ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 48
endeavors were supported by the EL Specialist and the EL counselors at the middle and high schools. Increased collaboration between
departments, and provide more support for students with classroom strategies and parent communication. Further support was provided by
newly trained paraeducators who worked directly with English learners to provide small-group academic support specific to students' learning
needs in core subject areas, enabling students to complete assignments, participate in class, and improve their academic performance. The
secondary Language Excels Summer Program will provide students with additional instruction in reading, math, and social-emotional
support.
Challenges of implementation:
Although the actions were fully implemented there were challenges along the way with COVID-related issues such as time spent on contact
tracing and health protocol demands on schools, and support staff from the district office and site administrators serving as substitutes in
classrooms. In addition, there was a delay in the hiring process of English learner paraeducators and district English learner counselors as
staffing shortages due to COVID created challenges.
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 were no material differences between the Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of
Improved Services and Estimated Actual Percentages of Improved Services.
An explanation of how effective the specific actions were in making progress toward the goal.
The actions of this goal were effective because of the enhanced collaboration among the professionals that serve English learner students.
This included the district EL Counselor who assisted the EL Program Specialist, as well as the instructional coaches supporting classroom
teachers with EL strategies, as evidenced by the 3% increase in the reclassification rate and students meeting academic requirements.
Furthermore, all of these efforts were guided by the asset-oriented principles of the EL Roadmap. A shift in moving towards these assetsoriented principles is evident from the walk-through ratings as schools moved from a 2 or 3 self-rating to a 3 or 4 self-rating.
The formative nature of the STAR data allows for ongoing progress monitoring, modifications in instruction, and increased opportunities for
EL students to increase academic standards and achieve reclassification. Additionally, this body of professionals with the help of English
Language Program designees further elaborated upon course descriptions to clarify how a student will achieve proficiency as they move
through the EL levels of Emerging, Expanding, and Bridging. This joint elaboration created more programmatic coherence within and across
school sites and further supports the more timely instructional responses to student needs. By increasing the reclassification rate and
ensuring continued success through the four-year monitoring process we will increase future learning outcomes for EL students. Local
metrics show that EL students are performing better in math (35.4% at or exceeding standards) than they are performing in ELA (20.9% at or
exceeding standards).
2022-23 Local Control Accountability Plan for ABC Unified School District
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