Page 16 - OUSD LCAP 2015-2016

Page 16 of 134

5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections
52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code
section 42238.01?
English Learners and socioeconomically disadvantaged (SED) parents were engaged through the monthly meetings of the District
English Learners Advisory Committee (DELAC)/Title I District Advisory Committee (Title I DAC) and the school site English Learner
Advisory Committee (ELAC)/School Site Council (SSC) meetings. In addition, Foster Youth Connection meetings took place throughout
the year to identify their unique needs and provide foster youth families programs and services. Socioeconomically disadvantaged
(SED) students and their parents were included in all aspects of the planning meetings listed on the website, but specifically through
the required LCAP meetings at local schools sites.

6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)?
At noted in the summary, over 51% of respondents were students who actively participated in the LCAP survey. All students in
grades 6th through 12th grade were asked to complete the LCAP survey online while 4th and 5th grader students participated in the
California Healthy Kids Survey. A sample pool of students in Kindergarten through 3rd grades at Title I and non Title I Schools
participated in a focus group interview.

7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported
improved outcomes for pupils, including unduplicated pupils, related to the state priorities?
Throughout the year, local school sites meetings reviewed the relevant intervention and services pertaining to student outcomes and
data metrics. Principals and district administrators have been promoting participation in the LCAP survey where over 7,000 survey
responses were recorded, and this is a huge increase from last year with only slightly over 1,000 responses. The analysis of the surveys
indicated there were areas that needed continuous improvements in college and career related programs/services, parent trainings,
technology support and social/emotional services to improve students experience as a “whole child”. See question # 4.

Annual Update Involvement Process began early in the school year with OUSD posting the LCAP survey, in English and Spanish, on the
District’s main page since October 2014. Parents, community members, pupils, bargaining units and partner stakeholders servicing
our English Learners, Foster Youth, Special Education, Gifted and Talented Education (GATE), and Low Income students have been
involved in the multitude of planning meetings. A complete list of district meetings along with agenda and minutes is posted on OUSD’s
LCFF webpage, /LCFF/ . Sharing LCFF information at these meetings have been positive and effective as
various stakeholders offered their input on the use of LCFF funds while considering programs/services for implementation at school
and districtwide levels.

Annual Update Impact on LCAP included discussion of reducing 19 goals in order to eliminate the redundancy of goals and actions in
the plan. A LCAP committee was formed where the 19 goals were reduced to 7 goals that included all eight state priority areas.