Educator Effectiveness 2021–26A program providing funds to county offices of education, school districts, charter schools, and state special schools to provide professional learning and to promote educator equity, quality, and effectiveness.
Conditions of Apportionment
The following are the conditions of the apportionment that must be met to ensure all local educational agencies (LEAs) may keep Educator Effectiveness Funds (EEF) Block Grant Program funding. If all of the following conditions of apportionment are not met, this will result in the return of allocated funds:
California Education Code (EC) 41480(d)(1) states: The local plan for EEF needs to be heard in a public meeting of the governing board of the school district, the county board of education, or governing body of the charter school, before its adoption in a subsequent public meeting. This must take place on or before March 31, 2023.
LEAs EEF plan must have been presented and adopted in two separate public meetings by March 31, 2023.
LEAs must report EEF expenditures on or before September 30, 2023, and September 30, 2026.
LEAs must ensure that no employees were charged a fee for services allowable under EC 41480 including, but not limited to, beginning teacher induction program costs, during the grant period pursuant to this section.
LEAs must not charge any employees for services allowable under EEF (such as induction and credentialing).
Fiscal Year 2021–22
Funds are allocated on the basis of an equal amount per certificated and classified full-time equivalent as reported in the California Longitudinal Pupil Achievement Data System (CALPADS) and the California Basic Educational Data System (CBEDS) for the 2020–21 fiscal year. The calculated funding rate is available at Educator Effectiveness Categorical Programs.
The local plan for the Educator Effectiveness Funds (EEF) needs to be heard in a public meeting of the governing board of the school district, the county board of education, or governing body of the charter school, before its adoption in a subsequent public meeting. This must take place on or before March 31, 2023.
Funds may be expended during the 2021–22, 2022–23, 2023–24, 2024–25 and 2025–26 fiscal years. An annual data and expenditure report will be due each year on or before September 30. A final data and expenditure report will be due on or before September 30, 2026. Any funds not expended by June 30, 2026, must be returned to the California Department of Education (CDE).
The EEF are subject to the annual audits required by California Education Code (EC) Section 41020.
Allowable Uses of Funds
A school district, county office of education, charter school, or state special school shall expend EEF to provide professional learning for teachers, administrators, paraprofessionals who work with pupils, and classified staff that interact with pupils, with a focus on any of the following areas:
Coaching and mentoring of staff serving in an instructional setting and beginning teacher or administrator induction, including, but not limited to, coaching and mentoring solutions that address a local need for teachers that can serve all pupil populations with a focus on retaining teachers, and offering structured feedback and coaching systems organized around social-emotional learning, including, but not limited to, promoting teacher self-awareness, self-management, social awareness, relationships, and responsible decision making skills, improving teacher attitudes and beliefs about one’s self and others, and supporting learning communities for educators to engage in a meaningful classroom teaching experience.
Programs that lead to effective, standards-aligned instruction and improve instruction in literacy across all subject areas, including English language arts, history-social science, science, technology, engineering, mathematics, and computer science.
Assembly Bill (AB) 181 (2022) added the preschool learning foundations to the list of subject areas. Additionally, AB 181 added language that allowed the EEF to be utilized for coursework that would allow existing staff to become credentialed, fully credentialed for their assignment, or meet the requirements of subdivision (g) of Section 48000.
Practices and strategies that reengage pupils and lead to accelerated learning.
Strategies to implement social-emotional learning, trauma-informed practices, suicide prevention, access to mental health services, and other approaches that improve pupil well-being.
Practices to create a positive school climate, including, but not limited to, restorative justice, training around implicit bias, providing positive behavioral supports, multitiered systems of support, transforming a schoolsite’s culture to one that values diverse cultural and ethnic backgrounds, and preventing discrimination, harassment, bullying, and intimidation based on actual or perceived characteristics, including disability, gender, gender identity, gender expression, language, nationality, race or ethnicity, religion, or sexual orientation.
Strategies to improve inclusive practices, including, but not limited to, universal design for learning, best practices for early identification, and development of individualized education programs for individuals with exceptional needs.
Instruction and education to support implementing effective language acquisition programs for English learners, which may include integrated language development within and across content areas, and building and strengthening capacity to increase bilingual and biliterate proficiency.
New professional learning networks for educators not already engaged in an education-related professional learning network to support the requirements of subdivision (c).
Instruction, education, and strategies to incorporate ethnic studies curricula adopted pursuant to EC Section 51226.7 into pupil instruction for grades 7 to 12, inclusive.
Instruction, education, and strategies for certificated and classified educators in early childhood education, or childhood development.
Strategies to improve beginning teacher retention and support through teacher induction programs, including mentor training, stipends for mentor teachers, beginning teacher induction program costs following initial preparation, the examination or assessment fee for one administration of the reading instruction competence assessment or a teaching performance assessment, training mentors to support candidates in completing a performance assessment or reading instruction competence assessment, or contracting with commission-approved preliminary teacher preparation programs to provide mentoring support for the completion of required assessments.
Frequently Asked Questions (FAQ)
Technical Assistance Webinars
Annual Expenditure Reports and Data Reports Templates (DOCX)
This is a template indicating the data elements required in the Annual Expenditure Reports. Submission of the Annual Expenditure Report will be through the online application.
Annual and Final Expenditure Reports Web Page
As a condition of receiving funds, school districts, county offices of education, charter schools, or state special schools are required to report detailed data and expenditure information annually to the CDE on or before September 30 of each year. The CDE is requiring annual reporting as a response to requests for detailed information in the legislative report, to justify future funding opportunities, and to confirm funding is being appropriately used and tracked at the local level. In addition, a Final Expenditure Report will be due on or before September 30, 2026. All EEF must be returned to the state if the Final Data Report and Expenditure Reports are not submitted on time.