ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 39
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.
There are no material differences.
An explanation of how effective the specific actions were in making progress toward the goal.
Local metrics measuring the implementation of Math and ELA state standards were used to monitor student progress towards proficiency.
Actions 2.1, 2.2, and 2.4 were focused on ensuring students had additional support in Math through the ALEKS math software program,
Imagine Learning for Math in Elementary, and district-based coaches for professional learning in math. Star Assessment data indicate that
there was growth from midyear to end of year data in both elementary and secondary math standards. In Secondary grades (7-12), students
scored 38% proficient at the mid-year but then increased to 53% at the end of the year. Although the growth is promising, data analysis and
teacher collaboration will need to continue in order to improve the rates of proficiency for students. Local metrics also show that the additional
math supports are supporting English learner's growth in this area. District Math benchmarks indicate that EL students met and exceeded
standards at a higher level than in their District ELA benchmark. In 8th grade, 12% met or exceeded standards in Math while only 0.8% met
or exceeded standards in English.
Summative assessments for English learner data were suspended due to COVID. However, local data indicate that English learners'
proficiency in reading was 32% for elementary students (1st-6th grade) and 2% for secondary students (7th-12th grade). Self-reflection and
walkthroughs of school campuses and classrooms revealed a growth on the English learner roadmap indicator focused on assets-based
instruction, with most campuses rating at a 3 on a 1 to 4 scale.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from
reflections on prior practice.
A refinement of Action 2.4 is needed to ensure that the use of data analysis and goal setting is improved by aligning the accessibility of data
in the student information system in order to run effective reports focused on low income and English learners. Currently, the data for some
of the local assessments is housed in a separate software program, reducing accessibility for teachers and staff.
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the
Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update
Table.
2022-23 Local Control Accountability Plan for ABC Unified School District
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