ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 91
needed to integrate cultural competence, culturally responsive pedagogy, data analysis, and goal setting specific to the needs of low-income
students in daily instruction. District staff will provide professional learning to support elementary teachers in identifying gifted and talented
students who are low-income to provide enrichment and acceleration of instruction for these students to prepare them for honors courses in
middle school. A broad offering of summer school credit recovery and original credit courses aids low-income students on track for
graduation. Low-income students will also receive SEL and PBIS supports for students and teachers. Assignment to a Summer Bridge
program supports a successful transition from elementary to middle school and middle to high school is to increase school connectedness in
a new environment. The Summer Bridge program helps low-income students with the knowledge and skills necessary to succeed in middle
and high school. The program will also provide enrichment in the areas of Math and English. Low-income students will have increased
academic support in English Language Arts and math to gain access before school starts to standards review and enrichment activities
through the summer Elementary Jump Start program. The low-income students transitioning middle to high school receive elective credit for
their participation. However, summer school is crucially essential to mitigate instructional loss that occurred during the pandemic. The online
credit recovery program, utilized pre/post COVID, ensures low-income students earn a high school diploma. The summer school programs
rely on Edmentum and Edmentum Learning Lab to support students in obtaining necessary course credits. In addition, Edmentum assists
low-income students as they return to in-person instruction to allow for credit recovery or original credit so that they will be on track for
graduation.
A description of the plan for how the additional concentration grant add-on funding identified above will be used to increase the number of staff
providing direct services to students at schools that have a high concentration (above 55 percent) of foster youth, English learners, and lowincome students, as applicable.
ABC Unified has a total of 29 schools. Of these, the following schools are under the 55% unduplicated threshold: Bragg Elementary, Carvery
Elementary, Cerritos Elementary, Gonsalves Elementary, Leal Elementary, Nixon Elementary, Stowers Elementary, Wittmann Elementary,
Carmenita Middle School, Cerritos High School and Whitney HIgh School. 18 of the 29 schools are above the 55% unduplicated threshold
and those include: Aloha, Burbank, Elliott, Furgeson, Hawaiian, Juarez, Kennedy, Melbourned, Niemes, Palsm, Willow, Ross Middle School,
Haskell Middle School, Fedde Middle School, Tetzlaff Middle School, Artesia High School, Gahr High School, and Tracy High School. Since
the additional concentration grant add on funding is limited ($288,794), we are planning to use the additional concentration grant add on to
add additional teacher and paraeducators to the sites with the highest Unduplicated Pupil Percentage, namely Hawaiian ES, Furgeson ES,
Aloha ES, and Fedde MS (Goal 1 Action 8).
2022-23 Local Control Accountability Plan for ABC Unified School District
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