Assignment Factors: External Elements

Programs such as CTE/vocational, special education, English learners, early childhood/child development, and adult education receive dedicated funding from sources such as California Department of Education (CDE) or the U.S. Department of Education (DOE).  Often there are specific requirements for educators serving students in a program that receives specific funding.  The Commission continues to advise LEAs to check with the CDE at the appropriate program office or other funding source before assigning an individual to a class which receives specific funding.

The University of California (UC) system provides course lists submitted by schools and districts in California that are approved for specific content area credit.  Courses are approved for credit in one of the subject area categories grouped by the letters A through G to fulfill college entry requirement credit.  These content area designations are submitted by the LEA along with the course description for approval and provide another means for determining course content.  The UC A-G course list search organized by specific LEAs may be accessed at the UC A-G course list webpage.

The Every Student Succeeds Act (ESSA) reauthorized the Elementary and Secondary Education Act (ESEA).  This federal requirement took the place of the previous No Child Left Behind requirements (known as NCLB).  Under NCLB, teachers were required to be "highly qualified", meaning that they:

1. Held a bachelor's or higher degree from a regionally accredited college;
2. Held an appropriate state license for their assignment; and
3. Held subject matter competence in all core academic subjects they taught.
   

Under ESSA, teachers are no longer required to be "highly qualified."  Instead, federal law now requires that teachers be assigned solely based on state licensure and certification criteria, and the additional subject matter competence requirement under NCLB no longer applies.

Questions concerning ESSA compliance should be addressed to the California Department of Education (CDE) at ESSA@cde.ca.gov. 

High school graduation credit can be a clue in helping to determine the content of a course.  However, graduation credit may not always align with the content being taught.  The content of a course is the determining factor for assignment purposes.  The appropriate credential or authorization for the assignment must align with the primary content or focus of the course.  For example, the instructor of a class in which the curriculum is Junior ROTC, regardless of the graduation credit granted, must hold the requisite credential in Junior ROTC.

Service delivery is a local level decision, and can be a factor in many assignments, including English learner, special education, and various health services.  LEAs must consider the delivery of the services provided when considering appropriate assignments.

Various statutes and regulations require school sites, districts, and counties to adhere to legal requirements for students.  LEAs should always consider these factors when assigning educators and providing services to students.