ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 88
rates, and improved attendance.
5.3 Low-income children, by virtue of their situation, need free, appropriate and readily available access to socio-emotional learning supports.
Children living in poverty are more likely to lack the basic needs, including: food, clothing, adequate housing, and parental support with
homework. The stress of these conditions can manifest as mental health challenges, greater risk of dropping-out of school, and lower
academic achievement. 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 hinder the development of
healthy social and emotional competencies. At Tier II and Tier III Level, school based Mental Health Professionals will work with identified
low income students and provide them with the knowledge and skills required to expand social emotional competencies for school and home
success. This will be accomplished through provision of social emotional learning opportunities to build self awareness, self management,
social awareness, relationship skills and decision making skills through school-based social work services including direct therapeutic
services to students with more severe social, emotional and behavioral concerns. The school based MHPs, the District Social Worker and
the Community Liaison Specialist will collaborate to provide low income students and their families with essential supplies and resources
needed to be prepared physically and emotionally to safely access and engage in school. Ongoing universal support will be evidenced by
reduced Office Discipline Referrals and fewer school suspensions of low income students. Documentation of Tier II and Tier III level services
will demonstrate increased social emotional support to low income students. As a result of the loss experienced by school dismissal, due to
COVID, there was a heightened awareness of the need for mental health services and the District's commitment to ensuring these services
enhanced throughout the remainder of the school year. Mental Health Services were provided to 74 foster youth and 96 students living
homeless status at Tier ll and/or Tier lll level. Mental Health Professionals (MHPs) were assigned as Homeless Foster Youth Liaisons at the
school site level. The MHPs prioritized students in homeless status and foster youth for social-emotional and mental health services. MHP
focused on providing direct services to address barriers to attendance and advocated equitable access to educational services. These
services will continue in the fall to ensure students are attending school in-person, daily and ready to learn.
5.4 Schools need to know if low income students feel safe and connected to the adults at their school. Parents of low income students need
to be connected to the decision making process that determines the services provided to improve their child’s school performance. Family
income has a direct effect on students' feelings of belonging in school. Students in low income single parent families are more likely to have
a low sense of belonging and level of participation in school. Poverty can also influence a child’s perceptions, interactions, and relationships.
Students may experience difficulty trusting adults, avoid interacting with others, and demonstrate feelings of hopelessness. Low income
students may be experiencing homelessness or unstable housing, exposure to poverty, drugs, alcohol, and other unsafe environments. Low
income students may experience inequality and marginalization which can cause a feeling of alienation within their communities. These
circumstances hinder their feelings of safety, security, and connection and interfere with their sense of belonging. Schools should be safe
havens where the environment is focused on teaching and learning. The district and school leadership teams will disaggregate and analyze
the annual California Healthy Kids Survey and California School Parent Survey data specific to Title I schools and utilize the data in the
decision-making process for fostering safe and supportive school climates for ABC’s low income students. As low income students are the
most likely group to report low levels of school connection and not belonging due to adverse life circumstances, improvements in overall
subjective reports of school connectivity and engagement in Title 1 schools will reflect a positive trajectory. School Connectedness and
School Safety Results based on CHKS Survey is used to identify additional resources to improve school climate and increase
parent/guardian input in school decisions and engagement in school programs. The survey data guides decision in areas schools will focus
on and direct services (e.g. MHP, PBIS, etc.)
2022-23 Local Control Accountability Plan for ABC Unified School District
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