Author: Michelle Magyar

California State Board of Education (SBE) is developing its a Portrait of a Graduate/Learner to support what every California student should know and be able to do when they leave school. This Portrait will not create new requirements for districts. Instead, it will help guide the State Board’s decisions on curriculum, assessment, and accountability.

To shape this vision, the SBE is inviting voices from across California to share their ideas through a community survey and upcoming in-person and virtual conversations. Your input will help ensure that the Portrait reflects the diverse hopes and experiences of California’s students, families, and educators.

In addition to the survey effort, the State Board will be collecting feedback from in-person and virtual conversations with a diverse set of stakeholders from across California. If you have questions or comments about this effort, please reach out to a team member of the State System of Support at [email protected].

Resources

• California State Board of Education’s Portrait of a Graduate/Learner: Supplemental Resources

For additional information, contact Dr. Christine Olmstead, Secondary School Redesign & DTA Lead (via OCDE Agreement with CCEE), at [email protected].

To learn more about CCEE, please visit our website, review the CCEE Annual Report, statewide evaluations, statewide maps, and the Statewide System of Support.

The High Quality Online Instructional Materials (HQOIM) initiative, led by the Kern County Superintendent of Schools (KCSOS), is a strategic investment in improving instructional quality and student outcomes. With support from the California Department of Education (CDE) and evaluation guidance from WestEd and the California Collaborative for Educational Excellence (CCEE), the initiative ensures that high-quality, standards-aligned digital lessons are accessible to educators via California Educators Together, a platform designed to meet teachers where they are.

KCSOS designed a comprehensive, sustainable professional learning program that evolved from high-cost institutes into a diversified approach, including:

• Lesson Design Institutes (LDIs)
• Workshops
• Asynchronous online courses

These offerings have supported over 1,900 educators across the state, with specialized efforts targeting:

• Rural and remote communities
• Deaf and hard of hearing education
• Subject-specific lesson development

Educator feedback highlighted the value and practicality of the training received.

To maintain focus on rigor and alignment, KCSOS developed an internal tracking tool to monitor the number of vetted lessons, their alignment to California state standards, and gaps in coverage. Teachers were incentivized to prioritize underrepresented standards and content areas.

As a result, the HQOIM initiative has developed lessons covering approximately 42% of California’s state standards, significantly advancing state-level instructional coherence, and the availability of equitable, high-quality instructional materials. Below is a depiction of the tracker and the progress achieved in TK-K ELA standards.

The state support for HQOIM has marked an important shift toward engaging educators more meaningfully in the adoption of instructional materials aligned with California standards and compliments large scale vetting efforts to improve instructional materials. To learn more about the development of standards aligned materials developed through HQOIM, click on the video library and CA Educators Together podcast below.

Stay tuned as we spotlight more stories from across California, with the next feature highlighting the HQOIM mathematics lessons, as CA prepares for its mathematics instructional materials adoption.

To learn more about CCEE, please visit our website, review the CCEE Annual Report, statewide evaluations, statewide maps, and the Statewide System of Support.

California’s High Quality Online Instructional Materials (HQOIM) initiative, launched in 2021 through Assembly Bill 167, has successfully expanded equitable access to standards-aligned educational resources across the state. Over three years, led by the Kern County Superintendent of Schools, the program has developed more than 6,000 vetted lessons covering 43% of California standards, registered over 200,000 educators on the California Educators Together (CaET) platform with engagement more than doubling since 2023, and saved the state $10 million by leveraging existing infrastructure. The initiative has provided targeted professional development to 1,900+ educators and reached rural districts, English learner programs, and specialized populations.

With evolving expectations that HQOIM support instruction that is factually accurate and aligned to state-adopted curriculum and standards, the need for a centralized, free platform where educators can reliably access high-quality instructional materials has never been more urgent. This platform must uphold the professional standards of K–12 education, and remain rooted in evidence-based practices and not shaped by advocacy, personal opinion, or partisanship.

Yet, without sustained annual funding, California stands to lose this proven, cost-effective infrastructure, an asset that has already positioned the state as a national leader in the development and distribution of high-quality instructional content.

To learn more about the HQOIM initiative and its demonstrated impact, please refer to the required legislative report.

Learn more about CCEE by visiting our website and exploring the Annual Report, statewide evaluations, statewide maps, and the Statewide System of Support.

The Secondary School Redesign Pilot Program establishes a $10 million initiative to develop and support innovative models for middle and high school redesign that promote strong relationships, deeper learning, personalized supports, and pupil engagement. The California Collaborative for Educational Excellence will lead the program, select grantees, manage peer learning, and evaluate outcomes for statewide application. Participating schools and LEAs must commit to a two-year redesign effort and share data to inform sustainable, equitable improvements.

Important Dates:

• RFP Launch: September 15, 2025
• Eligibility and Pilot Overview Webinar: September 18, 2025 12PM PT
• Eligibility and Application Overview Webinar: October 9, 2025 12PM PT
• Application Deadline: October 17, 2025 4PM PT
• Selection Notification: October 24, 2025

For additional information, review the CCEE Annual Report, visit the CCEE statewide evaluations webpage, statewide maps, and the Statewide System of Support.

California’s Genuine Empathy Nurturing Intellect for Underserved Students (GENIUS) Initiative is now accepting applications from schools ready to tackle educational disparities head-on. This statewide program, led by Los Angeles, Kings, and Sonoma County Offices of Education, provides targeted support to build more inclusive learning environments where every student can thrive.

What GENIUS Offers

Schools selected for the program gain access to specialized tiered support, high-impact professional learning opportunities, expert coaching, and Communities of Practice. Most importantly, they join a collaborative network of educators committed to closing equity gaps across California.

Application Details

Who Can Apply: All PreK-12 public schools and charter schools are eligible, with priority given to schools receiving Equity Multiplier Funding.  

Key Requirements: Participating schools must commit to building belonging, partnering with GENIUS Leads on data-driven improvements, engaging in professional learning and coaching, and securing district leadership support.

Important Dates:

• Program Launch: Fall 2025
• Application Deadline: September 5, 2025, 11:59 PM PT
• Selection Notification: October 2025

Upcoming GENIUS Event

Don’t miss the “Transforming Lives: Nurturing Seeds of Genius” conference in Fresno, CA, September 8-9, 2025. This two-day event features expert sessions on cultivating inclusive environments and supporting youth reentry transitions, offering practical strategies for empowering at-promise youth.

Register: kings.k12oms.org/89-264685

For additional information, review the CCEE Annual Report, visit the CCEE statewide evaluations webpage, statewide maps, and the Statewide System of Support.

As we move into the 2025–2026 school year, the California Collaborative for Educational Excellence (CCEE) is sharpening its focus on integration and measurable impact across statewide educational efforts within the Statewide System of Support.  In partnership with state agencies and the Statewide System of Support (SSOS), our work will center on four priority areas: data for impact, special education integration, mathematics coherence, and a unified literacy network focused on integration/impact. These priorities reflect our commitment to advancing coherence, accelerating student outcomes, and building capacity across systems.

1. Data for Impact

We are aligning internal and external data efforts to improve decision-making, measure the effectiveness of our support, and provide actionable insights to LEAs. By integrating data use across SSOS partners, we aim to strengthen continuous improvement efforts and drive systemic change.

2. Special Education Integration

CCEE is designing in partnership with our state partners targeted and intensive models of support for LEAs for improved outcomes for students with disabilities. Through the District State Study Team Model, we will work to develop in collaboration with statewide partners alignment, coherence, and integration within SSOS, enabling LEAs to better meet the diverse needs of their students.

3. Statewide Mathematics Coherence

In collaboration with state-funded math leads and the California Department of Education, we will coordinate universal resources and professional learning supports aligned with the new math framework. This work will unify math implementation efforts and increase statewide access to high-quality instructional tools.

4. Unified Literacy Network

CCEE will partner with the CDE and statewide literacy leads to create a more cohesive approach to literacy initiatives. Through coordinated messaging, shared resources, and streamlined supports, we aim to improve access, alignment, and outcomes in literacy instruction across California

Our Commitment

By aligning initiatives, integrating resources, and foster stronger collaboration across systems, CCEE remains focused on delivering high-impact support that advances educational equity and excellence for every student in California.

For additional information, review the CCEE Annual Report, visit the CCEE statewide evaluations webpage, statewide maps, and the Statewide System of Support.

The 2024/25 Annual Report from the California Collaborative for Educational Excellence (CCEE) highlights a year of impactful, equity-driven work across more than 528 local educational agencies—reaching 2.5 million students. Behind these numbers are real shifts: improved academic outcomes, stronger student engagement, and reductions in absenteeism and suspensions. Through over 40 targeted initiatives—like the African American Student Success Network, Data Literacy and Leadership Academy, and Direct Technical Assistance—CCEE demonstrates how strategic partnerships within the Statewide System of Support translate complex challenges into meaningful, measurable change.

What sets CCEE apart is its commitment to coherence and sustainability. By combining data-informed leadership with authentic community voice, it helps districts move beyond reactive cycles toward lasting transformation. Whether it’s rural schools implementing literacy interventions or urban systems rethinking student belonging, CCEE enables the kind of long-term capacity-building essential to making statewide initiatives—like Universal TK and Community Schools—work where it matters most: in classrooms and communities.

Call to Action:

Want the full story behind California’s education transformation? Download CCEE’s complete 2024-25 Annual Report to explore detailed case studies, outcome data, and innovative strategies that are reshaping how we support students. The data-driven insights and success stories offer essential context for understanding what’s working—and what’s possible—in California education.

For additional updates, visit the CCEE statewide evaluations webpage, statewide maps and the Statewide System of Support website.

The California Statewide System of Support: A Foundation for Excellence

California’s Statewide System of Support represents a comprehensive approach to educational accountability that leverages coordination, collaboration, and integration across County Offices of Education (COEs), Local Educational Agencies (LEAs), and charter schools. This vital system provides coordinated, needs-based, and differentiated resources at universal, targeted, and intensive levels—all designed to close opportunity gaps and improve outcomes for every student.

The new one-page summary presenting evaluation data reveals remarkable progress in how educational entities work together. Coordination efforts have strengthened dramatically, with 63% of staff now reporting that statewide agencies provide useful support in clarifying roles and responsibilities—more than double the 29% reported in 2020. Collaboration has flourished, with 71% of staff confirming that statewide agencies effectively build collaborative opportunities between lead agencies. Most importantly, integration is taking hold, with 73% of staff reporting their organizational activities are now aligned with fellow agencies, compared to just 54% in 2020.

Geographic Lead Agencies: Regional Catalysts for Change

The seven Geographic Lead Agencies, strategically housed within nine County Offices of Education, serve as the backbone of regional support networks. From Kern County to San Diego, from Shasta to Santa Clara, these agencies focus on four strategic areas: facilitating partnerships, building capacity, engaging in continuous improvement, and providing universal and targeted support.

The new one-page summary on Geo Lead impact demonstrates the critical link to the success of the larger Statewide System of Support. An impressive 95% of COE respondents report their Geographic Lead Agency has helped facilitate trusting relationships among counties—the foundation for all meaningful collaboration. Building on this trust, 82% confirm their Geo Lead provides access to high-quality professional learning opportunities, while 84% report their Geo Lead models continuous improvement in its own work. Perhaps most critically for student outcomes, 80% of counties now report improved capacity to use data for identifying performance gaps across demographic groups.

Integrated Impact: A System Greater Than Its Parts

Together, these evaluation results paint a picture of educational transformation that extends far beyond individual programs or initiatives. The Statewide System of Support and Geographic Lead Agencies have created a synergistic network where coordination enables collaboration, collaboration drives integration, and integration produces measurable results for students.

The evidence is compelling: role clarity has more than doubled since 2020, collaborative time investment has increased by 50%, and shared understanding of success has nearly doubled. Counties report dramatic improvements in their capacity to provide differentiated assistance (from 64% to 73%) and their ability to support LEAs in data-driven decision making (from 63% to 80%). This isn’t incremental change—it’s systematic transformation.

Most importantly, this coordinated approach is reaching the classroom level. Counties report implementing coaching for teachers, expanding professional development opportunities, and shifting from compliance-focused mindsets to genuine continuous improvement processes—all direct results of their work within this integrated system.

Call to Action:

California has created a blueprint for educational excellence that other states are watching closely. These evaluation results prove that coordinated, collaborative, and integrated support systems can drive meaningful change for students. But this success depends on continued engagement from educational leaders at every level.

Educational leaders, superintendents, and county office personnel: Download both overview documents to understand how your organization can maximize its connection to this proven system. Whether you’re seeking to enhance differentiated assistance, expand professional learning opportunities, or strengthen regional partnerships, your Geographic Lead Agency stands ready to support your efforts.

Policymakers and stakeholders: These results demonstrate the power of sustained investment in coordinated educational support. Use this evidence to advocate for continued funding and expansion of these proven approaches.

For additional updates, visit the CCEE statewide evaluations webpage, statewide maps and the Statewide System of Support website.

Over the past three years, Madera Unified School District has emerged as a leader in educational transformation through the Intensive Assistance Model (IAM), an initiative developed by the California Collaborative for Educational Excellence (CCEE). Launched in 2022–2023, the IAM was designed to provide deep, sustained support for districts seeking to raise student achievement and improve instructional practices through collaboration, coaching, and continuous improvement.

🔍 What is the Intensive Assistance Model?

All participating LEAs in the IAM used funding resources to partner with an expert provider in building and sustaining collaborative teams focused on teaching and learning. For this cohort of the initiative, all LEAs choose to partner with Solution Tree as a collaborating partner. In doing so, they implemented the PLC at Work® framework—to implement research-based strategies that promote:

Collaborative Professional Learning Communities (PLCs)
Common formative assessments
Actionable, data-informed teaching
Strong instructional leadership and coaching

Each participating school is paired with a certified associate and supported in developing a tailored action plan focused on equity and outcomes. The work is intensive, deeply embedded, and ongoing—aimed at sustainable, systems-level change.

📈 Results at the Close of the 3-Year Pilot

Now at the conclusion of the pilot phase, Madera Unified has achieved extraordinary results. All IAM-participating schools in the district have been nationally recognized for their commitment to improving learning conditions and outcomes for students:

• 🥇 Nishimoto Elementary has been awarded the National Model PLC at Work® School designation—the highest level of recognition.
  Eligibility for this honor requires:
  
  • At least 3 years of full PLC implementation
    
  • Strong student achievement data, especially for underserved populations
    
  • Evidence of systemic structures and a culture of continuous improvement
    
• 🌱 Washington Elementary and Sierra Vista Elementary have each received the National Promising Practices Award, a vital first step toward becoming a Model PLC at Work® school.
  Eligibility includes:
  
  • 1–2 years of implementation
    
  • Documented gains in student learning
    
  • Demonstrated commitment to collaboration and results-oriented practices
    

🏆 Why These Awards Matter

These awards are not just symbolic—they validate years of hard work by educators, leaders, and students. They reflect:

• A shared mission to build inclusive, high-functioning learning communities
  
• The ability to turn strategic vision into measurable outcomes
  
• A commitment to equity, with documented growth among English learners, students with disabilities, and economically disadvantaged students
  

Most importantly, they confirm that Madera Unified is on the forefront of school transformation—not only meeting high standards but setting them.

As the IAM continues to scale across California, Madera’s success offers a clear and inspiring roadmap for what’s possible when commitment meets capacity. The future of educational excellence is already here—and it started in Madera.

For additional updates, visit the CCEE website, events calendar, Resource Center, and the Statewide System of Support Website.