ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 30
Goal Analysis [2021-22]
An analysis of how this goal was carried out in the previous year.
A description of overall implementation of the actions to achieve the articulated goal, including a discussion of relevant challenges and
successes and any instance where a planned action was not implemented or implemented in a manner that differs substantively from the
description in the adopted LCAP.
Actions related to recruiting, hiring, retaining, and training credentialed staff was fully implemented (1.4, and 1.5). Supporting schools with
textbooks, coaching support, and elementary teachers for small group support was also fully implemented (Action 1.1, 1.2, 1.6, and 1.7).
Action 1.3, classified staff trained to support low-income students was only partially implemented.
Successes in Implementation:
Students who are English learners and or students from low-income backgrounds were provided instruction from a credentialed teacher and
trained teacher and staff. Teacher support was provided by mentor teachers for new and experienced teachers assigned to general and
special education classes. The support included coaching in social-emotional learning (SEL), data analysis, standards-based lesson design,
and instructional strategies specific to English learners and low-income students' needs. In addition, elementary classes were kept small
allowing teachers to spend additional time each day with English learners and or students from low-income backgrounds.
Challenges in Implementation:
Training of classified staff working with students in SEL strategies and trauma-informed practices was limited due to staff shortages due to
COVID-19 surges. In addition, many of the classified staff were not hired until after January 2022, leading to delays in training and
professional learning outcomes.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of
Improved Services and Estimated Actual Percentages of Improved Services.
Material differences occurred for Action 1.3 classified staff to support low income students. This difference occurred due to staff shortages
and delays in hiring for additional classified staff. In addition, there was a material difference for Action1.6, adopting, replacing and providing
textbooks and instructional materials. Due to COVID 19 county restrictions, class sets of books were not allowed for the majority of the
school year, requiring additional purchases of materials for classroom use.
An explanation of how effective the specific actions were in making progress toward the goal.
The actions supported 100% of improved facilities and met instructional materials requirements. Additional elementary teachers along with
coaching support for staff ensured that a high degree of instructional expertise was brought to the school site to enhance small group
instruction and mitigate learning loss effects. In addition, Beginning Teacher Support was a key component in ensuring that teachers new to
the classroom were provided with support to differentiate instruction for English learners and low-income students.
2022-23 Local Control Accountability Plan for ABC Unified School District
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