ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 85
their non-AP peers; it has also shown that AP students are more likely to simply enroll in a four-year college and university (Chajewski et al.,
2011). Low income students, living in distressed neighborhoods with parents working multiple jobs, have an increased lack of technology
resources and may not be able to receive specific academic support in the area of math during the academic school year. Summer school
staff will identify instructional gaps specific to secondary math courses that are critical to access higher level coursework. The summer bridge
courses will be designed by credentialed math teachers to ensure that low income students have access to those content standards that are
specifically targeted as necessary for success in AP and honors math courses. As a result of the summer school math enrichment courses,
there will be an increase in student grades in math courses and thereby, increased enrollment in higher level math courses, such as AP
Calculus.
4.4 Low income students have limited access to technology needed to access online coursework that would help students achieve credits
towards graduation. Poor educational outcomes for low income students limit access to post-secondary education and achieving higher
graduation rates. Low income students need access to a learning lab environment to complete online course work, with support from a
credentialed secondary teacher. District staff will support high schools with high levels of low income students that are off-track in meeting
graduation requirements. This support includes the use of the Edmentum program to achieve an online credit recovery program with an
accompanying Edmentum learning lab. District staff will work with school sites to staff these learning labs with credentialed teachers that can
support students in the credit recovery coursework. Low income students will have increased graduation rates and improved GPA after
completing Edmentum coursework and participating in the learning lab.
4.6 Low income students have a lower college and career readiness percentage in ABC Unified. Students need additional support accessing
college coursework in order to achieve dual enrollment goals. Low income students have limited access to transportation and other financial
resources needed to pay for college courses and fees. Studies have shown that students who complete dual enrollment courses are more
likely than others to graduate from high school and to enroll in and finish a post-secondary program. School sites need to offer dual
enrollment courses on site in order to remove barriers and mitigate the issues that may hinder low income students from enrolling in college
courses for dual credit. District staff will work with the local community college to establish a program of course offerings at each high school
that will meet dual credit requirements. In addition, school sites will establish a learning lab for low income Dual Enrollment students in order
to receive tutorial support in college-level courses. The learning lab will also have computers available to access course materials and
content. Low income students will have increased access to community college courses, as evidenced by increased enrollment in dual
enrollment courses at their school sites. College and career readiness indicators will improve for low income populations with the support of
the learning lab to ensure that students are academically successful in their college coursework.
4.10 Spanish-speaking English learners need the opportunity to retain and become fluent in Spanish while they are becoming proficient in
English. One third of our students are English learners and the majority of the students have Spanish as their home language. Many of these
families do not have the resources to teach their children to read and write fluently in their home language as a result many students lose
their home language as they progress through school. The Dual Language Immersion program provides instruction in Spanish and English to
district students beginning in kindergarten and progressing through high school allowing Spanish-speaking English learners to become
biliterate and increase readiness for college and career. District staff will work with school sites (Niemes, Ross, Gahr, Furgeson, Fedde) to
implement an effective dual immersion program in English and Spanish targeting low income students for enrollment. In addition, district staff
will work to create a vertical alignment between the elementary, middle and high schools in order to maintain continuity of program and
instruction for low income students. Low income student enrollment in the Dual Language Immersion program will increase. The program will
allow students to accelerate progression through the World Language courses, take AP World Language in high school and graduate with
the Seal of Biliteracy. Retention data is one of the indicator used to determine if students were successful and interested in continuing in the
2022-23 Local Control Accountability Plan for ABC Unified School District
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