Promoting Equitable Access to Teachers Under the Every

Promoting Equitable Access to Teachers Under the Every Student Succeeds Act CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction

No Child Left Behind (NCLB) versus ESSA Requirements NCLB Requirements ESSA Requirements State monitored the placement of Districts report highly qualified teachers in core ineffective/misassigned, out-of-field academic courses through the and inexperienced teacher data Compliance Monitoring, Intervention, and Sanctions (CMIS) program. State imposed sanctions on districts that didn’t meet Adequate Yearly Progress (AYP) goals and have 100% highly qualified teachers within 3 years Districts identify and address equity gaps through the LCAP Federal Addendum. The state supports districts with tools to close equity gaps.

ESSA Requirements • ESSA Section 1112(b)(2) - Requires local educational agencies (LEAs) to describe how they will identify and address any disparities that result in lowincome and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers. • LCAP Federal Addendum - Title I, Part A: Educator Equity

LCAP Federal Addendum • 2018 -2019 planning year • Submission date is July 1, 2019 • https: //www. cde. ca. gov/re/lc/addendumguidance. asp#ins tructions - Educator Equity

LCAP Federal Addendum Criteria (1) • 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 distribution of ineffective/misassigned, inexperienced, and out-of-field teachers working with minority students?

Promoting Equitable Access to Teachers • Support for: - analyzing equity data - completing the LCAP Federal Addendum - conducting a root cause analysis - engaging stakeholders https: //www. cde. ca. gov/pd/ee/peat. asp

Step One: Data Definitions and Instructions • ESSA State Plan Definitions • Educator Equity Data Collection Instructions - Total enrollment data § Low-income § Minority - Teacher Workforce Data § Inexperienced Teacher Data

California’s ESSA State Plan (1) Term Ineffective teacher Definition A teacher who is: (a) misassigned (placed in a position for which the employee does not hold a legally recognized certificate or credential or a certificated employee placed in a teaching or services position in which the employee is not otherwise authorized by statute to serve), or (b) teaching without a credential

California’s ESSA State Plan (2) Term Definition Out-of-field Teacher A teacher who has not yet demonstrated subject matter competence in the subject area(s) or for the student population to which he or she is assigned. Under this definition, teachers with the following limited permits would be considered out-of-field: • General Education Limited Assignment Permit (GELAP) • Special Education Limited Assignment Permit (SELAP)

California’s ESSA State Plan (3) Term Definition Inexperienced teacher A teacher who has two or fewer years of teaching experience.

California’s ESSA State Plan (4) Term Minority Student Low-Income Student Definition A student who is American Indian/Alaska Native, Asian, African American, Filipino, Native Hawaiian/Pacific Islander, Hispanic, or Two or More Races Not Hispanic. A student who is eligible to receive Free or Reduced-Price Meals.

Step 2: Equity Data Collection and Analysis Tools • Data Tables - Ineffective/Misassigned Teacher and Low-Income Students Ineffective/Misassigned Teachers and Minority Students Inexperienced Teachers and Low-Income Students Inexperienced Teachers and Minority Students Out-of-Field Teachers and Low-Income Students Out-of-Field Teachers and Minority Students

LCAP Federal Addendum Criteria (2) • 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)?

Step 3: Conducting a Root Cause Analysis • Root Cause Analysis Guidance • Potential Root Causes

Step 4: Stakeholder Engagement • Stakeholder Engagement Guidance

Resources for Strategy Development • Teacher Recruitment Strategies • Teacher Retention Strategies

Contact Information Kristen Cruz Allen, Education Administrator Teacher and Leader Policy Office Educator Excellence and Equity Division Terra Bennett Brown, Education Programs Consultant Teacher and Leader Policy Office Educator Excellence and Equity Division 916 -445 -7331 TLPO@cde. ca. gov