ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 114
A well-developed Plan Summary section provides a meaningful context for the LCAP. This section provides information about an LEA’s
community as well as relevant information about student needs and performance. In order to provide a meaningful context for the rest of the
LCAP, the content of this section should be clearly and meaningfully related to the content included in the subsequent sections of the LCAP.
Requirements and Instructions
General Information – Briefly describe the LEA, its schools, and its students in grades TK–12, as applicable to the LEA. For example,
information about an LEA in terms of geography, enrollment, or employment, the number and size of specific schools, recent community
challenges, and other such information as an LEA wishes to include can enable a reader to more fully understand an LEA’s LCAP.
Reflections: Successes – Based on a review of performance on the state indicators and local performance indicators included in the
Dashboard, progress toward LCAP goals, local self-assessment tools, input from educational partners, and any other information, what
progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying specific
examples of how past increases or improvements in services for foster youth, English learners, and low-income students have led to improved
performance for these students.
Reflections: Identified Need – Referring to the Dashboard, identify: (a) any state indicator for which overall performance was in the “Red” or
“Orange” performance category or any local indicator where the LEA received a “Not Met” or “Not Met for Two or More Years” rating AND (b)
any state indicator for which performance for any student group was two or more performance levels below the “all student” performance.
What steps is the LEA planning to take to address these areas of low performance and performance gaps? An LEA that is required to include
a goal to address one or more consistently low-performing student groups or low-performing schools must identify that it is required to include
this goal and must also identify the applicable student group(s) and/or school(s). Other needs may be identified using locally collected data
including data collected to inform the self-reflection tools and reporting local indicators on the Dashboard.
LCAP Highlights – Identify and briefly summarize the key features of this year’s LCAP.
Comprehensive Support and Improvement – An LEA with a school or schools identified for comprehensive support and improvement (CSI)
under the Every Student Succeeds Act must respond to the following prompts:
● Schools Identified: Identify the schools within the LEA that have been identified for CSI.
● Support for Identified Schools: Describe how the LEA has or will support the identified schools in developing CSI plans that included
a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed
through the implementation of the CSI plan.
● Monitoring and Evaluating Effectiveness: Describe how the LEA will monitor and evaluate the implementation and effectiveness of
the CSI plan to support student and school improvement.
Engaging Educational Partners
2022-23 Local Control Accountability Plan for ABC Unified School District
Page 113 of 132