ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 90
Foster Youth:
Research shows that regular two-way communication with families of foster youth promotes healthy development and wellness including
social-emotional, behavioral development, and academic success for students. The regular two-way communication with families of foster
youth provides information that assists school personnel with the identification of students at risk academically and socially so that the
appropriate referral services are made available to students and families. Professional development and collaboration between counselors,
district child welfare and attendance office, and other District staff on California Educational Foster Care Law (AB 490) serves as the guiding
principle for school stability and related duties to educate foster youth. The school-based mental-health professional (MHP) at each school
site. The school-based MHPs maintain direct contact with caregiver/foster family to ensure foster youth have proper educational placement,
school enrollment, and checkout from school. Furthermore, assisting with transferring grades, credits, and records when there is a school
change. MHP’s work with social workers, probation officers, caretakers, advocates, and juvenile courts to address barriers to attendance and
advocate equitable access to educational services. During the instructional day, foster youth have access to a multi-tiered system that
includes social-emotional support to increase attendance in school and provide an environment for meaningful engagement in learning which
includes SEL and PBIS Supports for students and teachers. Smaller class sizes in the formative grade levels allow for targeted instruction for
students with the greatest academic needs. Ensuring teachers who are new to the teaching profession have the skills to reach and teach this
student group remains a district priority. An enriched learning environment provides stability and creates conditions where students can focus
on learning and feel safe.
Low Income:
In order to ensure that low-income students (limited unduplicated) have increased support to access curriculum and standards, specialized
professional learning will be provided in two specific areas: paraprofessionals (A/S 1.3) and math (A/S 2.2). Paraprofessionals work with
students in classroom settings in small group instruction or one on one centers. Providing paraprofessional training on trauma-informed care
and social-emotional support will ensure effective interactions between staff and students, increasing the opportunity to receive services
related to content learning in the classroom. Additionally, focused support in math standards based on data analysis to determine
instructional gaps will specify the instructional support teachers and classroom staff can provide students in the classroom. In addition,
expanding access to a variety of educational opportunities with targeted support for low-income students provides a way for students to
engage in experiences that would normally be limited or are inaccessible due to additional costs in the community. This includes such as
activities such as Visual and Performing Arts, SAT/ACT Prep academy, tutoring support for low-income students in Advanced Placement,
Early College, and expanded intervention supports, including the GHS/AHS opportunities class and THS Teen Parent Program (A/S 4.1, 4.5,
4.7, 4.8, 4.9, 4.11, 4.14, 4.16). Concurrently ensuring there is two-way communication about the opportunities available to low-income
students for parents and caregivers will work to increase enrollment and participation by families and students, supporting increasing postsecondary opportunities for families (A/S 6.1).
Services provided to low-income students provide access to additional academic support to meet graduation requirements and achieve postsecondary goals. To maximize educational attainment (e.g., longer school days and summer school programs) and increased opportunities
that provide academic, social-emotional, and resources to raise the academic success of low-income students. Teachers will receive
professional learning that provides students with access to resources connecting science content with hands-on experience to increase
interest and motivation to pursue higher levels of science education. Teachers will participate in professional learning to gain the skills
2022-23 Local Control Accountability Plan for ABC Unified School District
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