ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 86
Spanish Dual Language Immersion (DLI) Program.
4.12 Low-income students will have increased access to Career Technical Education (CTE) Pathway programs and targeted, purposeful
supports to ensure they are successfully enrolling and completing CTE pathway programs which lead to college and/or career readiness.
Students from low-income backgrounds are often expected to find employment and assist with family living expenses while in high school
and upon graduation. Students are more likely to become gainfully employed if they have completed a CTE pathway and have work-based
learning experiences. The District CTE staff will provide on-going professional development and technical assistance to CTE teachers,
administrators, counselors, and other key stakeholders to ensure that low-income students can access and succeed in CTE pathway
programs. District CTE staff and teachers will also develop strategies to conduct intentional outreach, engagement and recruitment of lowincome learners. The CTE staff will also ensure that low-income students have access to high-quality career counseling that makes them
aware of CTE options and any related prerequisites early on in their academic planning, starting as early as in middle school. Support of lowincome students will be a system-wide effort with coordination between school counselors, school administration and active participation from
CTE teachers. The metrics to measure progress in this area includes increased number of CTE participants, work based learning
opportunities, and the number of CTE completers who fulfill the requirements of a pathway.
4.13 Low income students lack the financial means and the technology resources to participate fully in the educational program. Parents'
time may be limited to support their child due to working multiple jobs, or being single parents. Students have limited access to devices and
the internet along with limited time for parent support. District technology staff will provide district devices, access to the internet, and
technology support to students and families. Teachers of low income students will receive specialized training to support students and
increase the integration of the digital curriculum and daily lessons. Students will use technology to demonstrate critical thinking,
communication, collaboration, and creativity (4C's) to enhance their learning. . A continued effort towards digital equity is necessary for our
low income students to be successful and prepared for college and career. Student surveys on the 4C's will be used to determine students
progress towards digital equity. The expected outcome is to ensure that student and family surveys indicate an increase in access to internet
and technology support.
4.15 Low income students have limited access to college and career pathway options, often being the first in their families to apply and
attend college. Parents may not have the information or resources needed to support students from an early age with an understanding how
to accomplish the college entrance requirements. Ensuring that low income students have the resources necessary to meet college
requirements in order to successfully apply can be accomplished by aligning elementary, middle, and high school AVID resources. By
implementing AVID at multiple levels, students will be able to understand the importance of academic planning, extracurricular interests,
exploration of CTE options, and college exploration. In addition, the AVID teacher can provide the development of skills such as writing,
inquiry, collaboration, organization, and research (WICOR) that are necessary for students to successfully complete A-G coursework or
advanced classes in secondary. The expected outcome is to increase AVID students' A-G rates and enrollment in Advanced Placement
courses, as these metrics will indicate the progress of students advancing towards achieving college entrance requirements.
4.17 There is a need to provide low income students and their families with strategies to help their child and access to additional academic
support in order to meet grade level standards. Low income students have a greater risk of poor educational and health outcomes as well as
limited access to higher education (college) due to limited financial resources. There is a need to maximize educational environment thereby
increasing opportunities that provide academic, social-emotional, and resources to raise the academic success of low income students. The
Equity Officer will support and design programs to address barriers such as parents working multiple jobs, distressed neighborhoods,
transportation issues that affect attendance, programs and attitudes of schools, violence and trauma. The Equity Officer will implement
professional development to build knowledge for teachers, parents, staff, and administrators related to responsive strategies for instruction.
2022-23 Local Control Accountability Plan for ABC Unified School District
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