ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 84
programs. Low income students will have increase access to print rich materials and improved academic progress towards grade level
mastery as evidenced by district benchmarks in English Language Arts and Math.
2.5 Low income students need an improved self-perception of learning in order to achieve academic success. Input from low income
students and parents indicate that creating a trauma-informed and trauma-sensitive environment provides a safe space and the critical
resources for students to feel connected to culturally relevant curriculum in order to improve this self-perception. Low income students are at
greater risk of dropping out of school if they don’t feel connected with their school culture. Lack of academic preparation and connectedness
to school settings have proven to be reasons why students drop out. Low-income and first-gen students are more likely to not access
college-level classes, and achieve lower GPAs than their high-income peers. Teachers will be trained on inclusive, collaborative practices
that will create culturally relevant classroom systems and structures designed to provide a safe and supportive learning environment. The
training will mitigate the effects of inequities and opportunity gaps often associated with students who are from low income backgrounds,
evidenced by student input surveys and observation of teacher classrooms.
2.6 Participation data indicates that students from lower-income backgrounds are markedly less likely to enroll in the full sequence of high
school STEM courses or participate in activities related to STEM pathways, partially because of low performance in those courses as they
begin high school, and are therefore less prepared for STEM careers. Low income students may not have the financial and technology
resources to access information or experiences focused on STEM careers outside of school. Due to this limited access, students may not
understand or be aware of their post-secondary options as related to STEM careers. In addition, a STEM curriculum improves logical thought
processes and problem-solving skills, teaches time management, and builds critical thinking. District staff will support teachers through
professional learning to embed hands-on experiences in the science and math courses. District staff and teachers will collaborate on
extracurricular opportunities that will engage low income students with STEM career guest speakers, CTE STEM pathway options at the high
school level, and exploratory STEM experiences. Low income students will have greater academic progress in the area of science and math,
as evidenced by district benchmarks. Additionally, low income students will have increased participation in extracurricular STEM activities
and CTE pathway enrollment. The expected outcome is to increase the number of CTE completers and increase enrollment in Advanced
Placement Scores.
4.2 Low income students need access to additional academic support in order to meet graduation requirements and achieve post secondary
goals. Low income students have a greater risk of dropping out as well as limited access to higher education (college) due to limited financial
resources. There is a need to maximize educational attainment (eg, longer school days and summer school programs) thereby increasing
opportunities that provide academic, social-emotional, and resources to raise the academic success of low income students. The summer
school staff will design programs that will support a successful transition from elementary to middle school and middle to high school. The
transition program staff will support low income students with the knowledge and skills necessary to be a successful student in middle and
high school. The program will also provide enrichment opportunities that will create connections to post secondary career options. A broad
offering of summer school credit recovery and original credit courses will be offered in order to ensure that low income students are on track
for graduation. Low income students will have increased post secondary opportunities as evidenced by improved graduation rates, as well as
improved college and career readiness indicators as identified by the California Dashboard
4.3 Enrollment data indicates that low income students need increased academic support in the area of math in order to gain access to
higher level math courses, such as AP Calculus. Enrollment in advanced placement programs seeks to engage students in challenging,
college-level curriculums, thereby enhancing their likelihood of postsecondary success. Limited access to additional resources in math lead
low income students to have lower grades in math courses, creating limited access to college and higher education. Research on the college
benefits of AP has not only found that AP students and, particularly, successful AP students are more likely to perform well in college than
2022-23 Local Control Accountability Plan for ABC Unified School District
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