ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 72
Challenges in implementation:
Action 5.3 was implemented with the use of permanent employees and substitutes. There was a high turnover of Mental Health
professionals. The hiring of Mental Health Professionals continued throughout the year and the permanent staff was onboarded by the
Spring of 2022.
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 not any significant differences in Budget Expenditures and Planned Services in Goal 5.
An explanation of how effective the specific actions were in making progress toward the goal.
Data has been collected and reviewed throughout the school year to monitor goal implementation. The Coordinator of Pupil Support Services
and Attendance (CPSSA) prepares monthly attendance reports to progress monitor students who are chronically truant or absent. Each
school site is provided with monthly reports to help monitor student attendance at the school site level. The site and District-based Student
Attendance Review Committee (SARC) meetings are held and facilitated by the CPSSA and site administrators. MHPs work closely with the
District Social Worker and CPSSA to monitor and support homeless and foster youth who are struggling with attendance. Home visits are
done weekly on an as-needed basis by Mental Health Providers, CPSSA, and the Coordinator of CWA. Continued outreach efforts to
families will need to continue as evidenced by the data of the California School Parent Survey in which only 80% of parents felt engaged with
their school community. This is a 10% decrease from the prior year and needs to be further explored. In addition, the California Healthy Kids
Survey shows that there is a decline in student "connectedness" from elementary to high school. At the elementary level, 73% of students
feel "connected" to their school environment, while in high school only 51% of students feel "connected" to their school environment. This
shows the need for the additional mental health professionals assigned to the high school. MHPs are assigned at all schools, two at every
high school, and one at every middle school, elementary school, and ABC’s alternative high school.
The District Behavioral TOSA has been deployed to school sites throughout the school year working with teachers in developing and
implementing behavior support plans for some of the District's most volatile youth. Working closely with the District Social Worker and the
Director of School Services the Behavioral Support TOSA has researched and presented a supplemental SEL curriculum that is currently up
for Districtwide adoption. Due to the extreme uptick in the need for student mental health services since the reopening of schools, the MHPs
are working with students predominantly at Tier 2 and Tier 3 levels. Internal data has shown a 114% increase in services provided to
students at the Tier 2 level since the 2019- 20 pre-pandemic. Expulsion and suspension rate increases to 0.1% and 0.5% respectively,
indicate a need to continue these services and refine the consistency of mental health supports at the school sites.
2022-23 Local Control Accountability Plan for ABC Unified School District
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