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.

Across the 2022, 2023, and 2024 California School Dashboards, foster youth have consistently been among the highest-frequency student groups prompting eligibility for differentiated assistance. As Local Education Agencies (LEAs) collaborate with their communities to set Local Control and Accountability (LCAP) goals that address disparities across student group performance, a new resource is now available to enhance their efforts to support foster youth.

Weaving Connections: Collaborative Support for Foster Youth in California Schools is a dynamic e-learning series presented by the CSU Center to Close the Opportunity Gap and the San Jose State University Center for Innovation in Applied Education Policy. These modules highlight the critical, interconnected roles of teachers, school counselors, school social workers, school administrators, and school psychologists. By deepening understanding of each role’s responsibilities, the training empowers school communities to foster stronger collaboration, leading to more cohesive and effective support networks for foster youth.

This training is essential for anyone working within school environments who is committed to supporting “at-promise” students. Strengthening local support teams not only enhances day-to-day practices but also provides valuable strategies that can be integrated and tracked through LCAPs.

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

As LEAs juggle state testing, year-end projects, and LCAP development, the California Collaborative for Educational Excellence (CCEE) is excited to introduce the upgraded Levers for System Change self-assessment tool. Available via the System of Support (SSOS) Toolkit, this enhanced version is designed to support strategic planning and evaluation efforts across districts.

Key new features include:

• Multi-user collaboration for team-based assessments
• AI-powered recommendations based on assessment results, pulling from the CCEE Resource Hub
• Live updates for seamless, real-time teamwork
• Automated categorization of results into strengths and areas for growth
• Refreshed content aligned with current educational priorities, including MTSS, ELs, LTELs, and special education
• Improved UI/UX for a more intuitive experience

The tool helps LEAs evaluate their infrastructure across six foundational components, guiding their continuous improvement journey. To begin, users must register for an account. Start leveraging this powerful system-planning tool to drive meaningful student outcomes.

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

The African American Student Success Network (AASSN), a partnership between the California Collaborative for Educational Excellence (CCEE) and the California Association of African-American Superintendents and Administrators (CAAASA), is entering its third year of supporting LEAs in advancing equity for Black students.

Through cross-district collaboration, evidence-based strategies, and the strategic use of data, AASSN empowers educational leaders to identify and dismantle systemic barriers that impact African American student outcomes. At the recent 2025 CAAASA Summit, participating districts showcased bold, equity-centered work, highlighting efforts to reduce disproportionality, improve engagement, and elevate student and family voice.

To support continued learning and impact, the network has released two new resources: a presentation slide deck featuring district case studies, and a session handout summarizing core strategies.

Together, we are building the capacity for transformational change, grounded in brave leadership and a commitment to student success. To learn more and access resources, visit the African American Student Success Network resource page.

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

As key partners in the Statewide System of Support, we at CCEE want to emphasize the critical phase we are entering with the Local Control and Accountability Plan (LCAP) and the introduction of the Learning Recovery Emergency Block Grant (LREBG).

The LREBG is designed to support a broad array of initiatives through the 2027-28 school year. These include expanding educational courses, enhancing mental health support, and providing critical college and career counseling—all essential for fostering both academic success and emotional well-being in our students.

LEAs are now mandated to develop a thorough needs assessment for using these funds, focusing particularly on students who require significant learning recovery support. This includes reviewing academic performance in English and math, as well as addressing high levels of chronic absenteeism. By integrating these assessments with the LCAP development, LEAs can strengthen the continuous improvement processes to create more effective and responsive educational programs.

Tools within the SSOS, such as the Needs Assessment and Evidenced-Based Resources workbook, developed by the Geographic Leads, is available to support county offices of education and school districts collaborating on LCAP development. This workbook is designed to help LEAs collect data, assess needs accurately, and identify effective interventions. As we move forward with the implementation of the LREBG, it is crucial for superintendents and other educational leaders to embrace these requirements. By prioritizing continuous improvement, we ensure the effectiveness and sustainability of our educational strategies.

With a commitment to data-driven decision-making and strategic use of funding, we aim to significantly advance our educational objectives. This focus will bolster our educational systems and increase our capacity to serve all students effectively and fairly.

To delve deeper into the Learning Recovery Block Grant (LREBG) and other essential topics within the Statewide System of Support, please review these related blogs:

• LREBG Tools and Resources
• Measure LCAP Effectiveness
• Early Literacy Screening
• Overview of Mathematics
• Overview of LTELs

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

For the first time, California is recognizing Long-Term English Learners (LTELs) as a distinct student group on the 2024 California School Dashboard. This change, prompted by Senate Bill 141, provides greater visibility into the progress and needs of LTELs, ensuring they are included in accountability measures and better supported in their educational journey.

By definition, an LTEL is an English Learner who has not reached proficiency within seven years of their initial assessment. Their performance data now influences key indicators such as English language arts, English learner progress, and mathematics, providing a clearer picture of where support is most urgently needed.

The 2024 California School Dashboard data highlights that Long-Term English Learners (LTELs) are one of the most frequently identified student groups for Differentiated Assistance under the Local Control Funding Formula (LCFF) priorities. A total of 215 local educational agencies (LEAs) require targeted support due to LTEL performance, compared to 195 LEAs for students with disabilities.

CAASPP Performance data shows that:

• 44% of all tested students met or exceeded standards in English Language Arts (ELA), while 6% of LTELs did.
• In math, 33% of all students met or exceeded standards, compared to 3% of LTELs.

These figures highlight the need for continued focus on instructional strategies and support for LTELs to improve academic outcomes.

California is responding with a focus on multilingual learner success, channeling significant resources toward English learners and LTELs. The state’s initiatives include dedicated funding for English learners through LCFF, evidence-based instructional strategies, and enhanced professional development for educators to accelerate language acquisition and learning.

Click below to read the overview of statewide support for multilingual learners. 

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

As an integral leader in the Statewide System of Support, 21CSLA is offering California education leaders the UTK Leadership Certificate Program at UC Berkeley!
This no-cost, university credit-bearing program supports equity-focused instructional leadership for P–3 implementation. Open to those in a Preliminary or Clear ASC program or holding a Certificate of Eligibility, it provides key insights into UTK leadership, policy, collaboration, and job preparation.

Participants earn a UC Berkeley UTK Leadership Certificate by completing two 10-session virtual courses, which can be taken in any order.

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

We are excited to announce the recent launch of the System of Support Toolkit, a platform that hosts all System of Support resources and tools in one central location. This site hosts a variety of tools to help your LEAs, students, families, and communities, including the Resource Hub and Directory, self-assessments like the BASICS and Levers for System Change tool, and data dashboards.

Please note that if you previously had an account on the Resource Hub, you must reset your password in order to login to the toolkit.

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