricular activities, and Parent Teacher Association (PTA) involvement rubric process
School Climate – Suspension, expulsion and truancy rates, California Healthy Kids Survey, School Site Council Input, school climate surveys,
Positive Behavior Intervention Support (PBIS) data
Course Access – AERIES (OUSD student information system) course database on Advanced Placement (AP), Advancement Via Individual
Determination (AVID) and Career Technical Education (CTE) access, enrollment in online learning
Other Student Outcomes – National Merit Scholars, California Scholarship Federation, Career Technical Education Pathway Completion,
Concurrent Community College Enrollment, County/Statewide Academic Awards and Challenges, Seal of Biliteracy
Further, information regarding the LCAP process, actions/services, and survey was shared at all district and school committee/advisory
meetings and posted on Orange Unified School District’s website under LCFF webpage.

4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA
through any of the LEA’s engagement processes?

All LCFF Community Survey results were recorded and categorized in the charts below. This information allowed staff to prioritize additional
support services to schools to improve student achievement. The LCAP was presented to the DELAC in the March meeting and DAC at their
April Meeting with the analysis of the stakeholder survey results and comments received used for additional refinement of the LCAP which
will be included in this section of the LCAP. The DELAC and DAC indicated approval and complete support for actions and services in the LCAP
which incorporated additional feedback in developing a comprehensive plan. The new survey was based on initiatives put in place from last
year’s survey and served as an ongoing evaluative process on how OUSD is meeting the needs of students. At the February 26, 2015 Board
meeting, an annual update of the Local Control and Accountability Plan including Proposed 2015‐18 Actions and Services was presented.
Below details the summary results from the stakeholder engagement survey that was shared. A full copy of the board presentation can be
found here, /LCFF/pdf/LCAP20150226.pdf.