Author: Sehrish Anjum

California Collaborative for Learning Acceleration (CCLA) is designed to strategically leverage the expertise around learning acceleration across the state in order to provide resources and support that can be accessed by every educator. Led by the Santa Clara County Office of Education in partnership with six CCLA county regional hubs, CCLA provides free online courses, statewide workshops, and annual summits for leaders, educators, and paraeducators. CCLA also offers targeted site-specific professional learning and coaching to build capacity in evidence-based accelerated learning strategies, such as small group instruction, tutoring, and focusing on key content. We are excited to share the following CCLA resources and collaboration opportunities in math, literacy, and language development to help educators accelerate learning for all students!

BRIDGES to Learning Acceleration

One of CCLA’s signature tools is the BRIDGES to Learning Acceleration Framework, a seven-component model that highlights best practices and helps educators connect their current approaches with new strategies to enhance accelerated learning. By using the BRIDGES framework, educators can strengthen instructional practices and more effectively meet the diverse needs of students.

CCLA Canvas Courses

CCLA also offers flexible, self-paced Canvas courses in math, literacy, and language development. These courses emphasize culturally sustaining pedagogy, social-emotional learning, and support for multilingual learners while equipping educators to expand access to grade-level content. Participants may use the courses for individual professional growth or to earn graduate-level credit, making them a versatile option for professional learning. Complete the interest form for enrolling in the Canvas Course.

Statewide Virtual Workshops

In addition, CCLA continues to host statewide virtual workshops that provide targeted professional learning and collaboration opportunities for all California educators. These sessions combine the sharing of evidence-based methodologies with dedicated time for educators to collaborate, exchange ideas, and strengthen their practice. Workshop topics include learning progressions, comprehension, and culturally responsive pedagogy, giving educators practical strategies they can apply immediately in their classrooms. (Math workshop Registration | Literacy Workshop Registration).

By helping school systems and leaders adopt learning acceleration mindsets and practices, CCLA is committed to promoting student success. Please visit the CCLA website to learn about additional opportunities including the upcoming 2026 Summit and don’t forget to subscribe to the CCLA newsletter!

Introducing the Assessment System Review Online Learning Path 2.0

Last month, the California Collaborative for Educational Excellence (CCEE) launched an updated version of the Assessment System Review Online Learning Path (2.0), an online professional learning resource developed in partnership with the Center for Assessment. This version builds on insights from CCEE’s 2024 Balanced Assessment System pilot with three California districts as well as the Center for Assessment’s work nationwide, offering school and district teams more flexible ways to reflect and improve their assessment practices. The learning path equips local educational agencies (LEAs) with tools to determine whether their assessments are providing the right information to the right users at the right time, and where adjustments may be needed. At its heart, this work is about creating coherent, balanced assessment systems that free up valuable instructional time, strengthen decision-making, and ultimately, support student learning.

Bringing Local Assessment Systems into Focus

Central to the learning path is the Assessment System Review Tool, which helps LEA teams see their assessment system in full. Rather than talking about assessments in the abstract, the tool guides teams to map out all the assessments students encounter in a year focusing on one grade level and content area at a time. This process makes it easier to spot patterns, such as redundancies, gaps, or assessments that aren’t serving their intended purpose, and concludes with consolidating insights into a clear set of next steps. The updated 2.0 version offers flexibility in how teams take on this work: as a two-day sprint or as a long-distance run stretched over several months.

The learning path and accompanying tool turns reflection into something concrete and actionable. Districts like Bakersfield City School District, which eliminated redundant district-required assessments, and Coachella Valley Unified School District, which revisited the purpose of their assessments to strengthen alignment, demonstrated the value of this process. Their experiences illustrate how seeing the full picture of the student assessment experience can spark candid conversations about which assessments to keep, replace, eliminate, or add. Both the sprint and long-distance approaches offer distinct advantages but the aim is the same: reduce testing overload, clarify priorities, and ensure assessment data truly supports decision-making so that instructional time is protected and student learning remains at the center.

Resources

• Assessment System Review Online Learning Path (2.0)
• Bakersfield City School District: Eliminating Unnecessary District-Required Assessments
• Coachella Valley Unified School District: Bringing a Fresh Perspective to Assessment Purpose

Highlighting California’s Work at RILS 2025

Next month, CCEE will join the 2025 Reidy Interactive Learning Series (RILS), hosted by the Center for Assessment, as part of a panel featuring three statewide organizations. In this session, leaders will share how their states are supporting districts and educators in moving assessment systems toward greater balance. CCEE’s contribution will spotlight California’s work with the Assessment System Review Online Learning Path and how it equips LEA teams to reflect on their assessment practices, identify priorities, and strengthen alignment across their systems. 

This panel is an opportunity to lift up the work of California districts in addressing common threats to balanced assessment systems, such as issues of efficiency, usefulness, and coherence. The Assessment System Review Online Learning Path helps LEAs tackle challenges such as too much testing and redundancy, inconsistency between assessments and the district’s instructional vision, and assuming all tests can inform instruction. By sharing how districts are working through these challenges, CCEE can demonstrate how the learning path can turn  common pitfalls into opportunities for improvement. Just as importantly, engaging in this national conversation allows CCEE to learn from other states’ approaches, ensuring our supports remain both relevant and responsive while also contributing valuable insights while contributing valuable insights to the broader national dialogue. 
Resources: 2025 Reidy Interactive Learning Series (RILS)

Closing: Why This Matters

The Assessment System Review Online Learning Path is more than a resource—it’s a catalyst for local reflection, collaboration, and improvement. It reflects CCEE’s values of modeling continuous improvement, nurturing curiosity, and embracing innovation by giving LEAs the tools to refine and reimagine their local assessment systems in ways that truly support teaching and learning. Striking the right balance of assessments can drive continuous improvement, supporting ongoing monitoring, informed decision-making, stronger instruction, and greater accountability in addressing equity gaps. With more purposeful data at their fingertips, LEAs can move beyond compliance and use the Local Control and Accountability Plan (LCAP) as a genuine strategic plan for equity and improvement. I invite you to explore the learning path, share it with your colleagues, and use it to spark local conversations about how assessments can be leveraged to improve outcomes for every learner.

On August 19, 2025, the California Department of Education (CDE) hosted a press conference at Williamson Elementary School in Folsom Cordova Unified to announce the release of the California Attendance Guide: Taking a Comprehensive Approach to Attendance and Engagement in California. This resource provides district, school, and county leaders with strategies and tools to reduce chronic absenteeism and strengthen student engagement.

The press conference brought together state and local leaders to spotlight the urgency of addressing chronic absence rates, which remain above pre-pandemic levels, and to highlight collaborative solutions. Speakers included Sujie Shin, Deputy Executive Director at CCEE and member of the Statewide Chronic Absenteeism Working Group, and Eric Swanson, Superintendent of Folsom Cordova Unified and former CCEE staff member.

Addressing California’s Attendance Crisis

Presenters: California Department of Education, Statewide Chronic Absenteeism Working Group

The guidance emphasizes that chronic absence in California doubled during the pandemic, peaking at 30 percent in 2021–22. Although rates have since dropped to 20.4 percent in 2023–24, over half of California schools still experience chronic absence rates above 20 percent. The guide sets an ambitious statewide goal: reduce chronic absence to 12.5 percent by 2030.
Why it matters: Chronic absence impacts academic performance, social–emotional development, and graduation rates. By naming both the challenge and the solution, this guidance provides a roadmap for schools and districts to take coordinated, data-driven action that prioritizes prevention, family engagement, and student connectedness.

Resources