Summary of Services
After-School (Expanded Learning Programs): Refers to restricted school-based government-funded, comprehensive programs provided by the district in partnership with community partners. Programs are offered daily and provide academic support, enrichment, and physical activity aligned with school-day goals. Programs are open to all students, but because space is limited, each school has site-specific enrollment priorities and procedures that are in compliance with state and federal grant requirements. Expanded Learning Program Managers support partnerships between school sites and community-based organizations (CBOs) in service of students. Contact Martha Pena.
Attendance and Discipline Support Services (Student Support & Safety): Works with OUSD schools to develop their Attendance Teams in order to support student attendance (including SART) and facilitates the School Attendance Review Board (SARB). We facilitate SARB Hearings with students, parents and/or guardians, and school site reps to discuss absences; identify problems that lead to school absences; and connect students and parents to school resources, counseling, and community-based organizations, if needed. We coordinate and facilitate Expulsion Hearings and support schools and families with the transitions related to the disciplinary process. We collaborate with Network Superintendents, school administrators, and other district staff to implement OUSD’s Discipline and Intervention Matrix and implement the expulsion process as required by law. We also lead and support the George Floyd Resolution Plan which aims at eliminating the need for law enforcement on OUSD campuses.. Contact Misha Karigaca.
Behavioral Health: Works to remove institutional, social, and emotional barriers to learning and wellness. Behavioral Health staff lead and implement multi-tiered systems of support that are culturally responsive, evidence based and designed to create safe, equitable and inclusive schools. Behavioral Health initiatives include School-based Mental Health Services, Mental Health Internship program,District-wide Crisis Response, Restorative Justice, Positive Behavioral Intervention and Support, Trauma and Healing Informed Practices, Tobacco and Substance Use Prevention and Education, Coordinated Early Intervention Services, and services for Foster, Unhoused, and LGBTQIA students, as well as advocacy and referral for students who are commercially and sexually Exploited. Contact Network Behavioral Health Program Manager or Andrea Bustamante, Executive Director.
California Healthy Kids Survey Administration: A cross-department partnership of Behavioral Health, Health and Wellness, Research, Assessment, and Data, Family Engagement, the Office of Equity, and school sites that collects student, staff, and parent experiences at our schools in order to inform our culture and climate strategies as well as play a role in determining funding allocations that support our community school district. Contact Us
Promotes and engages in OUSD's vision of safety by uplifting relationships, de-escalation and restorative practices. There will be 5 central Culture & Climate Ambassadors who will work directly to support their network to help devise and implement their site GFR Village Response Plan and to aid in any student or community situation that may need assistance. Contact the Director of Student Safety, Misha Karigaca.
Central Kitchen, Education Center and Instructional Farm (The Center): The Central Kitchen, Education Center and Instructional Farm (The Center) brings tremendous opportunity to Oakland students, families and staff in the areas of environment, food and gardens (EFG). The Center becomes the hub for this work and its alignment with the school meal program bringing fresher, less processed and appealing food to our students. Programming takes place at The Center itself; at school sites; and in the Oakland community. For more information, contact Michelle Oppen.
Community School Managers and Partnerships: A community school is both a place and a strategy for organizing the resources of the school and the community around student success. OUSD operates 66 full-service community schools led by Community School Managers (CSM) to coordinate programs and services to meet the holistic needs of youth, families, and the school community by focusing on community school priorities. Partnerships with community-based organizations and individuals are key to our Community School Vision. Community Partnership process and tools can be found at www.ousd.org/partnerships. Contact Salomeh Ghorban for (CSMs). Contact Martin Young
Culture Keepers (former SSOs) and Site Culture and Climate Ambassadors: Promotes school site safety through relationship building, de-escalation techniques and the use of trauma informed restorative practices. These skill sets should be utilized on a regular basis as they supervise, monitor and support school sites. There will be a site Culture and Climate Ambassador at each one of the 7 large high schools (Mack, OTech, OHigh, Fremont, Skyline, Castlemont, MPA). Contact Jules Milstead.
Health Education: Support is coordinated in partnership with Academics & Instructional Innovation. In addition to the jointly coordinated efforts around nutrition, CSSS is primarily responsible for the implementation of Middle School and High School Sex Ed. Contact Ilsa Bertolini.
Juvenile Justice Center: Partners with Alameda County to serve as a resource and referral center providing warm hand-offs, in partnership with other county agencies, and offers services to youth and their caregivers. We ensure that students are connected and placed safely at schools, and sites are able to support their successful re-entry into schools through linking multiple disciplinary team processes with COST or SST. Contact Hattie Tate.
LGBTQ+ Programming and Support: Is a component of OUSD’s equity strategy. The Health and Wellness Unit works with site staff to convene Gender and Sexuality Alliances (GSAs) at all secondary schools, Rainbow Clubs in elementary sites, hosts central district-wide GSA Day and provides training to site and central staff to promote safe and supportive classrooms and environments for Lesbian, Gay, Bisexual, Transgender and Queer students. Contact Schmian Evans.
School Nurses: are assigned at all sites ranging from .20 to 1.0 FTE. They provide comprehensive,holistic and equitable health services. They assist students with chronic health conditions, provide mandated screenings and immunization audits. They play an integral role in assessing students for Special Education services and implementing 504 Plans.They also provide and coordinate health education and other prevention supports at some sites. School nurses collaborate with inter-district departments and programs such as School-based Health Clinics, Summer Intervention, Early Childhood Education and the After School Program . They also collaborate with health providers and agencies and connect students and families to health related resources. Nursing Services staff includes Licensed Vocational Nurses, Health Assistants and Section 504 Techs. For more information contact firstname.lastname@example.org.
Oakland Athletic League: Provides all students with a robust sports program that is inclusive and equitable for all students to develop self-confidence, interpersonal skills, teamwork, and leadership by providing quality school based athletic programs. OAL strives to enhance all schools’ ability to offer safe and organized school based athletic programs, increase opportunities for girls and students with disabilities, and promote healthy, safe and fair school based athletic programs that will increase academic achievement. OAL oversees 10 high school athletic programs and 17 middle school programs in three seasons of sports Fall, Winter, and Spring. Contact Franky Navarro.
Positive Behavioral Intervention and Support (PBIS): is a nationally recognized framework for shifting school culture from punitive to culturally responsive and positively reinforcing. Students and staff work to collaborate in targeted school-wide positive behavioral expectations which are culturally informed and positively reinforced throughout the school day. Minor and major disciplinary infractions are clearly specified as well as associated interventions designed to teach, re-teach, and reinforce the skills needed to meet positive expectations. Nationwide data on schools implementing PBIS indicate an average of 50% reduction in disciplinary events. PBIS was selected for Oakland to address the disproportionate referral of African American students for Special Education and for suspension. For more information contact Andrea Bustamante.
Restorative Justice (RJ): represents a paradigm shift from a punitive model of discipline to a caring model that encourages accountability and allows for healing. Much time is spent in the classroom using circles to create community, increase empathy and build solid relationships. RJ provides a framework that encourages an equitable school environment by allowing the students to bring their cultural values into the classroom. Through the creation of shared values and guidelines in the classroom, youth feel a sense of belonging and empowerment and are less likely to be disruptive. RJ processes are also used to respond to harm and conflict in a way that promotes healing and accountability. Circle is also used to support one student as the re-enter our schools from a sustained absence, or if they need social, emotional support. For more information contact David Yusem.
School-Based Health Centers: offer free medical, mental health, health education and youth development services for students at 16 campuses across the District. A number of sites also offer dental screening and treatment on-site. For more information, please contact Mara Larsen-Fleming.
Section 504: is a civil rights law. It ensures accommodations to eligible students. To meet the criteria for Section 504, a student must have a physical (includes health) or mental impairment (includes behavioral issues) that substantially limits one or more major life activities or have a record of such impairment or be regarded as having such impairment. Under Section 504 a plan may be developed to assist students with disabilities that require accommodations in order to access the general education program. The Section 504 Office provides training and consultation. Contact Paris Pryor or email@example.com.
Social and Emotional Learning (SEL): A process through which children and adults develop the fundamental skills for life effectiveness. These are the skills we all need to handle ourselves, our relationships, and our work effectively and ethically. In OUSD, we believe that strengthening our social skills and competencies enhances our ability to connect across race, class, culture, language, gender identity, sexual orientation, learning needs and age. The SEL Team supports school sites and the central office to integrate the OUSD SEL Standards into instructional and leadership practices. We provide professional learning that supports the implementation of the district recommended evidence-based SEL programs Pre-K - 12th grade and we work in partnerships that align resources to create and sustain a positive climate and culture for all members of our learning community. Contact Zaia Vera.
Staff Wellness: The Health and Wellness Unit provides stipends and training to school staff to lead staff wellness activities at their sites and connect colleagues to wellness resources. Health and Wellness also partners with the Talent Department and other partners to host district-wide staff wellness programming, such as the Spring Wellness Challenge and Staff Health and Wellness Fair. Many staff wellness resources have been collected on a Wellness Resource and accompanying Staff Wellness Resource Guide Contact Mara Larsen-Fleming.
Summer Learning Programs: provide expanded learning opportunities for students in need of additional academic support as they prepare for the next grade level. In partnership with community agencies, Summer Learning programs also include enrichment opportunities. Bridge programs support students transition from elementary to middle school, from middle to high school as well as for students with no preschool experience transitioning into kindergarten. Contact Julie McCalmont or Maria Sujo for Summer Pre-K/Transitions.
Therapists/Social Work Interns: provide students and families with mental health supports. Students referred for services receive one- on-one or group counseling to assist them in being successful socially, emotionally and academically. Contact Heather Graham.
Transitional Students and Families Unit (TSF): of Oakland Unified works to provide supplemental education services to students and families in transition.
- McKinney-Vento specifically provides services to students and families that lack appropriate housing as defined though the McKinney-Vento Homeless Assistance Act (1987). For more information contact Trish Anderson.
- Foster Youth Services ensures that foster youth can overcome the barriers to education placed in by the governmental system they are apart of. The program also strives to have the school district act as a form of stability for the youth who come into OUSD, and that they receive services to help them succeed and excel while being placed in our school district. For more information contact Jennifer Tam.
Wellness: focuses on implementation of the district adopted wellness policy, the District Wellness Council and the Site Wellness Champion program. The Wellness Champion Program recruits school site leaders (teachers or other staff) to lead specific health and wellness systems and programs at a school, often in partnership with another Site Wellness Champion. Focus areas include: Elementary Nutrition and Garden Education; Middle School Garden Education; Safe Routes to School; Green Gloves; and Staff Wellness. In 16-17, we have 80 wellness champions at 50 schools. For more information on the program or other wellness initiatives, go to ousd.org/schoolwellness or contact Michelle Oppen.
Youth and Family Engagement Office - (partner with Equity Office): Seeks to inspire, engage, and support the students, families, and communities of OUSD to become authentic co-owners of our schools who share responsibility for every student becoming college and career ready. We build dual capacity of both parent and staff knowledge and skills, to engage families with learning and shared decision making. We provide (1) parent leadership development and support for parents and site family liaisons; (2) site based training on academic parent-teacher partnerships; (3) support for developing parent volunteer infrastructure; and (4) professional learning for school governance teams on engaging families with site planning and continuous improvement. Contact Raquel Jimenez.