ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 18
students in grades 1-6, was used as baseline data and to identify students for additional support and progress monitoring. The baseline data
revealed that 53% of students were proficient in reading and 52% of students were proficient in math. Teachers received detailed reports of
their student's strengths and needs. Site administrators and teachers assigned students to intervention support monitored their progress, and
adjusted their services, as needed. Students in 1st- 6th grades will take the STAR Assessments at the end of the year to measure progress
towards standards mastery. The outcome of these assessments will be used to identify students for summer school. Secondary students in
grades 7 - 12th, math scores showed 67.5% of 7th-12th grade students scored proficient or above. In ELA, 56.4% of 7th -12th students
tested at a proficient level or above. The local assessment data indicates that students performed better in Math than previously expected.
However, foster youth, homeless youth, English learners, and low-income students scored well below this average. With the implementation
of an eight-period block schedule, students were able to access intervention support during the school day; after-school tutoring support was
also available to students. Students will take an end-year assessment to determine standards mastery and to identify students for summer
school.
In addition to academic data, other measures are used to determine barriers to student learning. Students' instructional learning time is
significantly impacted by chronic absenteeism. The 2019 California Dashboard indicator for Chronic Absentee Rate was 5.5%. Based on
local data, the overall Chronic Absenteeism rate for the 2019-2020 school year was 6.8%; 26.1%, for homeless youth; 18.0%, for foster
youth; and 9.6% for students from low-income backgrounds. Each of these student groups exceeds the District's overall chronic absenteeism
rate and signals the need for additional support aimed specifically at these student groups. Student suspensions also impact the number of
instructional days and minutes in which students are at school, focused on learning. Monitoring suspension data and identifying ongoing
supports, is essential to student progress in this area. While the District's overall suspension rate decreased from 1.6% (18-19) to 1% (1920); the suspension rate for some student groups was significantly higher: 2.8%, for homeless youth; and 4.2%, for foster youth.
To address the academic performance of students, there is a need for teacher professional learning, extended learning opportunities,
additional resources, and mental health supports for our low-income students, English learners, foster youth, and homeless youth. In the
2022-2023 school year, professional learning will focus on the needs of English learners and low-income students. Teachers will receive
professional learning in culturally responsive pedagogy and assets oriented instructions. These areas of focus are intended to use students’
background knowledge and experiences to increase student interest and motivation to perform in academic areas. In addition, students will
have access to expanded learning opportunities and resources that include a broad course offering; such as AP courses and additional
Career Technical Education pathways. An increase in during, before/after school intervention and tutoring supports will also be available to
students. English learners will have designated programs and services specific to attaining English proficiency while maintaining access to
enrichment and electives. English learners, low-income students, foster youth, and homeless youth will be provided with additional resources
such as a specialized curriculum, additional intervention, and small group support. Included in the multi-tiered support system (MTSS) is an
increase in services for foster youth and homeless youth; these additional supports are intended to enable students to attend school regularly
and be successful in class. Additional staff will focus on the specific needs of foster youth and homeless youth as well as chronically absent
students. Additionally, MTSS will ensure students and families have mental health support as needed to address the needs of the growing
numbers of students who have experienced trauma. Mental Health Professionals will continue to be assigned to all schools. Community
outreach will allow families to feel connected to school and engage them in decision-making at their schools.
2022-23 Local Control Accountability Plan for ABC Unified School District
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