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Staff Retention Dear Colleague Letter with resources 1/2025

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Staff Retention Dear Colleague Letter with resources 1/2025

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2024-2025 Credentials, Permits, and Waivers FAQ

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2024-2025 Credentials, Permits, and Waivers FAQ

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Charter SELPA - Credential Permits and Waivers FAQ

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The following FAQ addresses some common questions from the field regarding available credential waivers and permits authorized by the California Commission on Teacher Credentialing (CTC) and California Department of Education (CDE) for use in situations where an LEA experiences an unexpected teacher vacancy. The information contained in this FAQ is an overview of current CTC guidance, permit leaflets, and available resources. For more information on any of the referenced permits or waivers, visit the following websites:

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Intern Teacher Credential (Fastest type of credentialing program)

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Intern Teacher Credential (Fastest type of credentialing program)

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Distinct Advantages

Intern programs tend to attract a more diverse pool of teacher candidates.

Become the teacher of record sooner than you would through other pathways.

Start earning a salary for teaching right away.

"Try on" a teaching career prior to earning your Preliminary credential.

Also a great option for those with prior teaching experience due to accelerated timeline and limited clinical preparation.

Key Considerations

You will be completing the coursework and other requirements for your teaching credential while also teaching full time.

Intern programs may not be available for every credential subject area as the available subjects are based on employment needs.

Your teaching position and your program go hand in hand. Any changes to your employment status will affect your program status, and vice versa.

Since this model was developed to help districts meet specific staffing needs, employment is restricted to a specific LEA. If you decide to change your subject area, it may be logistically challenging to do so. If you're in a District Intern program, it will not be possible to change to another LEA and stay in your program.

Depending on the employer, the pay scale may be lower for educators teaching on an intern credential as they may not be considered "fully credentialed." The Commission has no purview over LEA salaries as they are negotiated by local bargaining units.

Teachers prepared through alternative pathways, including the intern pathway, are more likely to leave the profession early than teachers who have completed a residency, traditional, or integrated undergraduate program pathway.

If you are looking to enroll in a University Intern program, you will need to make sure prior to enrolling and accepting an offer of employment that the IHE and LEA have an existing Intern Memorandum of Understanding (MOU) or are willing to create such an agreement.

Financial Support

A wide variety of financial resources can help make any pathway you choose affordable. Learn how to fund your future in teaching with financial planning steps for every aspiring educator.

For example, intern program teachers earn a full-time salary and benefits, dependent on the employer's negotiated salary schedule. Candidates in an intern program are also eligible to apply for federal grants such as the Federal TEACH Grant.

Search a comprehensive database of funding resources to create your own financial plan.

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Intern programs tend to attract a more diverse pool of teacher candidates. Become the teacher of record sooner than you would through other pathways. Start earning a salary for teaching right away. "Try on" a teaching career prior to earning your Preliminary credential.

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Toolkit for Funding your career as a Teacher

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Toolkit for Funding your career as a Teacher

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Teacher Candidate Funding Explorer (Grant Finder)

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Teacher Candidate Funding Explorer (Grant Finder)

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NEW law, AB2534 effective 1/1/25 Employers must contact all schools of prospective certificated employee to inquire about any past complaints, misconduct, etc. 

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NEW law, AB2534 effective 1/1/25 Employers must contact all schools of prospective certificated employee to inquire about any past complaints, misconduct, etc. 

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AB 2534 is Signed; Time to Strengthen Your Certificated Candidate Hiring Process - YM&C

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James Young, Chastin Pierman, Sarah Cassady, Anthony Serrao

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New July 2024: Bachelor's Degree satisfies Basic Skills Requirement for most credentials, no CBEST required (except for sub credential)

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New July 2024: Bachelor's Degree satisfies Basic Skills Requirement for most credentials, no CBEST required (except for sub credential)

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SB 153 allows the bachelor's degree to satisfy the basic skills requirement for most credential candidates. The CBEST is still required for the following credentials:

Exchange Certificated Employee Credential,

the Sojourn Certificated Employee Credential,

Designated Subjects Supervision and Coordination Credential,

and Emergency Substitute Permit for Prospective Teachers.

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SB153 Basic Skills Requirement satisfied for BA except for sub permit

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Teaching Tuesday Links and Resources one pager

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Teaching Tuesday Links and Resources one pager

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During this Teaching Tuesday, we covered the topics of: - PIP/STSP - Waivers - Local Assignment Options (LAO)

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Credentials Academy: Teaching Tuesdays | May 14, 2024

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Credentials Academy: Teaching Tuesdays | May 28, 2024

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During this Teaching Tuesday, we covered the topics of: - CALPADS Fall 2 Reporting/4.3 & 4.5 Reports - Navigating CalSAAS - CalSAAS Exceptions & Understanding Audit

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Credentials Academy: Teaching Tuesdays | May 21, 2024

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During this Teaching Tuesday, we covered the topics of: - 41-4 & Fingerprinting - BSR/Subject Matter & Evaluating Transcripts - Supporting Documentation - GELAP/SELAP/ECLAD/Emergency Bilingual - Authorization

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Credentials Academy: Teaching Tuesdays | May 7, 2024

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Substitute Teaching Assignment Options CTC

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Substitute Teaching Assignment Options CTC

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When a teacher takes certain extended statutory leaves of absence, TPSL Permit holders may serve as a substitute for the entirety of the leaves. When more than one acceptable leave is taken consecutively, as is often the case, the TPSL holder may still continue to serve as the interim teacher of record for the entire length of those leaves. TPSL holders may serve in the following types of statutory leave:

Sick Leave

Differential Sick Leave

Pregnancy Disability Leave Act

Family and Medical Leave

California Family Rights Act

Industrial Accident and Illness Leave

Administrative leave

Military Leave

Note that other substitute permit holders (e.g. Emergency 30-day Substitutes) are not permitted to serve in a classroom for more than 30 days for one teacher in a general education setting, and 20 days in a special education setting.

You may find more information on the usage and issuance of TPSLs in the following resources:

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When a teacher takes certain extended statutory leaves of absence, TPSL Permit holders may serve as a substitute for the entirety of the leaves. When more than one acceptable leave is taken consecutively, as is often the case, the TPSL holder may still continue to serve as the interim teacher of record for the entire length of those leaves.

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2024 ACSA "Prepping for the Journey" Presentation Teacher Retention

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2024 ACSA "Prepping for the Journey" Presentation Teacher Retention

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San Diego County Office of ED: Pathways to education website

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San Diego County Office of ED: Pathways to education website

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Home - San Diego County Office of Education

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Home - SDCOE serves our county’s most vulnerable students and supports school leaders, teachers, and students across the county.

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Pathways to Teaching overview: For Stakeholders interested in becoming a Teacher

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Pathways to Teaching overview: For Stakeholders interested in becoming a Teacher

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"teaching Tuesdays" credentialing workshop (not agency of authority) resources May 2024

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"teaching Tuesdays" credentialing workshop (not agency of authority) resources May 2024

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UPK California's Great Start Landing page

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UPK California's Great Start Landing page

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Charter SELPA Bridge credential PL offerings (spring/summer 2023, free to partner LEA staff)

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Charter SELPA Bridge credential PL offerings (spring/summer 2023, free to partner LEA staff)

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Charter SELPA Bridge Cred PL offerings 2023

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2023 Charter SELPA Legal Forum: Addressing Staffing Shortages and Comp Ed

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2023 Charter SELPA Legal Forum: Addressing Staffing Shortages and Comp Ed

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2023 Charter SELPA Legal Forum Addressing Staffing Shortages

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Details for ed specialist credential "bridge options"

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Details for ed specialist credential "bridge options"

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This CCT update 6-30-22 provides details regarding requirements and process for Mild/Mod and Mod/Sev credential holders to upgrade to the new MMSN or ESN credential, to access the new credential's disability categories flexibility.

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Old to new Ed Specialist Credential Bridge details 6-20-22

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Root Cause Analysis Inquire Guide, Staffing/retention Excerpt

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Root Cause Analysis Inquire Guide, Staffing/retention Excerpt

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This excerpt from System Improvement Leads (SIL)'s Root Cause Analysis Guide is focused on key questions for identifying and addressing root causes for staffing and retention challenges.

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RCA Inquiry Guide Staffing Retention Excerpt

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UTK Presentation CDE and CTC 5.23.22_FINAL

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(interim) TK and ELPAC changes guidance 6-2024

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(interim) TK and ELPAC changes guidance 6-2024

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TK Guidance and ELPAC Testing interim guidance 6-2024

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CTC Memo: ECSE credential bridge options to teach TK

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CTC Memo: ECSE credential bridge options to teach TK

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Elementary - Grade Spans (CA Dept of Education)

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Resources for those interested in the academic achievement of kindergarten through grade six public school students; includes transition-to-school guidance.

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CDE UPK Planning and Implementation Guide

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CDE UPK Planning and Implementation Guide

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Focus Area C Universal PreKindergarten UPK Workforce Requirements

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CDE Preschool through 3rd Alignment website

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CDE Preschool through 3rd Alignment website

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The California Department of Education (CDE) is committed to interrupting and counteracting inequities, racism, and bias and also closing opportunity gaps to ensure all children start school ready to succeed and all schools are ready to support every child's success. To help achieve this goal, CDE seeks to elevate the role of high-quality, inclusive and multilingual preschool, strong early intervention services, and P-3 alignment in ensuring the future of California's children.

The CDE is committed to using equity, inclusion, and quality standards that support effective learning experiences as guiding principles for data-driven decision-making about key P-3 strategies to meaningfully impact systems, programs, schools, and policies across the state. Specifically, the CDE's P-3 Alignment effort is designed to bring together stakeholders across systems to identify, develop, and implement policy and practice solutions focused on ensuring developmentally-informed, rigorous, and joyful learning experiences are available to all children across the preschool and early elementary years. The resources on this page reflect areas of focus to achieve these goals.

June 3, 2021 - Building Back Better: Using P-3 Strategies that Support the Whole Child (Video; 1:30:19)

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Preschool through Third Grade (P-3) Alignment

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The California Department of Education (CDE) is committed to interrupting and counteracting inequities, racism, and bias and also closing opportunity gaps to ensure all children start school ready to succeed and all schools are ready to support every child's success.

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Supporting Inclusive Practices: UPK Inclusion Resources

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Supporting Inclusive Practices: UPK Inclusion Resources

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Universal Prekindergarten (UPK) Inclusion Resources - Supporting Inclusive Practices

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Share on facebook Facebook Share on twitter Twitter Share on linkedin LinkedIn Share on email Email As a collaborative effort, the Riverside County Superintendent of Schools and the El Dorado County Superintendent of Schools were awarded the Preschool Local Assistance Grant to support local educatio…

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spec ed teachers and/or case managers who will administer the DRDP will take training through DRAccess (https://draccesslearn.org).  The user will create an account and then they'll have access to 2 webmodules.  They should select the one for PreK (not infant/toddler).  The course is self-paced and takes about an hour in total.  The user will then take a quiz (they'll have 2 chances to pass the quiz).  After passing the quiz, another webmodule will auto-populate (called "Benny Having a Snack").  This webmodule is more observational in nature, and does not have a quiz at the end.  Both webmodules are required.  Once finished, the trainings are good in perpetuity.

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TalentLMS - Cloud based, Lean Learning Platform with an Emphasis on Usability and Easy Course Creation

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This is the first in a two-part series on the special education teacher shortage. You can read part two .

At the beginning of the school year, when Becky Ashcraft attended an open house at her 12-year-old daughter's school, she was surprised to find there was no teacher in her daughter's classroom - just a teacher's aid.

"They're like, 'Oh, well, she doesn't have a teacher right now. But, you know, hopefully, we'll get one soon,' " Ashcraft recalls.

Ashcraft's daughter attends a public school in northwest Indiana that exclusively serves students with disabilities. She is on the autism spectrum and doesn't speak. Without an assigned teacher, it was difficult for Ashcraft to know what her daughter did everyday.

"I wonder what actually kind of education she was receiving," Ashcraft says.

Ashcraft's daughter spent the entire fall semester without an assigned teacher. One other parent at the school told NPR they were in the same position. Ashcraft says the principal told her they were trying to hire someone, but it was difficult to find qualified candidates.

The school would not confirm to NPR that Ashcraft's daughter had no teacher, but a spokesperson did say the school has used substitutes to provide special education services amid the shortage of qualified educators.

The federal Individuals with Disabilities Education Act guarantees students with disabilities access to fully licensed special educators. But as Ashcraft learned, those teachers can be hard to find. In 2019, 44 states reported special education teacher shortages to the federal government. This school year, that number jumped to 48.

Let them work towards that [license], that's wonderful. But, you know, I guess at this point, you know, we're happy to take anybody.

When schools can't find qualified teachers, federal law allows them to hire people who aren't fully qualified so long as they're actively pursuing their special education certification. Indiana, California, Virginia and Maryland are among the states that offer provisional licenses to help staff special education classrooms.

It's a practice that concerns some special education experts. They worry placing people who aren't fully trained for the job in charge of classrooms could harm some of the most vulnerable students.

But given the lack of qualified special education teachers, Ashcraft says she wouldn't mind if her daughter's teacher wasn't fully trained yet.

"Let them work towards that [license], that's wonderful," she says. "But, you know, I guess at this point, you know, we're happy to take anybody."

The case against provisional special education licenses

Jacqueline Rodriguez, with the American Association of Colleges for Teacher Education, is alarmed at the number of provisional licenses issued to unqualified special education teachers in recent years - even if those teachers are actively working toward full licensure.

"The band aid has been, let's put somebody who's breathing in front of kids, and hope that everybody survives," she says. Her organization focuses on teacher preparation, and has partnered with higher education institutions to improve recruitment of special educators.

The band aid has been, let's put somebody who's breathing in front of kids, and hope that everybody survives.

She worries placing untrained people at the helm of a classroom, and in charge of Individualized Education Programs, is harmful for students.

"This to me is like telling somebody there's a dearth of doctors in neurosurgery, so we would love for you to transition into the field by giving you the opportunity to operate on people while you're taking coursework at night," Rodriguez says.

She admits it's a provocative analogy, but says teaching is a profession that requires intensive coursework, evaluation and practice. "And unless you can demonstrate competency, you have no business being a teacher."

One district is building a special education teacher pipeline

Shaleta West had zero teaching experience when she was hired as a special educator by Elkhart Community Schools, a district in northern Indiana.

She says her first couple weeks in the classroom were overwhelming.

"It was very scary because, you know, I know kids, yes. But when you're trying to teach kids it's a whole other ball game. You can't just play around with them and talk to them and chit chat. You have to teach."

Her district is helping her work toward her certification at nearby Indiana University South Bend. Elkhart Community Schools pays West's tuition and, in exchange, West has agreed to work for the district for five years.

The district also provides West with a mentor - a seasoned special educator who answers questions, offers tips and looks over the complicated paperwork that's legally required for students with disabilities.

West says she would have been lost without the mentorship and the university classes.

"To be honest, I don't even know if I would have stayed," she explains.

"I knew nothing. I came in without any prior knowledge to what I needed to do on a daily basis."

Until we fix some of the structural challenges that we have in education, this is how business is done now. This is life in education.

Administrator Lindsey Brander oversees the Elkhart schools program that supports West. She says the program has produced about 30 fully qualified special educators over the past four years. This year, it's serving about 10 special educators, all on provisional licenses.

"We are able to recruit our own teachers and train them specifically for our students. So the system is working," Brander explains. The challenge, she says, is that it's become increasingly difficult for the district to find people to participate in the program.

And even with a new teacher pipeline in place, the district still has 24 special education vacancies.

Brander would prefer if all the district's special education teachers were fully qualified the first day they set foot in a classroom.

"But that's not reality. That's not going to happen. Until we fix some of the structural challenges that we have in education, this is how business is done now. This is life in education," she says.

How high teacher turnover impacts students

The structural issues contributing to the special educator shortage include heavy workloads and relatively low pay. At Elkhart schools, for example, new special education teachers with bachelor's degrees receive a minimum salary of $41,000, according to district officials.

Desiree Carver-Thomas, a researcher with the Learning Policy Institute, says low compensation and long workdays can lead to high turnover, especially in schools that serve students of color and children from low-income households. And when special education teachers leave the profession, the cycle continues.

"Because when turnover rates are so high, schools and districts they're just trying to fill those positions with whomever they can find, often teachers who are not fully prepared," Carver-Thomas says.

Hiring unprepared teachers can also contribute to high turnover rates, according to Carver-Thomas' research. And it can impact student outcomes.

As NPR has reported, Black students and students with disabilities are disciplined and referred to law enforcement at higher rates than students without disabilities. Black students with disabilities are especially vulnerable; federal data shows they have the highest risk for suspension among all students with disabilities.

"That may be more common when teachers don't have the tools and the experience and the training to respond appropriately," Carver-Thomas says.

Schools and families have to make do

The solution to the special educator shortage isn't simple. Carver-Thomas says it will require schools, colleges and governments to work together to boost teacher salaries and improve recruitment, preparation, working conditions and on-the-job support.

In the meantime, schools and families will have to make do.

In January, Becky Ashcraft learned her northwest Indiana school had found a teacher for her daughter's classroom.

She says she's grateful to finally have a fully licensed teacher to tell her about her daughter's school day. And she wishes the special educators that families like hers rely on were valued more.

"We've got to be thankful for the people that do this work," she says.

Nicole Cohen edited this story for broadcast and for the web.

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Students with disabilities have a right to qualified teachers - but there's a shortage

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This is the first in a two-part series on the special education teacher shortage. You can read part two . At the beginning of the school year, when Becky Ashcraft attended an open house at her 12-year-old daughter's school, she was surprised to find there was no teacher in her daughter's classroom - just a teacher's aid.

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NEW cred titles, Special Ed Authorizations chart for SPED Credential programs, effective 7/1/22

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NEW cred titles, Special Ed Authorizations chart for SPED Credential programs, effective 7/1/22

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CTC PSA extending COVID flexibilities (RICA, CBEST, CSET) for teacher candidates and interns to 6-30-22

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CTC PSA extending COVID flexibilities (RICA, CBEST, CSET) for teacher candidates and interns to 6-30-22

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Administrator Assignment Manual CDE 2021

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Administrator Assignment Manual CDE 2021

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Commission on Teacher Credentialing COVID flexibility Actions landing page

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Commission on Teacher Credentialing COVID flexibility Actions landing page

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Commission Action Questions and Answers

These documents compile all questions received from attendees at webinars conducted in early May 2020, along with questions received through the various email boxes during late April-May 2020. Information has been updated following the release of Executive Order N-66-20 on May 29, 2020 and the signing of SB 820 (Committee on Budget and Fiscal Review) on September 18, 2020.

These documents supersede all prior question and answer documents with respect to the COVID-19 related work of the Commission and provides the most recent currently-available guidance concerning flexibility provisions adopted and implemented by the Commission in response to the COVID-19 pandemic as of June 1, 2020.

The questions posed are in bold type and Commission responses are in non-bold type below each question. Duplication of information has been avoided to the extent feasible; readers are encouraged to look at the topic section headings to find additional information that may also be pertinent to the particular program that may not be addressed in the program-specific sections.

The Commission appreciates the extensive interest in and input from its stakeholders in asking thoughtful questions that have helped CTC staff craft the maximum possible flexibility approaches during this unprecedented time.

CBEST Deferrals and the Basic Skills Requirement - (Updated December 8, 2020)

Other Standardized Assessments (CSET, RICA, etc.) - (Updated September 21, 2020)

Meeting the Subject Matter Requirement - (Updated September 21, 2020)

Teacher Preparation Programs - General Questions - (Updated October 16, 2020)

Teaching Interns and Intern Programs - (Updated October 16, 2020)

Administrator Performance Assessment - (Updated June 1, 2020)

Pupil Personnel Services - (Updated December 8, 2020)

Induction and Individual Development Plans (IDP) - (Updated October 16, 2020)

Employer Updates - (Updated December 8, 2020)

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COVID-19- Commission Action Related to COVID-19

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These documents compile all questions received from attendees at webinars conducted in early May 2020, along with questions received through the various email boxes during late April-May 2020. Information has been updated following the release of Executive Order N-66-20 on May 29, 2020 and the signing of SB 820 (Committee on Budget and Fiscal Review) on September 18, 2020.

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Omibus Trailer bill extends sub limitations to 60 days for 22-23 school year

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Omibus Trailer bill extends sub limitations to 60 days for 22-23 school year

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On January 11, 2022, Governor Gavin Newsom signed Executive Order (EO) N-3-22 which immediately enacted staffing flexibilities to help alleviate staffing issues due to the Omicron driven rise in Covid-19 cases. The EO allows individuals who do not currently hold an Emergency 30-Day Substitute Teaching Permit to receive a Temporary County Certificate (TCC) in order to serve in an emergency substitute assignment immediately. Individuals must meet licensure requirements in order to be eligible for TCCs, including:

a bachelor's or higher degree;

a valid Certificate of Clearance or other Commission issued document; and

satisfaction of the Basic Skills Requirement.

Individuals that do not meet this criteria, including student teachers, are not eligible for TCCs. Student teachers must have this criteria met in order to be legally authorized from an assignment perspective.

This EO also temporarily extends the substitute service limitation for holders of a Commission-issued document authorizing substitute teaching and TCC holders to 120 days for any one teacher in a General Education setting. This flexibility is not extended to Special Education settings. In order for the 120 day limit in a general education setting to apply, the educator must be placed in the assignment by March 31, 2022. If placed in the assignment after that date, the educator may substitute for other teachers for up to 60 days (both General Education and Special Education settings) through June 30, 2022, pursuant to Assembly Bill 167. On July 1, 2022 the substitute service limitations for all holders of documents authorizing substitute teaching will be 30 days in a General Education setting and 20 days in a Special Education setting.

For additional information related to Executive Order N-3-22, refer to Coded Correspondence 22-01.

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On January 11, 2022, Governor Gavin Newsom signed Executive Order (EO) N-3-22 which immediately enacted staffing flexibilities to help alleviate staffing issues due to the Omicron driven rise in Covid-19 cases. The EO allows individuals who do not currently hold an Emergency 30-Day Substitute Teaching Permit to receive a Temporary County Certificate (TCC) in order to serve in an emergency substitute assignment immediately.

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Below you will find details on requirements to earn a permit to serve as a substitute teacher in California, including academic and examination requirements. Select the type of permit you wish to apply for.

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Teachers' mental health is closely linked to how effective they feel in the classroom, a new study of New Orleans educators has found.

Student learning loss was the top stressor cited by the teachers, followed closely by challenges related to hybrid and remote instruction. Teachers also reported rates of emotional distress that were similar to or higher than those of health care workers.

The new report is the second survey of teacher mental health released since the start of the pandemic by the Trauma-Informed Schools Learning Collaborative, a joint endeavor of Tulane University, NOLA Public Schools, the New Orleans Health Department and a number of social service agencies. It is based on conversations with 171 educators held in June 2021, before it became clear COVID-19's Delta variant - and now Omicron - would disrupt a third school year.

White educators reported higher rates of mental health issues than their Black colleagues.

"Educators, like other first responders, have been called upon to go above and beyond to do their jobs and support students during the pandemic," the report states. "Findings from the survey indicate that the mental health toll associated with this additional work is substantial and should not be overlooked by policymakers and school leaders as they plan for greater support and improved retention of educators moving forward."

Here are five top takeaways:

1. Educator mental health is tied to teachers' feelings of efficacy. On a five-point scale measuring the impact of a stressor on participants' ability to teach, learning loss was the most reported challenge, with an average score of 2.32. The fourth-highest reported factor, at 1.88, was having less impact on students and families.

Research on the relationship between teacher effectiveness and feelings of self-worth is scant, says social worker Teddy McGlynn-Wright, head of the initiative's Training of Trainers effort. "But what we do know is that self-efficacy buffers against a lot of trauma impacts and burnout," he says. "If teachers are feeling efficacious, if they feel like 'I'm doing my job and doing it well,' those are good signs in terms of their willingness to stay in the profession."

2. More than a third of educators met the threshold for a diagnosis of depression or anxiety, with one in five exhibiting significant symptoms of posttraumatic stress disorder. By way of comparison, a third of health care workers qualify for an anxiety diagnosis, 17 percent for depression and 14 percent for PTSD.

Courtesy of the Trauma-Informed Schools Learning Collaborative

White teachers were much more likely to exhibit symptoms of mental health challenges, with 48 percent meeting the criteria for a diagnosis of depression, 46 percent for anxiety and 24 percent for PTSD. Among Black teachers, 26 percent meet the threshold for depression and anxiety and 14 percent for PTSD.

"We caution against ... assumptions about Black educators' innate 'toughness,' which tends to reinforce racist stereotypes," the report's authors warned. "Rather, it is likely that Black teachers have developed this resilience as a necessary set of strategies to cope with the daily interpersonal and institutional impacts of racism."

3. The top stressors educators reported vary somewhat by race. Black teachers were more likely to report having a loved one whose health is at high risk, to have less flexibility in their schedules and more issues with child care. Their white colleagues were more likely to report frustrations with inadequate technical support and their lack of impact on students.

The researchers screened teachers for the number of pandemic-related stressors they have experienced, for symptoms of mental health problems and for the presence in their lives of elements thought to bolster emotional well-being, such as support from family and friends, work-life balance and faith-based resources. Educators who reported being affected by a larger number of stressors exhibited more symptoms of depression and anxiety, while those who cited more protective factors had fewer symptoms.

Top sources of teacher stress differ by race. (Courtesy of the Trauma-Informed Schools Learning Collaborative)

4. During distance learning, teachers were deprived of time together, such as shared lunches, coffees or happy hours. Even though most New Orleans schools returned to in-person classes, those opportunities for mutual support are rare now.

"Having peer support matters so much," says McGlnn-Wright. "It's one of the things that the pandemic has really taken away, because there's just not as much time."

Among several recommendations in the report for addressing teacher well-being is building time for peer-to-peer support into the work day. School leaders also should make sure educators know how to access mental health and wellness services, that health care benefits are generous enough that therapy and other supports are affordable, and that adequate leave is available.

5. Calls to address learning losses with more instructional time may seem justified by lagging test results, but many educators disagree. "There are not a lot of teachers who are banging that drum right now," says McGlynn-Wright. "What they're saying is most kids need to not be at the same desk for six hours. They actually need to get up, they need to move, they need to interact with other humans.

"Those are the things they need, but it's much harder to make that claim when we don't have this really simple, digestible data point."

Submit a Letter to the Editor

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Teacher Trauma: New Orleans Researchers Find Educator Mental Health Closely Tied to Pandemic Classroom Effectiveness

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Teachers' mental health is closely linked to how effective they feel in the classroom, a new study of New Orleans educators has found. Student learning loss was the top stressor cited by the teachers, followed closely by challenges related to hybrid and remote instruction. Teachers also reported rates of emotional distress that were similar to [...]

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More than 19 million US workers- and counting-have quit their jobs since April 2021, a record pace disrupting businesses everywhere. Companies are struggling to address the problem, and many will continue to struggle for one simple reason: they don't really understand why their employees are leaving in the first place. Rather than take the time to investigate the true causes of attrition, many companies are jumping to well-intentioned quick fixes that fall flat: for example, they're bumping up pay or financial perks, like offering "thank you" bonuses without making any effort to strengthen the relational ties people have with their colleagues and their employers. The result? Rather than sensing appreciation, employees sense a transaction. This transactional relationship reminds them that their real needs aren't being met.

If the past 18 months have taught us anything, it's that employees crave investment in the human aspects of work. Employees are tired, and many are grieving. They want a renewed and revised sense of purpose in their work. They want social and interpersonal connections with their colleagues and managers. They want to feel a sense of shared identity. Yes, they want pay, benefits, and perks, but more than that they want to feel valued by their organizations and managers. They want meaningful-though not necessarily in-person- interactions, not just transactions.

By not understanding what their employees are running from, and what they might gravitate to, company leaders are putting their very businesses at risk. Moreover, because many employers are handling the situation similarly-failing to invest in a more fulfilling employee experience and failing to meet new demands for autonomy and flexibility at work-some employees are deliberately choosing to withdraw entirely from traditional forms of full-time employment.

In this article, we highlight new McKinsey research into the nature and characteristics of the Great Attrition-or what many are calling the Great Resignation-and what's driving it (see sidebar, "About the research"). The bottom line: the Great Attrition is happening, it's widespread and likely to persist-if not accelerate-and many companies don't understand what's really going on, despite their best efforts. These companies are making ineffective moves based on faulty assumptions.

It doesn't have to be this way. If companies make a concerted effort to better understand why employees are leaving and take meaningful action to retain them, the Great Attrition could become the Great Attraction. By seizing this unique moment, companies could gain an edge in the race to attract, develop, and retain the talent they need to create a thriving postpandemic organization.

Pop quiz: Can you turn attrition into attraction?

We've assembled a hypothetical team that you lead. Can you retain them, or will you lose them to the Great Attrition? Forty percent of workers are considering leaving their current jobs.

But this won't be easy, because it requires companies and their leaders to truly understand their employees. It requires leaders to develop a much deeper empathy for what employees are going through and to pair that empathy with the compassion-and determination-to act and change. Only then can employers properly reexamine the wants and needs of their employees-together with those employees-and begin to provide the flexibility, connectivity, and sense of unity and purpose that people crave.

Along the way, many senior executives will be challenged to reimagine how they lead. The skills that made leaders effective before the COVID-19 pandemic-strong coaching, mentoring, creating strong teams-are just table stakes for the challenge of the months and years ahead.

The Great Attrition is happening-and will probably continue

Executives who think that employee attrition is easing-or is limited to particular industries-are misguided. Forty percent of the employees in our survey said they are at least somewhat likely to quit in the next three to six months. Eighteen percent of the respondents said their intentions range from likely to almost certain. These findings held across all five countries we surveyed (Australia, Canada, Singapore, the United Kingdom, and the United States) and were broadly consistent across industries (Exhibit 1). Businesses in the leisure and hospitality industry are the most at risk for losing employees, but many healthcare and white-collar workers say they also plan to quit. Even among educators-the employees least likely to say they may quit-almost one-third reported that they are at least somewhat likely to do so.

Furthermore, these trends may persist. Fifty-three percent of the employers said that they are experiencing greater voluntary turnover than they had in previous years, and 64 percent expect the problem to continue-or worsen-over the next six months (Exhibit 2).

Attrition could get worse, since employees are willing to quit without a job lined up

Among the employees in our survey, 36 percent who had quit in the past six months did so without having a new job in hand (Exhibit 3). This is yet another way the Great Attrition (or what many call the Great Resignation) differs fundamentally from previous downturn-and-recovery cycles-and another sign that employers may be out of touch with just how hard the past 18 months have been for their workers.

Employees in the United States were the most likely to say they had left their old jobs without a new one (40 percent). At the industry level, 42 percent of healthcare and social-assistance workers who quit did so without having a new job-a reminder of the pandemic's toll on frontline workers. One-quarter of white-collar employees who quit said they had done so without having a job lined up, a finding that held across income levels.

Watch

A McKinsey Live event on 'The Great Attrition or the Great Attraction: What will it be for you?'

This trend not only is poised to continue but could get much worse. Among employees who said they are at least somewhat likely to leave their jobs in the next three to six months, almost two-thirds added that they would do so without lining up new jobs.

Otherwise satisfied employees may also be tempted to quit as their options expand

CEOs may be tempted to take solace in the fact that 60 percent of the employees in our survey said they were not at all likely to quit in the next three to six months. But employers shouldn't consider this 60 percent "safe" from the prospect of attrition either. Options are increasing, and with more and more employers offering remote-work choices for hard-to-source talent, these employees could change their intentions.

Consider a few significant findings. Among employees who said they were not at all likely to quit, 65 percent reported that a primary reason to stay in their job was that they liked where they lived. But among survey respondents who took new jobs in new cities during the past six months, almost 90 percent didn't have to relocate (Exhibit 4), because so many more companies are allowing remote work. Having more "location agnostic" positions to choose from could prompt otherwise satisfied employees to start second-guessing their commitment to the companies where they now work, particularly if executives mishandle the transition to a hybrid-work environment -or stubbornly fail to offer one at all.

Employers can't fix what they don't understand

To stem the tide of the Great Attrition (or what many call the Great Resignation), senior executives must understand why employees are leaving. Many are struggling to do so. For example, when employers were asked why their people had quit, they cited compensation, work-life balance, and poor physical and emotional health. These issues did matter to employees-just not as much as employers thought they did. By contrast, the top three factors employees cited as reasons for quitting were that they didn't feel valued by their organizations (54 percent) or their managers (52 percent) or because they didn't feel a sense of belonging at work (51 percent). Notably, employees who classified themselves as non-White or multiracial were more likely than their White counterparts to say they had left because they didn't feel they belonged at their companies-a worrying reminder of the inequities facing Black employees and other minority groups.

Exhibit 5 shows where the disconnect between employers and employees was most acute. It highlights how employees were far more likely to prioritize relational factors, whereas employers were more likely to focus on transactional ones.

Start turning attrition into attraction

Our research underscores the many ways the pandemic has irrevocably changed what people expect from work. The landscape will continue to change as companies try out new hybrid-work approaches. If you're a CEO or a member of a top team, your best move now is to hit "pause" and take the time to think through your next moves. A heavy-handed back-to-the-office policy or other mandates delivered from on high-no matter how well intentioned-are likely to backfire.

But don't think through your next moves in a vacuum; include your employees in the process. Look to them to help shape the plan and solutions. Our research suggests that executives aren't listening to their people nearly enough. Don't be one of these executives.

As you take stock, ask the following questions:

Do we shelter toxic leaders? Executives who don't make their people feel valued can drive them from companies, with or without a new job in hand. If you don't have leaders who motivate and inspire their teams and lead with compassion, you need them-desperately.

Do we have the right people in the right places (especially managers)? Many employers in our survey reported having the right people but not necessarily in the right places. When it comes to managers, this problem can be particularly damaging, especially in hybrid environments, where new leadership skills are required. Training and capability building will be crucial for managers and executives who didn't come from hybrid or virtual environments-in other words, for everyone from the C-suite to the front line.

How strong was our culture before the pandemic? If you're like many executives we know, you see a return to the office as a way to address lingering culture and connectivity concerns. Or you prefer a full return to the office because you miss it yourself (a case of "absence makes the heart grow fonder"). You should remember that although the needs of your employees have changed, your culture may not have kept up, and any prior organizational weaknesses are now magnified. Employees will have little tolerance for a return to a status quo they didn't like before.

Is our work environment transactional? If your only response to attrition is to raise compensation, you're unwittingly telling your people that your relationship with them is transactional and that their only reason to stay with you is a paycheck. Your very best people will always have a better cash offer somewhere else. You want to solve the problems of the whole person (not just their bank accounts) as well as the whole organization.

Are our benefits aligned with employee priorities? Free parking or entertainment-related perks are probably not top of mind for employees right now. Among survey respondents who had left their jobs, 45 percent cited the need to take care of family as an influential factor in their decision. A similar proportion of people who are thinking of quitting cited the demands of family care. Expanding childcare, nursing services, or other home- and family-focused benefits could help keep such employees from leaving and show that you value them as whole people. Patagonia, long the standard-bearer for progressive workplace policies, retains nearly 100 percent of its new moms with on-site childcare and other benefits for parents.

Employees want career paths and development opportunities. Can we provide it? Employees are looking for jobs with better, stronger career trajectories. They desire both recognition and development. Smart companies find ways to reward people by promoting them not only into new roles but also into additional levels within their existing ones. This is one way companies can more quickly reward and recognize people for good work. Waffle House famously offers three levels for grill positions-which at other companies is just one role. Entry-level cooks are "grill operators," more experienced cooks "master grill operators," and the best cooks are known as "rock star grill operators," or more colloquially as "Elvis on the grill."

How are we building a sense of community? Remote work is no panacea, but neither is a full on-site return. In-person connectivity continues to have massive benefits for your organization. But it will require considerable management attention to get right as health and safety concerns continue to evolve, particularly because employees' needs and expectations have changed. For example, employees with unvaccinated young children may feel unsafe at large in-person gatherings. One organization took an inclusive approach by sending out themed "staycation" packages: a movie night with popcorn and a gift card; a game night with family-oriented games, chips, and salsa; and a "virtual spa day" complete with face masks, tea, and chocolate. The company created a Slack channel for posting photos and stories, encouraging employees to share these experiences. Another organization encouraged connectivity among employees by offering coffee gift cards to those who signed up to participate in one-on-one "coffee chats" with employees they didn't know-a perk that improved connectivity and helped people expand their networks.

If you lead a large team or a company, remember this: the Great Attrition is real, will continue, and may get worse before it gets better. Yet this unique moment also represents a big opportunity. To seize it, take a step back, listen, learn, and make the changes employees want-starting with a focus on the relational aspects of work that people have missed the most. By understanding why they are leaving and by acting thoughtfully, you may just be able to turn the Great Attrition into the Great Attraction.

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'Great Attrition' or 'Great Attraction'? The choice is yours

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More than 19 million US workers- and counting-have quit their jobs since April 2021, a record pace disrupting businesses everywhere. Companies are struggling to address the problem, and many will continue to struggle for one simple reason: they don't really understand why their employees are leaving in the first place.

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"We want them to have a day that counts," Daly says. "Our district and all Connecticut districts should have the flexibility to move to remote instruction for short periods of time without requiring it to be made up."

A survey conducted this week by Connecticut's Board of Education (BOE) Union Coalition found that, while educators and staff agree that in-person learning is best for students, the vast majority of respondents, 88 percent, believe superintendents should have the flexibility to move to remote instruction for a short period of time, without having to make up the days, to ensure safety in the classroom.

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Omicron Exacerbating School Staff Shortages | NEA

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"We want them to have a day that counts," Daly says. "Our district and all Connecticut districts should have the flexibility to move to remote instruction for short periods of time without requiring it to be made up."

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Notice: Commission Flexibilities Related to Coronavirus (COVID-19) More Information

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Interested in getting a California teaching credential? Learn the requirements and make a plan to become a teacher in California, with emphasis on math, science and special education.

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Welcome to the California Center on Teaching Careers

The mission of the Center is to elevate the teaching profession through attracting new and existing talent to impact teaching and learning in California's 21st Century classrooms.

About Us

The Tulare County Office of Education (TCOE), lead agency for the California Center on Teaching Careers, has a long and successful history of collaboration across districts, county offices, community colleges, universities, business and community organizations to develop and implement programs and services that share a vision of high quality recruitment practices throughout the state of California. TCOE's California Teacher Recruitment Program has been highly successful in recruiting teachers who match the needs of schools in the Central Valley and other high needs districts in the state. Based on 15 years of experience in teacher recruitment and support, TCOE was awarded the 2017 California Center on Teaching Careers (The Center) grant to provide collaborative leadership on a statewide level through seven regional satellite centers (County Offices of Education from Tulare [Lead], Riverside, San Diego, Los Angeles, Sonoma, Ventura, and Shasta) dedicated to increasing the teacher workforce, particularly in the recruitment of ethnically diverse/bilingual math, science, and special education teachers.

Our Mission

The mission of the Center is to elevate the teaching profession through attracting new and existing talent to impact teaching and learning in California's 21st Century classrooms.

Goals

The overarching goal is to support a continuum of programs and services, integrated into a flexible technology based system designed to recruit, retain, and advance a qualified, effective, diverse teacher candidate pool for the state of California.

© 2021 by California Center on Teaching Careers

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The mission of the Center is to elevate the teaching profession through attracting new and existing talent to impact teaching and learning in California's 21st Century classrooms. The Tulare County Office of Education (TCOE), lead agency for the California Center on Teaching Careers, has a long and successful history of collaboration across districts, county offices, community colleges, universities, business and community organizations to develop and implement programs and services that share a vision of high quality recruitment practices throughout the state of California.

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ED code waivers can be used for various things such as going beyond the Ed Specialist caseload max and others. Waivers are designed to give schools flexibility when practical regarding specific ed code requirements.

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Waiver Process for the California State Board of Education

The purpose of a waiver is to provide flexibility in a school district or county office of education without undermining the basic intent of the law. The governing board of a school district or county office of education may request a waiver of parts of the California Education Code and regulations. The State Board of Education (SBE) may approve such waivers under the non-waivable general waiver authority, sections 33050-33053. Some statutes are excluded from the general waiver authority.

Specific waivers are granted under the authority given to the SBE in various specific Education Code sections and are generally more limited in scope. The specific authority most commonly used is Education Code Section 56101 for students with disabilities . In addition to school districts and county office governing boards, Special Education Local Plan Areas (SELPA's) may request this waiver for students with disabilities.

Frequently Asked Questions
Answers to the questions most commonly asked about waivers to the State Board of Education, the online waiver application, and Waiver Request System.

Submit a Waiver Request
Information about the online waiver process to submit waivers to the State Board of Education. Information includes what data elements are required for submission, required attachments for some waivers, and sample Education Code strike-out language.

2022-2023 Waiver Calendar
Calendar dates for the State Board of Education meetings.

Weekly Waivers Received
Waivers submitted to the California Department of Education on a weekly basis.

Waiver Reports
For the years 2016 through 2021.

Waiver Policies
Here are the most current ones available. Waiver policies that used to reside on the State Board of Education's web site are now on this page.

Waiver Contact Guide
List of topics of waiver requests and the corresponding department staff.

Contact the Waiver Office

Other Places to Visit

State Board of Education Waivers - CalEdFacts
Part of California Department of Education's information and media guide about education in the State of California. For similar information on other topics, visit the fullCalEdFacts.

State Board of Education
For more information on the State Board of Education, visit its website.

California Commission on Teacher Credentialing (CTC)
Got a question regarding teaching credentials waiver? Visit the CTC's website.

Last Reviewed: Thursday, June 23, 2022

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The purpose of a waiver is to provide flexibility in a school district or county office of education without undermining the basic intent of the law. The governing board of a school district or county office of education may request a waiver of parts of the California Education Code and regulations.

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information for specific waiver in which RSP caseload waiver falls under

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information for specific waiver in which RSP caseload waiver falls under

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The purpose of a waiver is to provide flexibility in a school district or county office of education without undermining the basic intent of the law.

Specific waivers are granted under the authority given to the State Board of Education (SBE) in various specific California Education Code (EC) sections and are generally more limited in scope. The specific authority most commonly used is EC Section 56101 for students with disabilities . In addition to school districts and county office governing boards, Special Education Local Plan Areas (SELPA's), and some charter schools may request this waiver for students with disabilities.

This type of waiver is expressly authorized as part of a specific statute. Check the EC sections immediately preceding or following the particular section you wish to waive for the specific authority EC Section. It usually does not require community involvement (public hearing) and may require consultation with a relevant union, council or committee. Examples of specific waiver authorities are found in the Schoolsite Councils EC Section 65001 and Instructional Time Penalty EC Section 46206.

EC sections 33050-33053 permit the SBE to waive most, but not all, EC sections or the California Code of Regulations Title 5 (5CCR). This is known as the general waiver authority; it is not program specific. In the absence of specific waiver authority for the subject you need, this is the appropriate course to take.

Charter School:

A charter school may directly submit only federal waivers of the Carl D. Perkins Act and a specific waiver of Instructional Time Penalties. A charter school that is a local educational agency (LEA) for special education purposes may submit a specific waiver under the special education waiver authority. Charter schools must have their chartering district submit all other waiver requests for the charter school.

Specific Waiver Request Data Elements Required Attachments for Specific Waivers
Frequently Asked Questions Other Resources

Specific Waiver Request Data Elements

Before you apply for an online waiver, you will need to have the following data elements as the request must be completed in one sitting. Information cannot be saved or return to finish at a later date.

Below is a list of required data fields and instructions by section. You will need this information before you begin the process of applying for an online waiver.

Specific Waiver Request Online Application Sections

Section 1: District Information

Only school district governing boards, county boards of education and county offices of education are eligible to request specific waivers from the State Board of Education (SBE). For Special Education specific waivers only, a SELPA or charter school that is a LEA for special education purposes may also request the waiver. Nonpublic schools or agencies may not apply; a district or SELPA must sponsor them. A charter school may also request a specific waiver of Instructional Time Penalties.

The information in this section will be used to identify the LEA CD CODE (7 digit). This code number identifies the county and the district or county office of education (not the school) and is populated from the California School Directory.

Section 2: Waiver Information

Information in this section will be used to determine the type of waiver requested, as well as provide the LEA the opportunity to describe the circumstances that brought the request and what a waiver will accomplish. Depending on the waiver type requested, additional data fields not shown below may be required.

Section 3: Approvals/Review

Specific waivers require the local board to approve the waiver request before the SBE can consider it. Depending on the type of waiver, an advisory committee, schoolsite council, or other parent and common groups participation in the development of the waiver request may also be required.

Section 4: Bargaining Unit

Although union support is not a required condition for SBE approval of specific waivers, some waivers do require union participation. If you are not sure please check the EC authority and section for what you are waiving, or contact the Waiver Office for clarification.

Section 5: Attachments

This section allows the LEA to submit any required or additional materials and other data provided as attachments to support the waiver request.

Provide the contact name and recipient of the Approval or Denial notice. List the name of the person who is most knowledgeable about this waiver request, which may be the person completing the form. California Department of Education (CDE) staff frequently must call or e-mail for additional information and questions about the waiver contents.

Required Attachments for Specific Waivers

Some waivers have attachments that must be added to the online waiver application.

60119 Audit Finding

Following is a list of required attachments:

Copy of audit finding.

Response to audit finding.

Copy of your board resolution for the audited year, if any.

Copy of this year's resolution and proof of public hearing with posted date and location to prove a "legally compliant hearing" has been held.

Completed List of Instructional Material FAQ

Local educational agencies must resolve their EC 60119 findings through their county offices of education.

Algebra I

To meet the requirements of the algebra 1 waiver, students must be on a regular high school diploma track and meet all the high school diploma course requirements stipulated by the governing board of the local educational agency, except for algebra I (or its equivalent).

All students may be included on the same waiver request when requesting a waiver of multiple students. List students to be included on the waiver without overtly identifying them (use an identifying number instead), and for each student, provide all of the information below:

For each student included in the waiver request, attach a valid, current individualized education program (IEP). Highlight the areas of mathematics deficiencies and how the student's needs in mathematics were addressed.

Copy of the transcript for each student.

Highlight any current and previous attempts at algebra and pre-algebra classes on the transcript.

Highlight which assessment the district has used at the high school level for the student: California Assessment of Student Performance and Progress (CAASPP).

Instructional Time Penalty for Districts, County Offices of Education, and Charter Schools

Following is a list of additional documentation to be attached with the waiver request:

Copy of the audit finding and local educational agency response

Bell schedules for the two years in which additional days and/or minutes will be offered, bell schedules should be submitted for each type of day offered (minimum days, days of partial instruction, finals days, etc.).

School calendars for the two years in which additional days and/or minutes will be offered, calendars should indicate days of partial instruction, special schedules (minimum days, days of partial instruction, finals days, etc.)

Calculation of instructional minute totals, daily and annually, including the state minimum by grade(s) and the 1982-83 requirements (if applicable) for the district/school for the two years of waiver make-up.

Explain:

Why shortage occurred (what was not done or done by the school(s) to cause the shortage)

Grade level(s) affected by the shortage

Number of minutes or days short for affected grade level(s)

Instructional Time Waiver Instructions
Resource Specialist

When requesting a specific waiver request for Resource Specialist Caseload the following should be included:

These documents are to be completed by the Resource Specialist (PDF) and Administrator (PDF) attached to the online waiver request.

Please provide bargaining unit information with this waiver request. Name of bargaining unit, date consulted, position on waiver: neutral, support, or oppose. If they oppose, please specify why.

Special Education Nonpublic, Nonsectarian School/Agency (NPS/NPA)

Additional documentation is required when submitting a Special Education NPS/NPA Child Specific waiver request. The following documents are required:

NPS Supplemental Form (DOCX; Updated 16-Feb-2021)

A copy of the student's individualized education program, with signatures, in which the team determined placement at the uncertified private/NPS as the offer of a free appropriate public education

If applicable, a copy of the due process hearing order

A copy of the 15-day placement report completed by the LEA. (A copy of the report template is located on the CDE NPS/A Out-of-State Placement website.)

Copies of the student's assessment reports

Information about the how the District reviewed the uncertified private/NPS program, and interviews with the proposed placement staff. The District may review the school virtually in some way due to the pandemic. Typically, this would have been a site visit.

Board agenda item that placed the student at the NPS

If this is a renewal application, the same documents are required and must be updated to reflect updated dates. Additionally, the LEA must have met all of the conditions set with the original waiver application. This includes the following:

At least two on-site visits to the NPS during the period of the approved waiver. These on-site visits may be virtual if the LEA has a policy in effect which prohibits travel to the school site due to COVID related travel restrictions.

Monthly consultations and liaison reports with the NPS to monitor and review services and student's progress.

Monthly contact with the student and the educational rights holder to discuss progress and address any concerns.

At a minimum of every four months, schedule IEP meetings to review program data, student progress, and determine any necessary changes in the student's academic and/or therapeutic program.

The CDE requires all these documents be on file, in order to process a renewal application. A waiver submitted without the required documents cannot be processed by CDE and will not move forward to the State Board of Education until complete. State Board of Education meetings are bi-monthly.

Please contact the Special Education Division if you have any questions regarding submitting a NPS waiver or conditions documents at SEDINFO@cde.ca.gov.

Summer School Meal

Summer meal waivers must be received by the CDE Waiver Office no later than 60 days prior to the last regular meeting of the State Board of Education (SBE) and before the commencement of the summer school session for which the waiver is sought.

Other Resources

Frequently Asked Questions
Answers to the questions most commonly asked related to the Waiver Request System for waivers to the State Board of Education.

Education Code Strike-Out Language
Samples of Education Code strike-out language for some Specific Waivers.

Waiver Policy
Waiver Policies approved by the State Board of Education.

Waiver Request System
Link to submit an online waiver.
Return to Main Waiver Page
Last Reviewed: Tuesday, February 7, 2023

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The purpose of a waiver is to provide flexibility in a school district or county office of education without undermining the basic intent of the law. Specific waivers are granted under the authority given to the State Board of Education (SBE) in various specific California Education Code (EC) sections and are generally more limited in scope.

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The purpose of a waiver is to provide flexibility in a school district or county office of education without undermining the basic intent of the law.

Specific waivers are granted under the authority given to the State Board of Education (SBE) in various specific California Education Code (EC) sections and are generally more limited in scope. The specific authority most commonly used is EC Section 56101 for students with disabilities . In addition to school districts and county office governing boards, Special Education Local Plan Areas (SELPA's), and some charter schools may request this waiver for students with disabilities.

This type of waiver is expressly authorized as part of a specific statute. Check the EC sections immediately preceding or following the particular section you wish to waive for the specific authority EC Section. It usually does not require community involvement (public hearing) and may require consultation with a relevant union, council or committee. Examples of specific waiver authorities are found in the Schoolsite Councils EC Section 65001 and Instructional Time Penalty EC Section 46206.

EC sections 33050-33053 permit the SBE to waive most, but not all, EC sections or the California Code of Regulations Title 5 (5CCR). This is known as the general waiver authority; it is not program specific. In the absence of specific waiver authority for the subject you need, this is the appropriate course to take.

Charter School:

A charter school may directly submit only federal waivers of the Carl D. Perkins Act and a specific waiver of Instructional Time Penalties. A charter school that is a local educational agency (LEA) for special education purposes may submit a specific waiver under the special education waiver authority. Charter schools must have their chartering district submit all other waiver requests for the charter school.

Specific Waiver Request Data Elements Required Attachments for Specific Waivers
Frequently Asked Questions Other Resources

Specific Waiver Request Data Elements

Before you apply for an online waiver, you will need to have the following data elements as the request must be completed in one sitting. Information cannot be saved or return to finish at a later date.

Below is a list of required data fields and instructions by section. You will need this information before you begin the process of applying for an online waiver.

Specific Waiver Request Online Application Sections

Section 1: District Information

Only school district governing boards, county boards of education and county offices of education are eligible to request specific waivers from the State Board of Education (SBE). For Special Education specific waivers only, a SELPA or charter school that is a LEA for special education purposes may also request the waiver. Nonpublic schools or agencies may not apply; a district or SELPA must sponsor them. A charter school may also request a specific waiver of Instructional Time Penalties.

The information in this section will be used to identify the LEA CD CODE (7 digit). This code number identifies the county and the district or county office of education (not the school) and is populated from the California School Directory.

Section 2: Waiver Information

Information in this section will be used to determine the type of waiver requested, as well as provide the LEA the opportunity to describe the circumstances that brought the request and what a waiver will accomplish. Depending on the waiver type requested, additional data fields not shown below may be required.

Section 3: Approvals/Review

Specific waivers require the local board to approve the waiver request before the SBE can consider it. Depending on the type of waiver, an advisory committee, schoolsite council, or other parent and common groups participation in the development of the waiver request may also be required.

Section 4: Bargaining Unit

Although union support is not a required condition for SBE approval of specific waivers, some waivers do require union participation. If you are not sure please check the EC authority and section for what you are waiving, or contact the Waiver Office for clarification.

Section 5: Attachments

This section allows the LEA to submit any required or additional materials and other data provided as attachments to support the waiver request.

Provide the contact name and recipient of the Approval or Denial notice. List the name of the person who is most knowledgeable about this waiver request, which may be the person completing the form. California Department of Education (CDE) staff frequently must call or e-mail for additional information and questions about the waiver contents.

Required Attachments for Specific Waivers

Some waivers have attachments that must be added to the online waiver application.

60119 Audit Finding

Following is a list of required attachments:

Copy of audit finding.

Response to audit finding.

Copy of your board resolution for the audited year, if any.

Copy of this year's resolution and proof of public hearing with posted date and location to prove a "legally compliant hearing" has been held.

Completed List of Instructional Material FAQ

Local educational agencies must resolve their EC 60119 findings through their county offices of education.

Algebra I

To meet the requirements of the algebra 1 waiver, students must be on a regular high school diploma track and meet all the high school diploma course requirements stipulated by the governing board of the local educational agency, except for algebra I (or its equivalent).

All students may be included on the same waiver request when requesting a waiver of multiple students. List students to be included on the waiver without overtly identifying them (use an identifying number instead), and for each student, provide all of the information below:

For each student included in the waiver request, attach a valid, current individualized education program (IEP). Highlight the areas of mathematics deficiencies and how the student's needs in mathematics were addressed.

Copy of the transcript for each student.

Highlight any current and previous attempts at algebra and pre-algebra classes on the transcript.

Highlight which assessment the district has used at the high school level for the student: California Assessment of Student Performance and Progress (CAASPP).

Instructional Time Penalty for Districts, County Offices of Education, and Charter Schools

Following is a list of additional documentation to be attached with the waiver request:

Copy of the audit finding and local educational agency response

Bell schedules for the two years in which additional days and/or minutes will be offered, bell schedules should be submitted for each type of day offered (minimum days, days of partial instruction, finals days, etc.).

School calendars for the two years in which additional days and/or minutes will be offered, calendars should indicate days of partial instruction, special schedules (minimum days, days of partial instruction, finals days, etc.)

Calculation of instructional minute totals, daily and annually, including the state minimum by grade(s) and the 1982-83 requirements (if applicable) for the district/school for the two years of waiver make-up.

Explain:

Why shortage occurred (what was not done or done by the school(s) to cause the shortage)

Grade level(s) affected by the shortage

Number of minutes or days short for affected grade level(s)

Instructional Time Waiver Instructions
Resource Specialist

When requesting a specific waiver request for Resource Specialist Caseload the following should be included:

These documents are to be completed by the Resource Specialist (PDF) and Administrator (PDF) attached to the online waiver request.

Please provide bargaining unit information with this waiver request. Name of bargaining unit, date consulted, position on waiver: neutral, support, or oppose. If they oppose, please specify why.

Special Education Nonpublic, Nonsectarian School/Agency (NPS/NPA)

Additional documentation is required when submitting a Special Education NPS/NPA Child Specific waiver request. The following documents are required:

NPS Supplemental Form (DOCX; Updated 16-Feb-2021)

A copy of the student's individualized education program, with signatures, in which the team determined placement at the uncertified private/NPS as the offer of a free appropriate public education

If applicable, a copy of the due process hearing order

A copy of the 15-day placement report completed by the LEA. (A copy of the report template is located on the CDE NPS/A Out-of-State Placement website.)

Copies of the student's assessment reports

Information about the how the District reviewed the uncertified private/NPS program, and interviews with the proposed placement staff. The District may review the school virtually in some way due to the pandemic. Typically, this would have been a site visit.

Board agenda item that placed the student at the NPS

If this is a renewal application, the same documents are required and must be updated to reflect updated dates. Additionally, the LEA must have met all of the conditions set with the original waiver application. This includes the following:

At least two on-site visits to the NPS during the period of the approved waiver. These on-site visits may be virtual if the LEA has a policy in effect which prohibits travel to the school site due to COVID related travel restrictions.

Monthly consultations and liaison reports with the NPS to monitor and review services and student's progress.

Monthly contact with the student and the educational rights holder to discuss progress and address any concerns.

At a minimum of every four months, schedule IEP meetings to review program data, student progress, and determine any necessary changes in the student's academic and/or therapeutic program.

The CDE requires all these documents be on file, in order to process a renewal application. A waiver submitted without the required documents cannot be processed by CDE and will not move forward to the State Board of Education until complete. State Board of Education meetings are bi-monthly.

Please contact the Special Education Division if you have any questions regarding submitting a NPS waiver or conditions documents at SEDINFO@cde.ca.gov.

Summer School Meal

Summer meal waivers must be received by the CDE Waiver Office no later than 60 days prior to the last regular meeting of the State Board of Education (SBE) and before the commencement of the summer school session for which the waiver is sought.

Other Resources

Frequently Asked Questions
Answers to the questions most commonly asked related to the Waiver Request System for waivers to the State Board of Education.

Education Code Strike-Out Language
Samples of Education Code strike-out language for some Specific Waivers.

Waiver Policy
Waiver Policies approved by the State Board of Education.

Waiver Request System
Link to submit an online waiver.
Return to Main Waiver Page
Last Reviewed: Tuesday, February 7, 2023

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The purpose of a waiver is to provide flexibility in a school district or county office of education without undermining the basic intent of the law. Specific waivers are granted under the authority given to the State Board of Education (SBE) in various specific California Education Code (EC) sections and are generally more limited in scope.

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supplemental forms specific to RSP Waiver

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supplemental forms specific to RSP Waiver

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The purpose of a waiver is to provide flexibility in a school district or county office of education without undermining the basic intent of the law.

Specific waivers are granted under the authority given to the State Board of Education (SBE) in various specific California Education Code (EC) sections and are generally more limited in scope. The specific authority most commonly used is EC Section 56101 for students with disabilities . In addition to school districts and county office governing boards, Special Education Local Plan Areas (SELPA's), and some charter schools may request this waiver for students with disabilities.

This type of waiver is expressly authorized as part of a specific statute. Check the EC sections immediately preceding or following the particular section you wish to waive for the specific authority EC Section. It usually does not require community involvement (public hearing) and may require consultation with a relevant union, council or committee. Examples of specific waiver authorities are found in the Schoolsite Councils EC Section 65001 and Instructional Time Penalty EC Section 46206.

EC sections 33050-33053 permit the SBE to waive most, but not all, EC sections or the California Code of Regulations Title 5 (5CCR). This is known as the general waiver authority; it is not program specific. In the absence of specific waiver authority for the subject you need, this is the appropriate course to take.

Charter School:

A charter school may directly submit only federal waivers of the Carl D. Perkins Act and a specific waiver of Instructional Time Penalties. A charter school that is a local educational agency (LEA) for special education purposes may submit a specific waiver under the special education waiver authority. Charter schools must have their chartering district submit all other waiver requests for the charter school.

Specific Waiver Request Data Elements Required Attachments for Specific Waivers
Frequently Asked Questions Other Resources

Specific Waiver Request Data Elements

Before you apply for an online waiver, you will need to have the following data elements as the request must be completed in one sitting. Information cannot be saved or return to finish at a later date.

Below is a list of required data fields and instructions by section. You will need this information before you begin the process of applying for an online waiver.

Specific Waiver Request Online Application Sections

Section 1: District Information

Only school district governing boards, county boards of education and county offices of education are eligible to request specific waivers from the State Board of Education (SBE). For Special Education specific waivers only, a SELPA or charter school that is a LEA for special education purposes may also request the waiver. Nonpublic schools or agencies may not apply; a district or SELPA must sponsor them. A charter school may also request a specific waiver of Instructional Time Penalties.

The information in this section will be used to identify the LEA CD CODE (7 digit). This code number identifies the county and the district or county office of education (not the school) and is populated from the California School Directory.

Section 2: Waiver Information

Information in this section will be used to determine the type of waiver requested, as well as provide the LEA the opportunity to describe the circumstances that brought the request and what a waiver will accomplish. Depending on the waiver type requested, additional data fields not shown below may be required.

Section 3: Approvals/Review

Specific waivers require the local board to approve the waiver request before the SBE can consider it. Depending on the type of waiver, an advisory committee, schoolsite council, or other parent and common groups participation in the development of the waiver request may also be required.

Section 4: Bargaining Unit

Although union support is not a required condition for SBE approval of specific waivers, some waivers do require union participation. If you are not sure please check the EC authority and section for what you are waiving, or contact the Waiver Office for clarification.

Section 5: Attachments

This section allows the LEA to submit any required or additional materials and other data provided as attachments to support the waiver request.

Provide the contact name and recipient of the Approval or Denial notice. List the name of the person who is most knowledgeable about this waiver request, which may be the person completing the form. California Department of Education (CDE) staff frequently must call or e-mail for additional information and questions about the waiver contents.

Required Attachments for Specific Waivers

Some waivers have attachments that must be added to the online waiver application.

60119 Audit Finding

Following is a list of required attachments:

Copy of audit finding.

Response to audit finding.

Copy of your board resolution for the audited year, if any.

Copy of this year's resolution and proof of public hearing with posted date and location to prove a "legally compliant hearing" has been held.

Completed List of Instructional Material FAQ

Local educational agencies must resolve their EC 60119 findings through their county offices of education.

Algebra I

To meet the requirements of the algebra 1 waiver, students must be on a regular high school diploma track and meet all the high school diploma course requirements stipulated by the governing board of the local educational agency, except for algebra I (or its equivalent).

All students may be included on the same waiver request when requesting a waiver of multiple students. List students to be included on the waiver without overtly identifying them (use an identifying number instead), and for each student, provide all of the information below:

For each student included in the waiver request, attach a valid, current individualized education program (IEP). Highlight the areas of mathematics deficiencies and how the student's needs in mathematics were addressed.

Copy of the transcript for each student.

Highlight any current and previous attempts at algebra and pre-algebra classes on the transcript.

Highlight which assessment the district has used at the high school level for the student: California Assessment of Student Performance and Progress (CAASPP).

Instructional Time Penalty for Districts, County Offices of Education, and Charter Schools

Following is a list of additional documentation to be attached with the waiver request:

Copy of the audit finding and local educational agency response

Bell schedules for the two years in which additional days and/or minutes will be offered, bell schedules should be submitted for each type of day offered (minimum days, days of partial instruction, finals days, etc.).

School calendars for the two years in which additional days and/or minutes will be offered, calendars should indicate days of partial instruction, special schedules (minimum days, days of partial instruction, finals days, etc.)

Calculation of instructional minute totals, daily and annually, including the state minimum by grade(s) and the 1982-83 requirements (if applicable) for the district/school for the two years of waiver make-up.

Explain:

Why shortage occurred (what was not done or done by the school(s) to cause the shortage)

Grade level(s) affected by the shortage

Number of minutes or days short for affected grade level(s)

Instructional Time Waiver Instructions
Resource Specialist

When requesting a specific waiver request for Resource Specialist Caseload the following should be included:

These documents are to be completed by the Resource Specialist (PDF) and Administrator (PDF) attached to the online waiver request.

Please provide bargaining unit information with this waiver request. Name of bargaining unit, date consulted, position on waiver: neutral, support, or oppose. If they oppose, please specify why.

Special Education Nonpublic, Nonsectarian School/Agency (NPS/NPA)

Additional documentation is required when submitting a Special Education NPS/NPA Child Specific waiver request. The following documents are required:

NPS Supplemental Form (DOCX; Updated 16-Feb-2021)

A copy of the student's individualized education program, with signatures, in which the team determined placement at the uncertified private/NPS as the offer of a free appropriate public education

If applicable, a copy of the due process hearing order

A copy of the 15-day placement report completed by the LEA. (A copy of the report template is located on the CDE NPS/A Out-of-State Placement website.)

Copies of the student's assessment reports

Information about the how the District reviewed the uncertified private/NPS program, and interviews with the proposed placement staff. The District may review the school virtually in some way due to the pandemic. Typically, this would have been a site visit.

Board agenda item that placed the student at the NPS

If this is a renewal application, the same documents are required and must be updated to reflect updated dates. Additionally, the LEA must have met all of the conditions set with the original waiver application. This includes the following:

At least two on-site visits to the NPS during the period of the approved waiver. These on-site visits may be virtual if the LEA has a policy in effect which prohibits travel to the school site due to COVID related travel restrictions.

Monthly consultations and liaison reports with the NPS to monitor and review services and student's progress.

Monthly contact with the student and the educational rights holder to discuss progress and address any concerns.

At a minimum of every four months, schedule IEP meetings to review program data, student progress, and determine any necessary changes in the student's academic and/or therapeutic program.

The CDE requires all these documents be on file, in order to process a renewal application. A waiver submitted without the required documents cannot be processed by CDE and will not move forward to the State Board of Education until complete. State Board of Education meetings are bi-monthly.

Please contact the Special Education Division if you have any questions regarding submitting a NPS waiver or conditions documents at SEDINFO@cde.ca.gov.

Summer School Meal

Summer meal waivers must be received by the CDE Waiver Office no later than 60 days prior to the last regular meeting of the State Board of Education (SBE) and before the commencement of the summer school session for which the waiver is sought.

Other Resources

Frequently Asked Questions
Answers to the questions most commonly asked related to the Waiver Request System for waivers to the State Board of Education.

Education Code Strike-Out Language
Samples of Education Code strike-out language for some Specific Waivers.

Waiver Policy
Waiver Policies approved by the State Board of Education.

Waiver Request System
Link to submit an online waiver.
Return to Main Waiver Page
Last Reviewed: Tuesday, February 7, 2023

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Specific Waiver Request - Waivers (CA Dept of Education)

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Data field definitions and required attachments for the online waiver application for specific waivers.

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Resource Specialist Caseload Waiver form (teacher form)

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Resource Specialist Caseload Waiver form (teacher form)

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Resource Specialist Caseload Waiver form (admin form)

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Resource Specialist Caseload Waiver form (admin form)