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Educator Equity: LCAP Addendum Reviewer Criteria

Reviewer criteria to meet the provisions of the Local Control and Accountability Plan (LCAP) Federal Addendum Title I, Part A—Educator Equity section.

Instructions

The following provision of the Every Student Succeeds Act (ESSA) must be addressed by the local educational agency (LEA) with a narrative response within the LCAP Federal Addendum. Addendum reviewers will evaluate whether the LEA met the criteria below for this provision by providing a check mark next to each criteria the LEA addressed. There is no standard length for responses.

Educator Equity

LCAP Federal Addendum Provision

ESSA Section 1112(b)(2) External link opens in new window or tab.: Describe how the LEA will identify and address any disparities that result in low-income and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers.

Criteria

To meet this requirement, LEAs must provide a description of the following:

  1. The LEA's process for identifying disparities that result in low-income and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers; and
  1. How the LEA will address any disparities found during the identification process.

Ensure all of the following are met by providing a check mark next to each criteria the LEA addressed:

  • Did the LEA describe their process for identifying disparities that result in low-income, and minority students being taught at higher rates than other students by ineffective/misassigned, inexperienced, or out-of-field teachers?
  • Did the LEA describe the distribution of ineffective/misassigned, inexperienced, and out-of-field teachers working with low-income students?
  • Did the LEA describe the educator equity data trends for teachers working with low-income students in elementary, middle, and/or high schools?
  • Did the LEA describe the distribution of ineffective/misassigned, inexperienced, and out-of-field teachers working with minority students?
  • Did the LEA describe the educator equity data trends for teachers working with minority students in elementary, middle, and/or high schools?
  • Did the LEA describe the conditions and policies may have contributed to their educator equity data?
  • Did the LEA describe how they engaged stakeholders in its process for identifying strategies for addressing disparities that result in low-income and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers?
  • Did the LEA describe the actions they will take to address any disparities discovered during the equity data analysis process (including actions/services included in its LCAP for Priority 1—Basic Services)?
Questions:   Teacher and Leader Policy Office | TLPO@cde.ca.gov | 916-445-7331
Last Reviewed: Monday, November 4, 2019