DESCRIPTION
Many LEAs are simultaneously planning to launch the school year with distance learning while preparing for staff and students to safely return to schools. CCEE has launched an opportunity for LEAs to share their journey as part of #ComeBackCASchools Collaborative Approaches to Getting Back-to-School.
#COMEBACKCASCHOOLS
DESCRIPTION
San Juan Unified School District and San Juan Teachers Association provide insights and strategies to establishing a partnership between district, school site, and labor leaders to collaborate on distance learning and the safe return to schools.
This #ComeBackCASchools spotlight expands upon prior interviews and articles that profile this long-standing relationship and dives deeper into the underlying foundation of the collaboration and the co-creation of strategic priorities that guide SJUSD’s next steps in preparing to reopen schools.
#COMEBACKCASCHOOLS
DESCRIPTION
This webinar features leaders from the California Department of Public Health and the California Health and Human Services Agency. They will provide an update on the county tier status and impact on local educational agencies. Information will be shared about current trends and related state support and guidance.
PRESENTER
Dr. Mark Ghaly, Secretary, California Health & Human Services
Dr. Erica Pan, Acting State Public Health Officer, California Department of Public Health
FACILITATOR
Michelle Magyar, Assistant Director of Business, Operations, and Strategic Engagement, CCEE
ARCHIVED VIDEO
SLIDES
RESOURCES
CDPH COVID-19 INDUSTRY GUIDANCE: SCHOOLS AND SCHOOL-BASED PROGRAMS
CDPH SCHOOL RE-OPENING FRAMEWORK
CDPH GUIDANCE FOR SMALL COHORTS / GROUPS OF CHILDREN AND YOUTH
RESOURCE TYPE
Media
TYPE OF AUDIENCE
Site Administrator / Instructional Coach, Systems Leadership
TOPIC AREA
Governance
KEYWORDS
Health and Safety, School Reopening
Our educational system is in the most extreme re-envisioning and retooling process in history. For many, school is no longer a building, but a dedicated URL, a screen, and a new toolbox of online instructional strategies. So, what has been learned since mid-March that has informed the first months of school?
Focus. Address the most urgent needs first. Successful schools and districts focus on the basics. They concentrate on infrastructure, attendance, and maintaining system coherence. Then they turn to curriculum, instruction, and assessment and the specific needs of students at risk of sustaining deep learning losses. Teachers focus in similar ways by reaching the child first, then bridging to the content. They master the tools of Zoom chat boxes to check for understanding, breakout rooms for small group work, Google Jamboards for students to chart and collaborate, and office hours for one-on-one conferencing.
Engagement. At the heart of engagement are relationships. Educators have always understood the challenges of school engagement but never with this sense of immediacy. Fortunately, in this two-dimensional world we inhabit, the fundamental understanding that school, in whatever way it manifests, is based in relationships has remained constant. Teachers and staff also need engagement opportunities that focus on wellness and managing the stress of our changing educational context. Teachers are still the most impactful factor in student learning and cannot effectively function without the expertise and support of their leaders. Engagement and connection reveal themselves in our new world to be both conceptual and literal, vital to students and adults alike. This includes your wellness!
Basics. What was always important is even more so now. The pandemic has exponentially increased the need for professional learning, especially for teachers to successfully shift to online learning. However, stay focused on the basics of teaching and learning. Remind educators of the importance of building relationships with students, structures, clarity of the outcome and demonstration of student learning. Making connections to what prior instructional focus areas that the district or school has been implementing is the right direction to go.
For ideas and resources to support you, please go to the CCEE website and CCEE Continuity of Learning Playbook.
Kern County Superintendent of Schools (KCSOS) developed a teacher survey to gather feedback on the next phase of Distance Learning Consortium resources and to inform its upcoming webinars on distance learning.
Click here for the survey.
Under the direction of the Director of System Support and Innovation, the Senior Manager, Instructional Systems and Innovation will be responsible for providing technical assistance and support in the area of instruction, including academic and social emotional learning and services. When CCEE is identified to support a local educational agency (LEA), the Senior Manager of Instructional Systems and Innovation will assist with the design and implementation of a systemic review of the LEA to identify needs and strategies to improve pupil academic achievement. Based on the results of the systemic review, the Senior Manager will assist in coordinating and facilitating the assistance provided to the school district in collaboration with governmental agencies to provide coherent and effective support.
DESCRIPTION
Under the direction of the Deputy Executive Director or designee, the Assistant Director of Professional Learning and Leadership Development will lead the planning, management, and dissemination of professional learning research, resource development, and service delivery for the California Collaborative for Educational Excellence. The Assistant Director of Professional Learning and Leadership Development will work with CCEE staff, statewide agencies, partner organizations, and other stakeholders to ensure that the development and delivery of professional learning resources are responsive to the needs of local educational agencies across the state, are aligned with the CCEE’s theory of action, have a focus on equitable outcomes for students, especially those who have been historically underserved, and are anchored in the principles of continuous improvement.
APPLY ON EDJOIN
DESCRIPTION
Executive Director Tom Armelino published a commentary in EdSource to highlight the importance of providing teachers with support and scaffolding to address “rigor” in distance learning. Providing rigor means more quality instruction, not just quantity and complexity. To read his commentary click below. The full article is also available for review.
AUTHOR
Tom Armelino, CCEE
COMMENTARY
The statewide Community Engagement Initiative (CEI) has selected six school districts to join the groundbreaking effort to build capacity for meaningful community engagement in California’s public schools.
The CEI is an integral part of California’s new statewide System of Support, a key component of the state’s accountability system.
The California Collaborative for Educational Excellence (CCEE), San Bernardino County Superintendent of Schools (SBCSS), the California Association of Bilingual Educators (CABE), and Families In Schools (FIS) jointly lead the CEI.
The six districts selected will compose the CEI’s inaugural Peer Leading and Learning Network, which will identify and analyze models, metrics, and practices of community engagement in order to help schools, districts, and their communities across the state build their engagement skill and knowledge. Each district possesses a deep, systemic commitment to community engagement and the ability to
help the CEI strengthen the capacity of school districts and communities to authentically engage each other in difficult conversations and build trusting relationships.
Below are the six districts, one example of the many community engagement initiatives they spearhead in their local school communities, a quote from the district’s leader, and a district contact should the media or public like more information:
ANAHEIM UNION HIGH SCHOOL DISTRICT
Example: AUHSD’s family and community engagement specialists (FACES) develop student and family leadership.
“AUHSD is honored to be selected as a CEI participant as it highlights our commitment to our families and broader community.”
–Michael Matsuda, AUHSD Superintendent
AUHSD contact: Patricia Karlak, [email protected]
AZUSA UNIFIED SCHOOL DISTRICT
Example: AUSD’s Parent Advisory Committee, known as the “PAC+,” gives families and local stakeholders a strong, institutionalized voice in the Local Control and Accountability Plan (LCAP).
“The Azusa Unified School District is honored to be part of the CEI’s PLLN, we value the authentic engagement of our community, and we look forward to building greater capacity for this work in our district and other districts statewide.”
–Linda Kaminski, AUSD Superintendent
AUSD contact: Anjelica Garcia Juarez, a[email protected]
CAJON VALLEY UNION SCHOOL DISTRICT
Example: CVUSD’s support and engagement of refugee students and their families.
“The Cajon Valley Union School District is excited to share our success in authentically engaging all families in cultivating ‘Happy kids, engaged in healthy relationships, on a path to gainful employment’ with this network of leaders to advance family engagement across our great state.”
–Dr. David Miyashiro, CVUSD Superintendent
CVUSD contact: Sandra Candler, [email protected]
EAST SIDE UNION HIGH SCHOOL DISTRICT
Example: ESUHSD’s success focuses on student engagement and student empowerment.
“East Side is excited to collaborate as a member of the Community Engagement Initiative to further establish how we include student and community voice to develop equitable communities in our district and across the state.”
–Chris Funk, ESUHSD Superintendent
ESUHSD contact: Linda Ornelas, [email protected]
ONTARIO-MONTCLAIR SCHOOL DISTRICT
Example: OMSD’s ability to use community-based organizations to provide true wrap-around services for its students.
“Community engagement remains a top priority for OMSD and we are proud to have been selected as a Peer Leading and Learning Network district. We look forward to working collaboratively to ensure all students are prepared to successfully access college and career pathways.”
–Elvia M. Rivas, OMSD Board President
OMSD contact: Jana Dupree, [email protected]
OXNARD SCHOOL DISTRICT
Example: OSD’s newcomer program and its “No Me Llames Oaxaquita” resolution helps ensure all students and their families feel welcome at school.
“OSD is excited to contribute to the collaborative as we all share best practices and stimulate exponential parent engagement practices statewide.
–Dr. Cesar Morales, OSD Superintendent
OSD contact: Marlene Batista, [email protected]
“These districts and their communities have clearly demonstrated their strength in engaging together and we look forward to learning from their experiences in doing so,” said Tom Armelino, CCEE Executive Director.
Each of the six districts that make-up the CEI’s inaugural Peer Leading and Learning Network is comprised of:
“By lifting up the promising practices of these six districts, we will deepen our knowledge and understanding of authentic community and family engagement and its value and importance to student success,” said Oscar Cruz, Executive Director of Families In Schools, one of the four organizations overseeing the statewide CEI.
Jan Gustafson-Corea, CEO of the California Association of Bilingual Education, echoed that sentiment. CABE is partnering with the CCEE, SBCSS, and FIS in overseeing the statewide CEI.
“We are thrilled to learn with these districts know what impactful community engagement looks like to bring about the ultimate goal of student success—particularly for communities of linguistically and culturally diverse backgrounds,” Gustafson-Corea said.
The first meeting of the CEI’s Peer Leading and Learning Network takes place today. The six district teams will be connected virtually.
“This is important work for our state, and we look forward to seeing the results in the coming years,” said Ted Alejandre, leader of the San Bernardino County Superintendent of Schools, one of the four organizations overseeing the statewide CEI.
DESCRIPTION
As the 2020-21 school year begins, CCEE anticipates updating the Continuity of Learning Playbooks to reflect the needs of LEAs to develop and deliver rigorous, student-centered instruction while responding to evolving health and safety guidance and local circumstances.
CCEE is seeking proposals to support the research, identification and review, and development of resources for the purposes of expanding CCEE’s Continuity of Learning Playbooks to support distance and hybrid learning.
Proposals are due Friday, August 28, 2020 at 4:00pm PST.
CCEE has elected to award the contract to Copernicus Solutions LLC.
REQUEST FOR PROPOSALS (RFP)
