Skip to main content
California Department of Education Logo

Local Educational Agency Plan Provisions

Required by all local educational agencies (LEAs) that receive funds under the Elementary and Secondary Education Act (ESEA) reauthorized as the Every Student Succeeds Act (ESSA).

According to the ESSA Section 1112, LEAs may receive Title I funds for any fiscal year only if the LEA has on file with the State educational agency (SEA) a plan, approved by the SEA, that is developed with timely and meaningful consultation with teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, charter school leaders (in a local educational agency that has charter schools), administrators (including administrators of programs described in other parts of this title), other appropriate school personnel, and with parents of children in schools served under this part (ESSA Section 1112[a][1][A]).

LEA plans shall, as appropriate, be coordinated with other programs under this Act, the Individuals with Disabilities Education Act (20 United States Code [U.S.C.] 1400 et seq.), the Rehabilitation Act of 1973 (20 U.S.C. 701 et seq.), the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.), the Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et seq.), the Head Start Act (42 U.S.C. 9831 et seq.), the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11301 et seq.), the Adult Education and Family Literacy Act (29 U.S.C. 3271 et seq.), and other Acts as appropriate (ESSA Section 1112[a][1][B]).

LEA plans shall be submitted in the first year for which this part is in effect following the date of enactment of the ESSA and shall remain in effect for the duration of the agency’s participation under this part (ESSA Section 1112[a][4]).

Each LEA shall periodically review and, as necessary, revise its plan pursuant to ESSA Section 1112(a)(5).

LEA Plan Provisions

To ensure that all children receive a high-quality education, and to close the achievement gap between children meeting the challenging State academic standards and those children who are not meeting such standards, each LEA plan shall describe:

  1. how the LEA will monitor students’ progress in meeting the challenging State academic standards by:
    1. developing and implementing a well-rounded program of instruction to meet the academic needs of all students;
    2. identifying students who may be at risk for academic failure;
    3. providing additional educational assistance to individual students the LEA or school determines need help in meeting the challenging State academic standards; and
    4. identifying and implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for student learning;
  2. how the LEA will identify and address, as required under State plans as described in ESSA Section 1111(g)(1)(B), any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers;
  3. how the LEA will carry out its responsibilities under paragraphs 1 and 2 of ESSA Section 1111(d);
  4. the poverty criteria that will be used to select school attendance areas under ESSA Section 1113;
  5. in general, the nature of the programs to be conducted by such agency’s schools under ESSA sections 1114 and 1115 and, where appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children, and for neglected and delinquent children in community day school programs;
  6. the services the LEA will provide homeless children and youths, including services provided with funds reserved under ESSA Section 1113(c)(3)(A), to support the enrollment, attendance, and success of homeless children and youths, in coordination with the services the LEA is providing under the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11301 et seq.);
  7. the strategy the LEA will use to implement effective parent and family engagement under ESSA Section 1116;
  8. if applicable, how the LEA will support, coordinate, and integrate services provided under this part with early childhood education programs at the LEA or individual school level, including plans for the transition of participants in such programs to local elementary school programs;
  9. how teachers and school leaders, in consultation with parents, administrators, paraprofessionals, and specialized instructional support personnel, in schools operating a targeted assistance school program under ESSA Section 1115, will identify the eligible children most in need of services under this part;
  10. how the LEA will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including, if applicable:
    1. through coordination with institutions of higher education, employers, and other local partners; and
    2. through increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills;
  11. how the LEA will support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by each of the subgroups of students, as defined in ESSA Section 1111(c)(2);
  12. if determined appropriate by the LEA, how such agency will support programs that coordinate and integrate:
    1. academic and career and technical education content through coordinated instructional strategies, that may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries in the State; and
    2. work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit; and
  13. any other information on how the LEA proposes to use funds to meet the purposes of this part, and that the LEA determines appropriate to provide, which may include how the LEA will:
    1. assist schools in identifying and serving gifted and talented students; and
    2. assist schools in developing effective school library programs to provide students an opportunity to develop digital literacy skills and improve academic achievement.

Template for LEA Plan Provisions

Information on submitting an LEA’s plan provisions for SEA approval, via the Local Control and Accountability Plan (LCAP) Federal Addendum, please visit the California Department of Education's (CDE's) LCAP Federal Addendum web page.


Link to the CDE's web page regarding California's plan to implement the federal ESSA.

U.S. Department of Education (ED) ESSA External link opens in new window or tab.
Link to ED's ESSA web page.

Title I, Part A LCAP Federal Addendum Criteria
The CDE's LCAP Federal Addendum criteria.

Questions:   Title I Policy, Program, and Support Office |
Last Reviewed: Friday, September 30, 2022