ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 83
students. Students' teachers are more knowledgeable in the academic needs of students to achieve English proficiency. Teachers have
access to teachers who are receiving support from an experience teacher; thereby enabling the teacher to better serve the needs of students
and provide students the level of instruction needed to support their advancement to English proficiency. The instructional gap, associated
with limited access to resources/supports, will be addressed by teachers whose mentors have modeled for them how to support student
access to standards-based instruction, while responding to student's academic gaps, which will enable students to demonstrate academic
progress and standards mastery. Local district benchmarks disaggregated for unduplicated student groups will be used to measure the
instructional gap. The expected outcome is an increase in STAR reading assessment benchmark scores for the unduplicated student groups.
1.2 English learners vary in their English proficiency levels and require different levels of supports to advance in language acquisition.
Students from low income backgrounds, often do not have access to supplemental resources or the accessibility of an adult to help, as
needed. Teachers inability to differentiate instruction in large groups may hinder students. ELs and students from low income background
may not have access to the level of specialized instruction needed to make academic progress in large group settings. Additional elementary
teachers are assigned to smaller class sizes to pay more attention to students' needs by focusing on the instructional performance of
students who are English learners and or students from low income background and not performing at grade level. During small group
instruction, teachers will utilize specific EL assessment data and supplemental materials to address students' academic gaps and to provide
students the additional supports needed to improve their performance in listening, speaking, reading and writing. Teachers will also utilize
assessment data and specific curriculum that focuses on improving students from low income backgrounds academic vocabulary and
reading comprehension, in core subjects, with an emphasis in writing. Students will have more access to a teacher who understands their
academic need and are accessible to provide direct services to improve their academic progress in language proficiency and content
knowledge in the core subject areas as demonstrated by district benchmark assessments.
1.8 Students from low income backgrounds do not have access to additional resources, such as small group learning environments with
credentialed staff, to supporting learning of the content. Students who are English learners need differentiated support that will support the
development of language acquisition skills. Foster/homeless students need direct access to instruction as consistency of environment may
hinder their learning development. Teachers of low income students need to differentiate instruction to address their various needs and small
group or lower class sizes provides the best condition for that. Additional teachers at specific elementary and middle schools, that have the
highest need to serve the unduplicated student populations, are assigned to small class sizes in order to monitor, and support access to the
content standards. Small group instruction will be based on assessment data specific to the needs of low income, foster and English learner
students. Teachers will use district benchmark data along with school based formative assessments to identify the areas of need, including
but not limited to mathematical concepts, reading comprehension and writing skills. These areas of need support students across the
different content areas, specifically, science, math, English and history. Students will have direct access to teachers who are able to identify
the skills that would enhance academic progress with content knowledge, language development and academic skill development. The
district will measure progress using the district benchmarks in reading and math at these specific school sites to monitor student progress.
2.1 Low income students have limited access to specialized supplemental materials that will support their need for additional practice and
scaffolded support. Low income students need differentiated instruction based on their academic needs in order to make academic progress.
Many of these students lack access to high interest print, virtual materials, and opportunities for reading at home. Teachers will use
supplemental materials to specialize students learning to provide additional practice, scaffolded and leveled instruction. Computer adaptive
programs targeting students' specific needs that address concepts of print, fluency, phonemic awareness, comprehension strategies in
language arts, and address the need for specialized instruction across content areas in grades K-12 at our highest poverty schools. District
staff will monitor the usage of these leveled programs and use data analysis to make recommendations on the support and use of these
2022-23 Local Control Accountability Plan for ABC Unified School District
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