Category: CCEE BLOG

In 2024, the California Collaborative for Educational Excellence (CCEE), working alongside Statewide System of Support Leads and Statewide Agency Leads, completed several mandated evaluations and legislative reports for key initiatives. The following reports were submitted:

• System of Support Evaluation Plan (2024-2025)
• Geographic Leads: Year 1, Cohort II Findings (2023-2024)
• Special Education Leads: Year 1 Findings (2023-2024)
• 21CSLA Lead: Year 1, Cohort II Findings (2023-2024)
• High-Quality Online Instructional Materials Initiative (HQOIM): Year 2 Findings (2023-2024)
• Reading Instruction and Intervention Grant (RII): Year 2 Brief (2024-2025)
• Learning Acceleration Systems Grant (LASG): Executive Summary of Year 3 Memo (2023-2024)
• Individualized Education Program (IEP) Template Report (June 30, 2024)
• Community Engagement Initiative (CEI) 1.0 Final Report (June 30, 2024)

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

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

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

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

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

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

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

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

As educators, our ultimate goal is to ensure that every student thrives in an environment tailored to their diverse needs. The Universal Design for Learning (UDL) framework provides a transformative approach to fostering inclusivity and equity. To support this mission, we are thrilled to introduce the UDL Data Toolkit—a comprehensive resource designed to help educators measure, monitor, and refine their UDL implementation with precision and purpose.

The UDL Data Toolkit, collaboratively developed with partners like Riverside County Office of Education, Placer County SELPA, and WestEd, equips local educational agencies (LEAs) with tools and strategies to create effective learning environments for all students. By using this resource, educational leaders can not only measure the impact of UDL but also ensure alignment with broader district priorities such as equity, inclusion, and continuous improvement.

Key Features of the UDL Data Toolkit:

1. Comprehensive Data Collection: The toolkit provides structured guidance on collecting data across students, educators, leaders, and systems, offering a holistic view of UDL implementation.
2. Multiple Levels of Data Analysis: From district-wide trends (large grain) to classroom-level insights (fine grain), this resource ensures actionable data at every level.
3. Practical Tools and Resources: Includes no-cost assets such as surveys, rubrics, observation tools, and self-assessments tailored to diverse educational settings.
4. Focus on Data Ethics and Privacy: Aligns with best practices to ensure data governance and student privacy while fostering transparency and trust.

This resource exemplifies the commitment of the Statewide System of Support to empower educators with practical tools for real-world challenges. By integrating data-driven strategies with UDL principles, this toolkit helps schools create learning environments where every student can succeed academically, behaviorally, and socio-emotionally.

We invite educators to take advantage of this robust resource to refine their UDL practices and drive meaningful change in their schools and districts. Together, let’s embrace the power of data to create inclusive and equitable education for all.

For more information or assistance, please visit our website. Stay connected for updates and upcoming resources via our events calendar and the Statewide System of Support Resource Hub.

As the February 28th deadline for the annual update on the Local Control and Accountability Plan (LCAP) approaches, superintendents across the state face the critical task of presenting comprehensive reports on LCAP outcomes and expenditures. Understanding the significance of this responsibility, we are excited to lift up a pivotal resource to support our educational leaders in meeting and exceeding these requirements with precision and ease.

The LCAP Monitoring & Evaluation Tracking Tool, developed by the Riverside County Office of Education, is designed specifically to aid superintendents in preparing their midyear LCAP reports. This tool streamlines the process of gathering and presenting the required data, ensuring that all metrics and actions from the current year’s LCAP are tracked and reported to evaluate effectiveness.

Key Features of the LCAP Monitoring & Evaluation Tracking Tool:

1. Detailed Outcome Data Reporting: This tool helps superintendents provide all available midyear outcome data, fulfilling the requirement to showcase progress against the metrics defined in the LCAP.
2. Expenditure and Implementation Insights: Superintendents can confidently report on expenditures and the status of implementations, as the tool organizes and clarifies financial and action-based data, supporting transparency and accountability.
3. User-Friendly Interface: With resources like tutorial videos and example applications, the tool is accessible and straightforward, making the preparation for the February 28th presentation efficient and effective.

Getting Started with the Tool:

• Tutorial Video: Superintendents can watch a comprehensive guide to understand how to utilize the tool’s full capabilities.
• Download the Tool: Access is available directly on our website, allowing superintendents to begin tracking and evaluating their LCAP actions to report what is/is not working and why.
• Example Application: Review practical examples to see how the tool can be effectively applied.

This tool represents the Statewide System of Support resources to prepare our educational communities in their continuous improvement efforts. As we move closer to the reporting deadline, we encourage all superintendents to take full advantage of the RCOE LCAP Monitoring & Evaluation Tracking Tool to deliver impactful and meaningful reports.

We are here to assist you with any questions or additional support you may need to utilize this resource effectively and access additional resources to support the LCAP. Together, let’s ensure that this LCAP reporting cycle is marked by clarity, success, and enhanced educational outcomes for all students.

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

As the Executive Director of the California Collaborative for Educational Excellence (CCEE), I had the honor of delivering the keynote address at this year’s California Educational Research Association (CERA) Annual Conference. My speech, “Telling the Spirit Story of the Research Work,” focused on a crucial shift in perspective that I believe is necessary for true educational transformation: valuing the human stories at the heart of our data.

In my address, I emphasized the importance of “Spirit Work” — a concept that invites us to look beyond numbers and graphs and to connect with the real human experiences behind our research. This approach not only enriches our understanding but also ensures that our work remains deeply impactful and relevant to those we aim to serve.

CCEE’s Contributions to CERA 2024

Our team at CCEE presented a series of sessions that aligned with this philosophy, exploring innovative strategies to enhance educational success:

1. Finding Bright Spots in California’s Chronic Absenteeism Landscape: Successful approaches to reducing chronic absenteeism were discussed, incorporating both data-driven practices and socio-emotional strategies.
2. Empowering UDL with Data: Attendees were introduced to practical tools from a comprehensive toolkit, supporting the effective implementation of Universal Design for Learning (UDL).
3. Leveraging Networked Learning for African American Student Success: Best practices and tools from the African American Success Learning Network were shared, significantly improving outcomes for African American students.
4. From Pilot to Practice: Enhancing Math Outcomes with Formative Assessments: I highlighted how Rincon Valley USD has transformed assessment practices to create more responsive and effective educational environments.
5. A “Community First” Approach to Continuous Improvement: Representatives from Napa and San Diego County Offices discussed how they use the Street Data framework to enhance support for Black students and address absenteeism.
6. Uplifting Teacher Practice to Accelerate Learning: We explored how Taft City School District is using action research to cultivate a research-driven culture aimed at accelerating student learning.
7. Public-Private Partnerships in Evaluating California’s Statewide Literacy Initiative: The collaborative efforts of internal and external evaluation teams were explored, presenting a framework for collective impact evaluation through public-private partnerships, focusing on enhancing literacy initiatives in California with Project ARISE.

Thank you to everyone who attended and contributed to these discussions. Your engagement and feedback are vital as we continue to pursue educational excellence through a lens that respects and uplifts the human spirit.

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

As we navigate the ever-evolving landscape of education, it’s crucial that Local Educational Agencies (LEAs) not only recognize their strengths but also pinpoint areas ripe for improvement. The Levers for System Change online self-assessment tool is your gateway to achieving just that. This innovative tool dives into six foundational components of your educational infrastructure, highlighting both accomplishments and opportunities for growth.

Understanding where you stand is the first step towards impactful system improvement. The tool provides a clear pathway for LEA teams to identify and prioritize improvement efforts effectively, ensuring every student benefits from enhanced educational practices.

Don’t miss the chance to deepen your understanding and proficiency with the Levers for System Change tool. Join us for an exclusive online training session on November 7 at 2 PM. Facilitated by Lisa Gilbert, Deputy Superintendent Kern County Superintendent of Schools, this session is designed to equip you with the knowledge and skills needed to guide your LEA through its improvement journey with confidence.

If you can’t join us on November 7, CCEE is here to support you. Reach out to Mindy Fattig, Senior Advisor, at [email protected] to learn more about the Levers for Systems Change tool and how to use it today! If you have any questions about CCEE, please visit our website. Stay tuned for more literacy coordination efforts and resources, through our events calendar and the Statewide System of Support Resource Hub.

As the Executive Director of the California Collaborative for Educational Excellence (CCEE), I am excited to continue sharing our strategic priorities for the 2024-2025 school year, including our focus on utilizing data to maximize impacts for students statewide. Our goal is to refine data collection processes, develop clear measurable objectives tied to all initiatives, and leverage advanced analytics to identify trends and areas for improvement. This ensures every initiative has clarity on and access to data that drives meaningful outcomes. Through focused data-driven insights, we can support LEAs in addressing their unique challenges, fostering a culture of continuous improvement across the state. One crucial area in this effort is the streamlining of assessment systems to improve educational decision-making and outcomes.

Overview:

Assessment systems play a pivotal role in shaping the quality of education, yet they can often become cluttered and inefficient. Over-assessment, duplicative evaluations, and misaligned approaches can burden educators and students alike, leading to a loss of valuable instructional time. To address these challenges, it is essential to adopt a balanced assessment system—one that delivers diverse, meaningful data to inform educational decisions while freeing up time for teaching and learning.

Solution:

The Assessment System Review online learning path, developed in collaboration with the National Center for the Improvement of Educational Assessment, offers educators a structured approach to evaluate and refine their assessment practices. This learning path provides the knowledge, skills, and tools needed to conduct a thorough review of all assessments students complete throughout the year.

The learning path is broken into six modules:

• Module 0: Introduction to the Learning Pathway
• Module 1: Prepare to Launch
  Module 2: Clarify the Instructional Vision
• Module 3: Reflect on Assessment System Needs
  Module 4: Conduct the Inventory
• Module 5: Evaluate the Inventory of Assessments & Write Recommendations
• Module 6: Create an Action Plan
  

These modules guide teams through a detailed process, helping educators identify areas of over-assessment, ensure assessments serve the right purpose, and optimize instructional time. The flexible format allows teams to move at their own pace and adapt the learning path to meet their specific needs.

Call to Action:

Empower your school or district by embarking on the Assessment System Review Learning Path. Begin your journey today and start making informed, data-driven decisions that enhance student learning experiences. Visit the learning path for more details.

Stay tuned for more updates on how CCEE is supporting educators statewide in leveraging data for improved educational outcomes.

As the Executive Director of the California Collaborative for Educational Excellence (CCEE), I am looking forward to continuing to highlight our strategic priorities for the 2024-2025 school year. We are steadfast in our dedication to advancing educational outcomes through our four pivotal focus areas:

1. Utilizing data to maximize impacts for students statewide.
2. Developing targeted and intensive support for Special Education.
3. Integrating efforts among statewide Mathematics Leads.
4. Strengthening literacy initiatives in collaboration with the California Department of Education.

Our commitment to enhancing the Statewide System of Support (SSOS) ensures that California fulfills its mission of providing a quality, equitable education for every student. Key to this commitment is our focused support for Special Education, informed significantly by the first-year findings from the Special Education Resource Leads. This initiative is critical in shaping our approach to enhancing outcomes for students with disabilities by supporting capacity building, collaboration, and the implementation of best practices across various educational agencies.

Key Year One Findings and Their Significance:

• Successful Collaborations: The Leads demonstrated substantial success in forging connections with other educational initiatives and external partners, enhancing the collective capacity to support diverse learner needs. This success underlines the importance of our continued focus on creating synergies within the SSOS to prevent duplication of efforts and to maximize resource efficiency.
• Challenges with Capacity and Coordination: Despite successes, Leads faced hurdles related to staffing constraints and systemic coordination. These challenges underscore the need for strategic supports and enhanced communication channels within the SSOS, ensuring that initiatives are well-coordinated and that information flows seamlessly among stakeholders.
• Positive Impacts on Practices: The Leads reported significant improvements in educational practices for Special Education, particularly in inclusivity and the quality of Individualized Education Programs (IEPs). This impact highlights the effectiveness of the targeted supports and resources provided to educators, which are essential for lifting educational outcomes for students with disabilities. These findings, combined with the recent report provided by the IEP Expert Panel Report will inform California’s efforts to support the development of a new IEP template.

Strategic Actions Based on Findings:

To incorporate these findings effectively into CCEE’s focus area of developing targeted and intensive support for the SSOS, we are preparing to support the following strategic actions:

• Enhance Inter-Initiative Collaboration: Amplify the existing successes in collaboration by establishing regular inter-lead communication forums and shared resource platforms. This will ensure that successful strategies are disseminated widely and that all Leads are aligned in their efforts.
• Structured Collaboration and Communication: Expand the SSOS website and resource hub with our partners that will ensure a structured communication framework for regular, transparent exchanges among all Special Education Resource Leads, state agencies, and partners within the System of Support. This integrated support will incorporate any monthly coordination meetings, shared digital platforms for resource exchange, and quarterly strategic reviews, alongside a centralized data-sharing platform to track initiatives and outcomes, prevent overlap, and build on collective successes.
• Expand Impact Monitoring: Strengthen mechanisms for monitoring and reporting the impacts of interventions, particularly those related to Special Education. By linking to our Data for Impact focus area and increasing transparency in reporting, we can better track the progress and scale effective practices.
• Focus on Continuous Improvement: Continue to embed a culture of continuous improvement within all layers of the initiative by training leaders and practitioners in improvement science methodologies.

By focusing on these strategic actions, CCEE will enhance its support for Special Education within the SSOS, ensuring that all students receive the benefits of a tailored and inclusive educational experience.

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

As Executive Director of the California Collaborative for Educational Excellence (CCEE), I’m pleased to outline our key strategic priorities for the 2024-2025 school year. We are dedicated to enhancing educational outcomes through a focus on four pivotal areas:

1. Utilizing data to maximize statewide and individual student impacts.
2. Developing targeted and intensive support for Special Education.
3. Integrating and coordinating efforts among statewide Mathematics Leads.
4. Strengthening literacy initiatives in collaboration with the California Department of Education.

Our goal is to ensure that the Statewide System of Support (SSOS) fulfills California’s mission of providing a quality, equitable education for every student. To achieve this, we are committed to working with the California Department of Education in aligning various literacy initiatives through the following objectives: 

• Coherence and Alignment: Partnering with state agencies and SSOS literacy leads, to align various literacy initiatives. This will help create a unified approach to literacy education, ensuring that all students have access to comprehensive and consistent literacy instruction.
• Support and Resources: We will assist in creating awareness and understanding of how to access universal support opportunities for LEAs including professional development opportunities, instructional resources, and evidence-based strategies to enhance literacy outcomes. Our focus will be on building capacity within schools to deliver effective literacy instruction.

Below are asynchronous and synchronous courses that are available now for free professional development provided through the Learning Acceleration System Grant and Project Arise.

Date	Professional Learning Session
September 23	Whole-Child Lens on Literacy
September 30	Centering Complex Text
October 3	Executive Functions (Community of Practice)
October 7	Progress Monitoring
November 14	Leveraging What Students CAN DO to Bridge Their Learning
December 12	Foundational Skills (Community of Practice)
January 23	Ignite your Reading Comprehension Lessons
January 30	Biliteracy Instruction Part I
February 13	Comprehension Discussion
February 24	Using Executive Functions to Support Holistic Literacy Development
February 27	Biliteracy Instruction- Part II
March 10	Using Progress Monitoring Data for Instruction
March 13	Intensive Interventions (Community of Practice)
March 20	Empowering Choice: Refining Scaffolds in Lesson Design

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

Madera County Superintendent of Schools Professional Learning Communities (PLC) Workshop

The recent PLC Workshop held on September 3-4, 2024, brought together dedicated educators and leaders with a shared goal of improving student outcomes through collaboration and shared responsibility. Hosted by the Madera County Superintendent of Schools, this two-day professional development event provided attendees with valuable insights, tools, and actionable strategies to enhance their teaching practices and relaunch PLCs effectively.

One of the most powerful moments from the workshop came from a Sierra Vista Elementary teacher who passionately stated, “I wouldn’t want to teach anywhere else,” highlighting the deep connection and commitment teachers feel toward their schools when collaboration is at the core of their work. This sentiment was echoed in discussions around vulnerability and self-reflection, as another teacher candidly shared, “It’s the raw reality,” referring to the critical process of analyzing student data and asking, “Was our instruction effective?”

The workshop reinforced the importance of building trust among colleagues, as one participant noted, “When you build that trust level with your colleagues, you can move mountains for your students.” The power of collaboration was underscored throughout, with teachers acknowledging that “We got a lot more done together than separately,” emphasizing the significant impact of working as a team rather than in isolation.

The event equipped educators with practical tools to foster a focus on learning, nurture a collaborative culture, and maintain a results-oriented mindset, ensuring that the PLC process continues to be a powerful strategy for sustainable school improvement.

If you have any questions about CCEE and how to engage with our resources and professional learning opportunities, please visit our website. To learn more about the PLC Workshop and other foundational components of the Intensive Assistance Model, please visit the Intensive Assistance Model webpage and Rising from the Margins podcast to hear experiences from Madera Unified School District and other IAM districts.