LEAs are approaching a critical juncture with their local accountability and improvement systems. With the mid-year review of LCAPs approaching, the release of the California School Dashboard identifying high-need student groups and LEAs, and upcoming LCAP revisions to incorporate required needs assessments for Equity Multiplier and potential Learning Recovery Emergency Block Grant (LREBG) goals, it is crucial to effectively support high-need student groups.  To assist in this critical work, we are sharing key resources from the Statewide System of Support to help LEAs conduct needs assessments and develop programs that address racial disparities in opportunities and academic outcomes.

The California Budget Act of 2024 prioritizes unspent Learning Recovery Emergency Block Grant (LREBG) funds to address learning loss through needs-based actions in the LCAP, including professional development aligned with updated Mathematics and ELA/ELD Frameworks. LEAs must submit LREBG expenditure reports by December 15 to determine whether specific learning recovery goals must be included in their LCAPs, with a required needs assessment serving as the foundation for these goals.

This requirement aligns with the recent release of the California School Dashboard, which introduces a new accountability group: Long-Term English Learners (LTELs). LTELs include English learner students who have not been reclassified as fluent-English proficient within seven years of initial classification. Along with students with disabilities and those experiencing homelessness, LTELs show the greatest needs across state indicators for English language arts, mathematics, and chronic absenteeism. Local data dashboards will play a key role in tracking learning recovery and demonstrating progress.

The new requirements for LREBG goals present an opportunity to complete needs assessments and enhance support for LEAs in addressing ELA/ELD, Math, and Chronic Absenteeism among high-need student groups.

Below are resources from SSOS Geographic Leads to help LEAs meet these requirements and implement effective learning recovery strategies:

• Guidance for completing the required needs assessment under Education Code (EC) 32526.
• Tools to identify evidence-based practices for supporting students most in need of learning recovery services.
• Resources for conducting comprehensive system analyses at the LEA or school level, including definitions of evidence-based practices.
• Information on Education Code requirements for the Learning Recovery Emergency Fund and its role in LCAP development.

If you have any questions about CCEE, please visit our website. Stay tuned for more literacy coordination efforts and resources, through our events calendar and the Statewide System of Support Resource Hub.