Educator Equity: LCAP Addendum Reviewer Criteria

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) : 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

2. 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)?