ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 87
Additionally the Equity Officer will provide training for staff and parents focused on social emotional learning in an effort to sustain an
inclusive environment of low income student participation in advancement placement, career pathway completion and other school
connectedness activities to foster A-G college readiness, high school graduation, and well-being. Low income students will have increased
attendance rates, graduation rates, student placement in advanced courses, and readiness for college. These opportunities will benefit low
income students who, historically, often have not had equal access to the resources they need to succeed.
5.1 Low income students have a heightened need for the safe, nurturing and consistent routines and programs provided for them and their
families in a school environment. Low income parents may benefit from strategies that support and encourage school-to-home connection
and consistent attendance. Low income families are more likely to lack the finances needed to provide their children with tangible items for
school success. Low income students are at greater risk of school failure, drop-out and retention due to environmental barriers that
adversely affect consistent attendance. Low income students experience higher rates of housing instability, disrupted routines, exposure to
trauma, teen pregnancy, hunger, obesity and malnourishment. Single parent households and parents working multiple jobs are a common
characteristic of low income families. Low income students often experience homelessness; may live in substandard and/or unsafe
conditions and experience lack of transportation, all circumstances which create barriers to regular school attendance. The Coordinator of
Pupil Support Services will facilitate the identification, monitoring and tracking of chronically absent youth to support the reduction of chronic
absenteeism rates for the districts "at promise" youth. The District Social Worker will work with the Coordinator of Pupil Support Services
and Attendance to facilitate ongoing, frequent communication with targeted low income students and families to improve attendance and
school connectedness. In addition, this coordinator will work with mental health professionals for each school site to ensure that low income
students receive additional resources making it easier for them to attend school every day and on time. The services provided by the
CPSSA and the District Social Worker will add a layer of staff accountability to ensure that all low income youth struggling with attendance
are monitored and provided with the specific supports that they need to attend and fully participate in school daily. Low income students
struggling with attendance are monitored and provided with specific supports, as evidenced by their increased attendance rates and
decrease of chronic absenteeism in a school environment. Low income parents may benefit from strategies that support and encourage
school-to-home connection and consistent attendance. Low income families are more likely to lack the finances needed to provide their
children with tangible items for school success.
5.2 English learners and low income students may lack the knowledge and skills provided in early education settings that are afforded to their
peers from higher socio-economic brackets. Resultant behaviors do not comport to school social standards and may be perceived as
inappropriate. English learners may lack access to enrichment activities and experiences, early education opportunities, wholesome
environmental structure and routines, and have restricted access to their working parent(s) or adult caretaker. Behaviors or coping skills that
are maladaptive in the classroom setting. Low income students may be experiencing homelessness or unstable housing, exposure to
poverty, drugs, alcohol and other unsafe environments. They may not have adequate nutrition and access to basic needs. These barriers are
hindrances to healthy behavioral skill development. At the elementary school level the District Behavioral and SEL Support (DBSS) TOSA
will provide behavioral and social emotional support for identified English learners and low income students needing Tier II and Tier III level
PBIS support. This support is intended to increase prosocial adaptive behavior and reduce problematic behavior that leads to disciplinary
action and suspension. At the secondary level, the DBSS TOSA will facilitate training and support the use of research-based SEL curriculum
to work with identified students struggling with social emotional behaviors that otherwise may result in disciplinary action. These services are
intended to support English learners and low income students students struggling with behavioral concerns with scaffolded supports of Other
Means of Correction and reduce discipline referrals. English learners and low income students struggling with behavioral challenges will be
provided with support to promote prosocial and adaptive behaviors as evidenced by reduced Office Discipline Referrals, reduced suspension
2022-23 Local Control Accountability Plan for ABC Unified School District
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