ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 82
Increased or Improved Services for Foster Youth, English Learners, and LowIncome Students [2022-23]
Projected LCFF Supplemental and/or Concentration Grants
Projected Additional LCFF Concentration Grant (15 percent)
$21,806,243
$288,794
Required Percentage to Increase or Improve Services for the LCAP Year
Projected Percentage to Increase
or Improve Services for the
LCFF Carryover — Percentage
LCFF Carryover — Dollar
Coming School Year
11.89%
0.15%
$275,450.00
Total Percentage to Increase or
Improve Services for the Coming
School Year
12.05%
The Budgeted Expenditures for Actions identified as Contributing may be found in the Contributing Actions Table.
Required Descriptions
For each action being provided to an entire school, or across the entire school district or county office of education (COE), an explanation of
(1) how the needs of foster youth, English learners, and low-income students were considered first, and (2) how these actions are effective in
meeting the goals for these students.
1.1 English learners need access to experienced teachers who understand the ELD standards and effective strategies for curriculum
delivery. Teachers who have training in using student assessment data to make instructional decisions that will improve students English
proficiency. Students from low income backgrounds may have deficits in language (vocabulary and comprehension) due to limited exposure
to books in their home, working family members who are not home, or lack of resources to provide students extra help. Teachers new to the
position may be assigned to schools with high percentages of English learners who require access to a teacher who knows the standards
and effective strategies for increasing student access to core subject matter. Teachers may not understand the importance of student from
low income backgrounds having access to rigor and additional supports to address the learning gaps they are experiencing due to a lack of
resources. There is an increase in the percentage of newcomer English learners attending school for the first time; in addition to long term
English learners who have attended school since kindergarten and still have not met the standard for reclassification. Students from low
income background may have a higher rate of exposure to trauma and may experience unstable housing conditions over the course of a
school year. New teachers and teachers requiring additional support are assigned a coach/mentor who works directly with the teacher to
support instruction for English learners. Mentors meet with teachers to review EL assessments, identify students' academic needs, align
standards and instructional materials, and develop lessons specific to improving ELs performance in listening, speaking, reading and writing.
Understanding the effects of trauma and poverty on students' preparedness for school and learning, will enable teachers to approach
instruction using data to develop lessons that address the appropriate level of rigor and supports needed to bridge the instructional gap for
2022-23 Local Control Accountability Plan for ABC Unified School District
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