Page 10 - OUSD Strategic Plan 2014-2017
P. 10
Strategic Planning
An Ongoing Process
In enacting the LCFF, the Legislature also established requirements for stakeholder engagement in
the process, including specific review by parents. The district’s stakeholder engagement is detailed in
Section I of the LCAP.
Section 1: Stakeholder Engagement Process
Process started early in September 2013
English and Spanish Survey on District Website – over 1000 responses received
Parent, community members, pupils, bargaining units and partner stakeholders servicing
English Learners, Foster Youth, Low Income students have been involved in multitude of
planning meetings
Principals engaged parents at school site level in obtaining input and providing information
about LCFF/LCAP
LCAP Stakeholder Engagement Process Timeline which includes (but not limited to)
consulting with Superintendent’s District Advisory Council (DAC), Employee Groups,
Curriculum Council, Foster Youth Parent advisory, District English Learner Advisory
Council (DELAC) and Special Education Community Advisory Committee (CAC)
Section 2 & 3: Goals, Action, Services and Expenditures
It is also expected that Districts align goals and progress indicators to the appropriate actions, services
and expenditures to meet the needs of students to improve student outcomes. The overwhelming response
from the community was to focus on the social-emotional aspects of student learning and improve student
engagement and connectedness. Section 2 and 3 of the LCAP provide detailed descriptors of the actions
and services proposed to meet these needs.
Conditions of Learning
OUSD Main Goal:All Students will receive a high quality education in a safe environment that prepares
them to graduate from high school, college and career ready.
Includes State Priorities: Basic Services, Implementation of State Standards, and Course Access
Actions, Services and Expenditures include:
Professional development on intervention/support programs
Professional development for teachers in State Standards and ELD
Expansion of Career Technical Education (CTE) courses/pathways and resources
Instructional Specialists–CCSS, Arts/Music, Science/Technology
Increase technology/facilities support for all students
CCSS supplemental materials alignment
Page | 10
An Ongoing Process
In enacting the LCFF, the Legislature also established requirements for stakeholder engagement in
the process, including specific review by parents. The district’s stakeholder engagement is detailed in
Section I of the LCAP.
Section 1: Stakeholder Engagement Process
Process started early in September 2013
English and Spanish Survey on District Website – over 1000 responses received
Parent, community members, pupils, bargaining units and partner stakeholders servicing
English Learners, Foster Youth, Low Income students have been involved in multitude of
planning meetings
Principals engaged parents at school site level in obtaining input and providing information
about LCFF/LCAP
LCAP Stakeholder Engagement Process Timeline which includes (but not limited to)
consulting with Superintendent’s District Advisory Council (DAC), Employee Groups,
Curriculum Council, Foster Youth Parent advisory, District English Learner Advisory
Council (DELAC) and Special Education Community Advisory Committee (CAC)
Section 2 & 3: Goals, Action, Services and Expenditures
It is also expected that Districts align goals and progress indicators to the appropriate actions, services
and expenditures to meet the needs of students to improve student outcomes. The overwhelming response
from the community was to focus on the social-emotional aspects of student learning and improve student
engagement and connectedness. Section 2 and 3 of the LCAP provide detailed descriptors of the actions
and services proposed to meet these needs.
Conditions of Learning
OUSD Main Goal:All Students will receive a high quality education in a safe environment that prepares
them to graduate from high school, college and career ready.
Includes State Priorities: Basic Services, Implementation of State Standards, and Course Access
Actions, Services and Expenditures include:
Professional development on intervention/support programs
Professional development for teachers in State Standards and ELD
Expansion of Career Technical Education (CTE) courses/pathways and resources
Instructional Specialists–CCSS, Arts/Music, Science/Technology
Increase technology/facilities support for all students
CCSS supplemental materials alignment
Page | 10
