ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 38
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.
Professional learning for elementary teachers in Math, for secondary teachers in Ethnic studies, and professional learning to improve teacher
efficacy with data analysis was fully implemented (2.2, 2.5, and 2.6). Providing supplemental materials to school sites, particularly to support
academic intervention needs in ELA and Math, was fully implemented (2.1). Student and teacher support for English learners identified as
Gifted and Talented had limited (partial) implementation this year (2.3). The professional learning for culturally inclusive classrooms was
partially implemented (2.4).
Success of Implementation:
The professional learning for elementary Math expanded partnership opportunities with the West Ed consulting group and created structures
of cross-collaboration across grade levels. Students and staff were able to engage with science activities through Science Olympics held at
each individual school site. Professional learning with one on one coaching support for data analysis and Ethnic studies allowed for individual
classroom teachers to receive personalized support. In addition, expanded partnerships with staff from Cal State Fullerton and Cal State
Dominguez Hills from the teacher credential programs focused on Ethnic studies provided ways for high school teachers to collaborate within
the district and with experts in the field of Ethnic studies research.
In order to engage students who are English learners (ELs), foster youth, experiencing homelessness and from low-income backgrounds in a
culturally responsive learning environment, teachers were provided professional learning and coaching support using the English Learner
Roadmap Indicators in math at five elementary schools, English language arts, English Language Development (three elementary schools),
and Next Generation Science Standards (ELD support for all elementary schools). Secondary teachers received training in culturally
responsive practices through the “Facing History” program.
Challenges of Implementation:
A shift occurred to hold Professional Learning sessions after-school instead of using substitutes, due to the shortage of subs available. Afterschool training was paid hourly and was optional for teachers. This created challenges with ensuring the entire staff was trained in key areas
of Math, English, Social Studies, and Science. For example, culturally inclusive classroom training occurred only at four of the nine
secondary schools.
Student and teacher support for English learners identified as GATE was limited in implementation due to the inability to conduct the GATE
Certification training for the lack of substitutes available and the inability to pull cohorts of teachers together from across the district due to
COVID restrictions. As a result, this action will continue and expand in the 2022-23 school year as coaches have worked on planning and
identifying ways to expand services and supports for English learner students identified as GATE.
There was difficulty in ensuring that local metrics were accessible via the student SIS system. This delay in data upload did not allow for
prompt analysis as part of the data analysis coaching in Math and ELA, specifically for English learners.
2022-23 Local Control Accountability Plan for ABC Unified School District
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