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Redefining the Classroom: The Rise and Refinement of Hybrid Learning in America

Districts nationwide are overcoming the initial challenges of pandemic-induced hybrid learning, showcasing the benefits of evolved, effective hybrid models. Leveraging both virtual and in-person learning platforms, these new models offer a wide range of affordable courses, address teacher shortages, and foster successful credit recovery initiatives. ERS supports these strides with an inclusive toolkit featuring a vision paper, a how-to guide, and inspiring case studies from successful districts, offering a blueprint for revolutionizing high school education.

Call to Action

Don’t let the past dictate the future of hybrid learning. Discover how schools are turning the tide, utilizing improved hybrid learning models to shape a new educational landscape. Learn from the success stories and explore the comprehensive toolkit from ERS to guide your district towards a brighter, more flexible educational future. Let’s redefine what school means!

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Hot Topics

On August 13, 2023, the State Board of Education engaged in a discussion regarding the proposed Local Control Accountability Plan (LCAP) template.  Our team has been represented on the state LCAP Advisory Group.  

Item 02: the Proposed Revisions to the Local Control and Accountability Plan and Annual Update Template and Instructions, was replaced with a corrected version that shows the track changes revisions to the Current Local Control and Accountability Plan and Annual Update Template and Instructions reflected in Attachment 2.

See link to Item 2 Attachment LCAP Template presented to the State Board on September 13, 2023.

See link to LCAP track changes in Ed. Code

If you have any questions about what is being proposed please contact Michelle Magyar at [email protected].  If you have missed weekly blogs past, please see the link to our past  “Hot Topics Weekly” for AC members.

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On August 31, 2023 the CCEE presented the year one overview of the Intensive Assistance Model (IAM) work with cohort I schools.  The IAM is one of the most intensive coaching models in the country with over 150 days of on-site coaching in schools for English Language Arts, Mathematics, Assessment, Leadership and Professional Learning Communities.  There are currently five school districts and eight schools involved in the model for cohort 1 (please click here to see list of LEA participants and CCEE’s role in Technical Assistance).

The CCEE governing board listened to the presentation by the CCEE and PACE (Public Analysis for California Education) regarding the progress of the schools in this model.

Slide 8 includes a video of Nishimoto Elementary in Madera Unified School District describing the work in year one. 

The learnings from this model, even in just one year, are invaluable. They shed light on the exact nature and type of support educators require to refine their teaching methodologies and elevate student learning experiences.

Take Action Now!

🔗 Key Resources:

  1. Explore the entire presentation from CCEE and PACE 
  2. Engage with the heartfelt video testimonial on slide 8 of the presentation, showcasing the bright and promising transformation taking place at Nishimoto Elementary.
  3. Watch the entire CCEE board meeting on August 31, 2023
  4. Stay Tuned for the comprehensive PACE Year I report unveiling soon, providing a detailed overview of the journey thus far. 

Stay Ahead in Education! 📚 Check out our most recent Friday 5! Join CCEE’s ListServ & Calendar Updates to Never Miss an Event. Sign Up Now for Limitless Learning Opportunities. 🌟 #CCEEConnections”

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Statewide policy leaders are focusing on a literacy series to support the coherence and implementation of statewide literacy initiatives. The landscape of literacy initiatives across California presents many opportunities for ways to make the supports, resources, and lessons learned from each of the Literacy Leads accessible to every LEA in California.  

The attached presentations were presented by the CCEE and California Department of Education as a way to help ground understanding of the various literacy initiatives across the state. 

These presentations will help you to more broadly understand the investments of the state when it comes to building a coherent literacy plan, know who the state leads are for literacy, and will provide guiding questions for what state leaders are grappling with when it comes to building a coherent statewide plan.

As always, if you have any questions, please feel free to contact me directly.

California Landscape of Literacy Initiatives, Stephanie Gregson, Deputy Executive Director, CCEE

Dr. Stephanie Gregson’s presentation offers an in-depth look at the landscape of literacy initiatives in California, emphasizing connections, leverage opportunities, and ensuring that the resources and lessons from these initiatives are accessible to all Local Education Agencies (LEA). The presentation also underscores a call to action for education leaders to support the coherence of statewide literacy initiatives, referencing frameworks, new standards, and the establishment of a statewide community of practice.

Statewide Literacy Office Updates, Nancy Brynelson and Bonnie Garcia, Co-Directors Statewide Literacy Leads, California Department of Education

Nancy Brynelson and Bonnie Garcia, Co-Directors of Statewide Literacy Leads at the California Department of Education, presented their mission to implement a statewide literacy campaign, aiming to ensure all students in California are proficient readers by third grade and fully literate by high school graduation. Their initiative includes promoting evidence-based literacy instruction, aligning literacy efforts across levels, addressing equity gaps, and collaborating with statewide organizations, with efforts such as the “Recentering California’s ELA/ELD Framework Webinar Series.”

Stay Ahead in Education! 📚 Check out our most recent Friday 5! Join CCEE’s ListServ & Calendar Updates to Never Miss an Event. Sign Up Now for Limitless Learning Opportunities. 🌟 #CCEEConnections”

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Unlock Success for Every Student: Introducing the System Levers Tool for Strategic LEA Improvement

I’m excited to introduce you to a powerful resource – the System Levers Tool. This resource is designed to support Local Educational Agency (LEA) leaders in assessing and strengthening their educational infrastructure to meet the needs of all students.

Key Benefits:

  1. Evaluate six essential components
  2. Identify strengths and growth areas
  3. Collaborate with your team
  4. Drive strategic improvement efforts

Next Steps:

  1. Assess: Visit to evaluate your district’s processes to support all students.
  2. Collaborate: Engage your team for diverse insights.
  3. Action: Inform strategic planning based on results.

This tool was developed by the California Collaborative for Educational Excellence (CCEE) and WestEd, with El Dorado, Sacramento, Placer, Orange, and Santa Clara county offices of education.

The CCEE is here to support you every step of the way. Reach out to Mindy Fattig, Senior Advisor, at [email protected] for assistance.

Elevate your district’s support for all students with the System Levers Tool. Visit today.

If you have any questions about CCEE and how to engage with our resources and professional learning opportunities, please feel free to contact me directly. Stay Ahead in Education! 📚 Check out our most recent Friday 5! Join CCEE’s ListServ & Calendar Updates to Never Miss an Event. Sign Up Now for Limitless Learning Opportunities. 🌟 #CCEEConnections”

A Reflection by CCEE Executive Director, Matt J. Navo

CCEE Major Impact Projects


As I reflect on the end of my first year with the CCEE, I am reminded of just how much education has been impacted over the last 3 years. How CCEE best supports Local Educational Agencies (LEAs) (inclusive of charter schools) has often been a challenge for our organization given the magnitude of already developed resources, tools, services and supports. However, with the work of integral partners there are three CCEE resources and tools that standout as helpful to LEAs as we execute our role in the Statewide System of Support for advice and assisting LEAs in accomplishing their Local Control Accountability Plan (LCAP).

The Community Engagement Initiative (CEI) website developed with the CEI Agency partners has provided incredible resources to the field for engaging with the community to form authentic relationships between districts and the community.

In the 2022 Legislative Budget Act, CEI was provided with 100 million dollars to leverage the their work for transformational school investments and authentic pupil, family, community, and educator engagement. This includes, but is not limited to, Local Control and Accountability Plans, Expanded Learning Opportunity Programs, and California Community School Partnership Act grants. CEI has a network of over 40 LEAs (including charters) who with the collaboration of Lead Agency Partners, regularly engage one another in identifying effective models of community engagement, developing metrics, having challenging conversations, and building trusting relationships.

Our Innovation, Instruction and Impact (I3) Center developed the Playbook for Accelerated Learning (PAL). This tool was developed in collaboration with State Board and expert partners to provide guidance to LEAs for how to think about and provide professional development to accelerate student learning.

The CCEE also developed the Basic Levers Tool 1.0 (2.0 is in progress now) that will help LEAs think about and design systems for improving outcomes for Students with Disabilities (SWD).
We continue to evolve and expand our resources and tools that LEAs can utilize to help accomplish the goals within their Local Control Accountability Plans. Visit our CCEE website here (


Key Strategies to Prevent Learning Loss as Schools Go to Distance Learning

One does not have to look hard to find evidence that when you close schools due to a pandemic, students’ social, emotional and academic needs are affected.

Despite heroic efforts to quickly shift to distance learning, achievement and equity gaps remain, and in most cases, are exacerbated. To address loss of learning and widening of achievement gaps, I recommend considering the following five key areas to assure schools are prepared to assess and address these gaps of inequity and subsequent impacts on student learning.

Address students’ social and emotional well-being first

Whether in school classrooms or at home, students need to feel emotionally safe, valued and cared for. Although eager to determine loss of learning, schools must first prioritize the measurement of school climate, leveraging social and emotional learning to build important foundations for learning.

With social and emotional learning at the forefront, educators should focus their efforts on strengthening relationships with every student and building community within the classroom through trauma-informed practices and re-engagement strategies.

Develop plans that include comprehensive approaches to formative assessments

With deep levels of attention focused on identifying the social and emotional needs of students as the foundation for learning, plans that include comprehensive approaches to formative assessments, which help teachers understand how well their students are learning on an ongoing basis, will be necessary to guide instructional decisions and resource allocations. School leaders will likely feel pressure to use “off-the-shelf” assessments, such as Star Reading, Star MATH and DORA (Diagnostic Online Reading Assessment).

Yet, the focus should be on the use of assessments that already exist and are aligned with the adopted instructional materials and text to provide stability for students and staff, and to help determine learning gaps in content knowledge and skill.

For example, as CDE Guidance on Diagnostic and Formative Assessments recommends, “teachers can use tools such as rubrics to clarify expectations and to provide feedback; journals, quick writes and discussions to see what students are thinking; pre-tests and exit tickets to see where they are at the beginning and end of class; strategic questioning and performance tasks during the lesson; observations of students working in small groups; student work samples and a variety of others.”

Further, the value of teacher knowledge should not be underestimated. It is essential that school leaders provide teachers with opportunities to collaborate and discuss concepts not taught or reinforced during the pandemic.

Prior to reopening, it will be important to assess a broad set of indicators, such as student access to technology, connectivity and high-quality curricula, in addition to student attendance and engagement in remote learning, and experience with trauma and/or food or housing insecurity. Parents should also be surveyed to triangulate vital information regarding their child’s social, emotional and academic needs experienced during distance learning in the spring.

Address individual student skills and re-teach concepts not taught in the prior year

Schools should be wary of focusing on remediation, and instead should focus on improving the quality of core instruction in different learning scenarios. Lessons learned after Hurricane Katrina found students in the elementary grades did best when efforts were made to support the skills and concepts needed to learn grade-level content.

Students in the upper grades had the most success with “spiraling” techniques, where topics such as math and science that are traditionally taught in blocks, chapters or units of study over a short period of time are instead introduced in smaller chunks, spread out over a longer period of time and teachers come back to the topic multiple times over the duration of the grade or course and going deeper each time.

Invest in high-quality professional learning and instructional materials

School and district budgets will be compromised and the costs to create safe and well-maintained learning environments will be significant. Investing in high-quality professional learning and instructional materials to support teachers and paraeducators will be key to the success of students when they return in the fall.

Resources such as the TNTP Learning Acceleration Guide, the CCEE Continuity of Learning Playbooks and other references such as Learning as We Go: Principles for Effective Assessment During the COVID-19 Pandemic from The Evidence Project and What Post-Katrina New Orleans Can Teach Schools About COVID-19 Learning Loss from CRPE (Center on Reinventing Public Education) can provide research, tools and practical solutions to prepare schools and districts to reopen in the fall.

Be active and transparent in communicating with families and the community

While plans are still in development and it will be difficult to predict what will happen in the coming months, schools must be intentional in their actions to communicate with staff, families and the community in an active and transparent way. This requires honest two-way communication providing opportunities for parent and community feedback.

Efforts should be made to clearly articulate plans to protect the wellbeing and safety of students and staff, in conjunction with addressing the social, emotional and academic needs of their children. Open and transparent communication efforts show empathy, build trust, instill and maintain confidence to demonstrate a long-term view that schools are prepared to address and assess the needs of students despite the challenges of the Covid-19 pandemic.

These are complex times. Having plans in place to identify and support student needs will best prepare schools to navigate these new challenges as they arise. We must get this right — students and families are counting on us.


Tom Armelino

Requirements for “Rigor” Through Distance Learning Calls for Quality, Not Quantity

With the beginning of a new school year upon many districts, demands for improved connectivity and devices, increased instructional minutes, transparency of grades, attention to the social and emotional needs of students, and calls for more “rigor” through distance learning will be greater than ever. In his July 17, 2020 news conference, Governor Newsom laid out guidelines for when schools will be allowed to reopen and, when necessary, offer distance learning. Newsom insisted that distance learning must be “rigorous” and include “daily, live interactions” between students and teachers, “challenging assignments” equivalent to in-person classes, and lessons adapted for English language learners and students with disabilities.

Aligned with these demands, stakeholders are calling for stark improvements in distance learning outcomes. Teachers, school, and district leaders will undoubtedly feel the pressure to increase rigor, close achievement gaps, and accelerate learning in platforms that are still very new to them and their students. To help make this important shift to higher standards and expectations, it will be essential to understand that calls for rigor will demand more quality, not just complexity or quantity.

The research is clear: Rigor is not more!

One reaction to a call for more rigor will likely create expectations of teachers to provide more homework, more demanding tests and quizzes, or increase the complexity of grade-level content. This can often lead to a desire to push down higher-grade level content in an attempt to accelerate intellectual development. An editorial published in Science notes this approach to rigor is counterproductive and often leads to “overly strict attention to rules, procedures, and rote memorization” at a time when developing minds of children are not yet ready to process this complex information.

In addition to increasing complexity, another approach to add rigor through distance learning will be driven by pressures to try and “make up” for missed curriculum from the spring. This, too, can create pressures on teachers to cram too much content into a lesson, unit, or semester. Students may be asked to complete more work independently at home instead of using homework more effectively to reinforce or introduce new learning. Additional stress to ramp up learning can also encourage a one-size-fits-all, that neglects the ability level and the individual needs of students. Parents, too, will likely pressure teachers and school administrators for more rigor by demanding ineffective strategies such as long lists of spelling words, more complex math problems, or insisting on extra credit assignments not realizing the severe consequences these demands can have on their child’s motivation to learn. These “cram” more into the day, week, semester, or school year, approaches not only fail to address rigor but are not supported within the existing scientific research. “Not only does no such data exist, but an emerging body of research indicates that attempts to accelerate intellectual development are in fact counterproductive.”

Practical approaches to improving rigor in distance learning environments

While demands for rigor will be challenging, applying a few practical approaches can help preserve academic and creative rigor.

  • Providing Professional Development: First, it cannot be said enough how important it is to provide teachers with ongoing professional development, coaching and time to expand their expertise in using online platforms, creating lessons, collaborating with their colleagues, and delving deeply into the tools and content they will use to help students succeed in a distance learning environment. Through ongoing professional development, time and practice, teachers can begin to build rigor into their daily lessons that engage students, embrace higher-level thinking, comprehension, and the use of activities where the learner directly interacts with the content, peers, and teacher.
  • Project-based learning (PBL): A highly engaging strategy, PBL integrates lessons where students actively explore real-world problems and challenges to help deepen content knowledge. Examples of this strategy include students exploring racism and social justice in language arts through the use of articles, poems, songs, documentaries, and books like “The Hate You Give” and “Just Mercy” to address relevant issues. Teachers can also assign history lessons that compare and contrast the COVID-19 pandemic and the Black Death in the 14th century.
  • Combining Synchronous and Asynchronous Activities: The strategic combination of “synchronous” learning where students meet regularly online with their classmates and teachers, with “asynchronous” activities where students think deeply and engage with the subject matter or with other students independent from the teacher, is another key to engagement.  Additional efforts must include an in-depth understanding and focus on creating lessons designed specifically to lead students successfully into the content and build on prior knowledge and foundational elements to support complex hands-on skills. [1]
  • Parts, Purposes, and Complexity: Another practical approach for distance learning is Harvard’s Graduate School of Education Parts, Purposes and Complexity “make students’ thinking visible through creating lists, maps, and drawings of the parts, purposes, and complexities of various objects and systems.” This strategy provides students the ability to look beyond obvious features of an object to stimulate curiosity, identify questions for further inquiry and engage them directly in the content. If students are trying to understand a system, such as a “democracy,” having them create a list or draw a picture of what they believe the parts of a democracy might be can help identify what they understand a democracy to be. Participating in a discussion about a democracy can build background knowledge and help students engage in the content.
  • Technology Tools: Through high-quality professional development, and time to explore and implement new interactive resources to keep students engaged, teachers will have the resources to keep the use of worksheets, textbooks, and other paper to pencil activities to a minimum in their lessons and explore more interactive and multimedia resources. Practical tools such as Flipgrid allow students and teachers to record short, online videos, WeVideo, an online video editor that can be linked and directly uploaded into Google Drive, Storyline, an excellent resource for read alouds that has many videos of celebrities reading popular children’s books and Mystery Science, that provides great science lessons for students to work on at home and engage directly in content in ways that are not static.

Importance of self-assessments, feedback, independent learning and organizational strategies

  • Student self-assessment/feedback: A key strategy to increase rigor and allow students the opportunity to understand gaps in their learning and explore additional content to help address these gaps. Quizzes and tests should be considered not only for a grade but as a resource for students and their teacher to relearn and reteach until new knowledge is obtained. There is no stronger support for rigorous distance learning than feedback. Feedback begins with the teacher and should also include the parent/guardian who is accessible to help at home to support the student. This should include scheduled check-ins to directly engage with the student and their parent/guardian to help facilitate their social and emotional needs and thinking and learning in an online environment.
  • Independent Learning/Organization: In addition to providing students the ability to engage in dialogue and work with others, it will be important to give students opportunities where they engage with the content independently as well to learn at a pace that works for them. For example, in one study, students who were allowed to watch assigned videos in any order, fast forward, rewind, and replay them significantly outperformed those who had to use the videos in a pre-determined standardized fashion. It will also be important to be intentional in efforts to provides students with a choice on how to engage with content and help students organize, self-manage, and regulate their time at home to ensure they are in an environment that allows them to focus on learning.

As we raise the stakes for rigor in a distance learning environment, we must understand the pressures teachers will be under and help to avoid traps that include more homework, more content, and more static resources. Instead, we must support their efforts through professional development, time and coaching to provide quality lesson design, teaching and learning, that assures quality not just quantity. Administrators, teachers, and parents must fight the natural tendency to want to push through these learning gaps to recover lost learning all in the spirit of rigor. While we understand the sense of urgency and the pressures and the importance of addressing the learning needs of all students, learning in a new environment takes time, and we must get this right–students, educators, and families are counting on us.

[1] Darling-Hammond, L., Schachman, A., & Edgerton, A. (2020).  Restarting and reinventing school: Learning in the time of COVID and beyond.  Palo Alto: Learning Policy Institute.


Tom Armelino

Creating Safe and Supportive Classrooms in Distance Learning Environments

With the severely disrupted 2019-20 school year behind us, the majority of students receiving their education in virtual settings, and the pandemic still front and center in our communities, the need to connect and re-envision partnerships with students and families has never been more important. Historically, engaging with families to reduce barriers and partnering with them to support their children’s learning needs has never been easy. Moreover, fostering an inclusive environment that elevates student voice and agency and allows them to contribute to their own learning can be challenging in a virtual setting. It is crucial that we reimagine these efforts to assure students are safe and develop plans to reach out directly to students and families to assure they have the supports necessary to succeed both academically, socially, and emotionally in a virtual setting.

The pandemic has left many students and adults struggling and in crisis, according to a nationwide Gallup poll in June, with 70% of parents reporting their child is experiencing either major or minor  challenges as a result from being separated from their classmates and teachers. It’s not just being separated from school in which students are suffering. In a recent presentation by the Department of Justice, “Protecting Students During the COVID-19 CrisisRecognizing and Responding to Child Abuse and Sexual Exploitation” statewide reports of suspected child abuse have dropped 28% from April to August compared to the same time period in 2019. This would normally be good news, but with educators serving as the largest reporters in the state with 21% of all reports, many cases of child abuse are going unreported in virtual settings without the ability to assess the health of children in our classrooms and schools. Based on the same Gallup poll mentioned above, we also know that adults too are struggling with social distancing practices and closures, with 15% reporting that they are experiencing harm to their own emotional or mental health. The pandemic has only deepened deeply rooted social and racial injustices and perpetuated educational inequities due to a lack of access to school learning for those who have always been underserved in our school systems. Add in the economic downturn, unemployment rise, racial injustice, political differences, and undisputed pressures educators are feeling to provide a more robust distance learning program, all while the global health crisis still rages in our communities.

The need to connect directly with every student and their families is paramount to the success and safety of children, with in-person instruction, academics take center stage and the “soft skills” that include empathy, self-care and understanding are often addressed when a behavior is observed or arises at school.  In a school setting where educators see students daily in their classrooms, they are able to greet children with a warm hello, high five, hug, or handshake as they get on the bus, arrive at school or enter the door of the classroom. They have opportunities to observe firsthand, face-to-face, the wellbeing of their students. In virtual classrooms, the teacher-student connection is more challenging and heightened mental health problems are not as easily detected. It is imperative that educators make it their number one priority to create and implement systems that are intentional in their efforts to reach out to children individually and on a regular basis to assess and determine the support their students need as they continue to adjust to a distance learning environment.

Prioritizing family engagement must also not fall solely on teachers as school and district leaders will need to provide additional support staff to meet with families, listen and understand the realities they’re facing, and help them address the needs of their children at home. Dedicating staff and multidisciplinary teams can include school counselors, social workers and other stakeholders such as school nurses, teachers, and related community members who have access to resources and possible roots within the community to reach across racial and bilingual divides. This too will require access to resources to help support these efforts as they check in with students weekly, biweekly or in calculated intervals to determine if students are safe from harm within their own homes, adjusting, coping, succeeding and/or failing academically, socially and emotionally in their distance learning setting.

Office hours and hotlines can also provide access to help students and families reach out to the school for support, but we must be careful to assure that this is not the only way families can connect with the school, nor should it be the sole responsibility of students and/or their families to contact the teacher of school. Families need to feel confident that the school welcomes their concerns, ideas, and contributions, provides opportunities to discuss how their child is adjusting, participating, and identifies how much time their children are spending online and completing assignments. Districts should also consider where possible universal mental health screener tools to gather and analyze data, recognizing that 80% of chronic mental health disorders begin in childhood and approximately one-third of children display signs of stress during normal times. Access to this type of data will help focus resources to assure those students most in need are being cared for and can succeed while continuing to learn in virtual settings.

With child abuse reporting at an all-time low, we must provide educators with strategies to help identify children who may be experiencing abuse within their homes. This can include looking for physical signs of abuse such as bruises on the torso, ears or neck during check-ins with students, changes in behavior between each check-in that may include high anxiety, depression, aggression, as well as lack of hygiene. Other strategies can include adjusting the speaker view in Zoom or in other online platforms that provide opportunities to bring students front and center on the screen to see, hear and observe their well-being. Student absences also provide clear indications that a child is not experiencing success in the virtual environment or may be at risk of abuse. In these cases, we must reach out daily and if necessary, make home visits to assure every student is accounted for, safe and receiving ongoing, regular emotional check-ins. In some cases, it may be the difference of providing not only a safe haven for learning, but an escape from additional violence and harm to a student in their own home. Administrators must support their staff with resources and regular opportunities to meet regularly and discuss students in need to determine the resources needed to provide these students with the support they need.

Local Efforts To Address Mental Health And Wellness


  • Marin COE offers resources to support mental health and wellness. Click here to hear Marin County high school students discuss mental health, wellness, and student engagement with their district leadership teams.
  • San Juan USD offers a virtual Wellness Room for students, families, and staff. Additional resources can be found on SJUSD’s Online Family Resource Center and Family Resources Hub.

Resources To Support Mental Health And Wellness





We must all call attention to and recognize that adults too are struggling and in order to address the needs of our students, we need to assure we are taking care of our teachers, staff, and school and district administrators. Educators who have experienced their own trauma are being asked to teach in settings that are foreign to them, and in many cases, are also managing their own children or caring for sick and elderly family members while working from home remotely . Even a teacher’s classroom, once considered their space and place to design as their own, has changed with desks spread out, plexiglass, masks or shields in place and other changes designed to keep a safe distance from students, eliminating teaching strategies like proximity and other forms of care that provide comfort for students. School leaders too are scrambling every day to address a situation for which they have a limited playbook to support students, staff and families often in the midst of criticism. Our school personnel need similar supports and check-ins to assure they are well and have the resources necessary to assure the wellbeing of those they serve. And of course we must recognize this is during a time when the pandemic is still present and many are in fear of acquiring the virus or giving it to one of their students and bringing it home to their families. These fears are real and in order for the adults to take care of students, they too need the same kind of supports and opportunities to gain trust that they will be safe and the school has systems in place to assure they are well.

In this month’s CCEE newsletter, you will find additional resources and tools to provide students and staff with the support needed to foster their well-being in distance learning and hybrid settings. As California schools continue to reopen and children reacclimate to school, new social, emotional, and mental health challenges will continue to be amplified, calling for a reimagining of traditional home-school partnerships and additional efforts to foster strong relationships — and we must be prepared to act.


Tom Armelino, Executive Director, CCEE