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Promoting Equitable Access to Teachers

Resources to assist local educational agencies (LEAs) with gathering data and reporting disproportionate access to effective, experienced, and appropriately assigned teachers by low-income and minority students as required under the ESSA.

Program Overview

The federal ESSA requires each LEA receiving ESSA funds to submit a plan to the state educational agency that describes how it 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. Beginning in the 2018–19 school year, LEAs will address this requirement in the Local Control and Accountability Plan (LCAP) Federal Addendum.

The California Department of Education (CDE) has developed the Promoting Equitable Access to Teachers (PEAT) Program to assist LEAs to identify and address local disparities, or equity gaps. A key element of the PEAT Program is a suite of equity tools designed to guide LEAs as they collect and analyze the appropriate data, conduct data analyses to identify potential equity gaps, conduct a root cause analysis and consider various strategies to address disparities, and engage stakeholders in the process. These tools, available on the LCAP Federal Addendum Criteria and Guidance web pages highlighted below, will help LEAs successfully complete their LCAP Federal Addenda in 2018–19 and to continue to address any equity gaps in the years ahead.

Further, to meet ESSA data reporting requirements, the CDE, in collaboration with the California Commission on Teacher Credentialing (CTC), is updating several elements of the educator data collection process.

California Education Code Section 44258.9 requires each county superintendent of schools to monitor and review school district certificated employee assignment practices. The CTC is in the process of developing a new California State Assignment Accountability System (CalSAAS) that will use data from the CTC and CDE to identify potential misassignments and provide a communication platform for counties and school districts to address and resolve them. The CalSAAS will be fully operational by fall 2019.

In order to effectively discern which credential and authorization is required to teach a course based on the state course code name and description, CDE staff has updated the current set of state course codes collected in the California Longitudinal Pupil Achievement Data System (CALPADS) and added a number of attributes that further refine each course description.

Promoting Equitable Access to Teachers Professional Development Opportunities

Beginning in March 2019, CDE and CTC staff will be conducting trainings at county offices of education throughout California regarding the CalSAAS, the changes in CALPADS, and changes to the state course codes and descriptions. In addition, CDE staff will be providing information about the Promoting Equitable Access to Teachers (PEAT) Program and Title I equity reporting requirements on the LCAP Federal Addendum.

Local Control and Accountability Plan Federal Addendum

Educator Equity: LCAP Addendum Criteria & Guidance
Criteria, guidance, and resources for local educational agencies (LEAs) to meet the provisions of the Local Control and Accountability Plan (LCAP) Federal Addendum Title I, Part A—Educator Equity section.

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.

California State Equity Plans

A history of California’s most recent state equity plans.

California's 2017 State Plan to Ensure Equitable Access to Excellent Educators (DOC)
This plan details a theory of action, updated data and analysis, and progress toward achieving equitable access to excellent teachers and leaders for all students.

California's 2016 State Plan to Ensure Equitable Access to Excellent Educators (PDF)
This plan details a theory of action, updated data and analysis, and progress toward achieving equitable access to excellent teachers and leaders for all students.

California's 2015 State Plan to Ensure Equitable Access to Excellent Educators (PDF)
This plan details a theory of action and progress toward achieving equitable access to excellent teachers and leaders for all students.

California’s Teacher Equity Plan (DOC)
Addresses Requirement Six of the State’s Plan for HQT, written and approved by the State Board of Education in September 2010. It reflects the steps the State is currently taking to ensure that students from low-income families and minority students are not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers.

Sample Notifications for Title I Programs

The two templates for parent notifications, as required by Title I, Part A, may be modified by schools for communications with local parents.

Parents' Right to Know Letter Regarding Teacher Qualifications (DOC)
Federal law requires that parents be notified at the beginning, and/or when appropriate anytime, of each school year of their right to know the professional qualifications of their child's teacher(s).

Available translations of the Parents' Right to Know Letter Regarding Teacher Qualifications

Teacher Requirements Four-Week Notice (DOC)
Federal law requires that parents be notified when their child has been taught for four or more consecutive weeks by a teacher who has not met State certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.

Available translations of the Teacher Requirements Four-Week Notice

Questions:   Teacher and Leader Policy Office | TLPO@cde.ca.gov | 916-445-7331
Last Reviewed: Thursday, February 14, 2019
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