Category: featured posts
New! Statewide System of Support Virtual Conference
CCEE Connection (Spring 2025)
CCEE Connection (Spring 2025)
In Case You Missed It
LEA Spotlight 🔦
Kings Canyon USD
KUSD has cultivated a culture of trust and support that permeates every level of its system, serving as a cornerstone for promoting student attendance. By actively seeking parental input and fostering opportunities for family involvement, the district strengthens its partnership with parents. Simultaneously, a focus on students’ socioemotional well-being ensures that trust and support are integral to the student experience, contributing to their overall success.
Read More
Executive Director's Corner
Written by Matt Navo,
Executive Director, CCEE
Spring is a natural time for reflection and renewal, making it the perfect season to reassess and strengthen the Statewide System of Support (SSOS). Over the past year, significant progress has been made in expanding and integrating support systems across California’s educational landscape, fostering a more cohesive and collaborative approach to student success. A key milestone was the integration of the SSOS Resource Hub, Directory, 2024 tool kit, which now provides a seamless platform for accessing universal resources and connecting with key experts statewide. Additionally, the SSOS Core Working Group Report, released in July 2024, highlighted critical themes of communication and integration, guiding ongoing strategic actions among state-led agencies to enhance alignment and effectiveness.
The CCEE has facilitated the statewide SSOS Collaborative meetings which have played a crucial role in advancing these efforts. The in-person convening on October 8, 2024, and the virtual follow-up on January 29, 2025, allowed all state funded initiatives with statewide impact to align their work, track progress, and address barriers to deepen integration. Notable improvements in trust and clarity around roles and responsibilities have improved and demonstrate the value of ongoing collaboration.
If you don’t know about the Statewide System of Support (SSOS), it’s resources, initiatives and/or partners. Now is a great time to learn. See the CCEE SSOS website to get started. It is an opportune moment to refine strategies, build successes, and continue enhancing the structures that empower California’s educators and students.
For general updates and information about the system.
The library of resources and tools within the SSOS.
Community Engagement Initiative Celebrates Its Largest Peer Leading & Learning Network Convening
Written by Andrew Lawton,
Senior Specialist, CCEE
The Community Engagement Initiative (CEI) is co-led by the California Collaborative for Educational Excellence (CCEE) and our lead agency partners the San Diego County Office of Education, Eskolta School Research & Design, and the University of San Diego. In February our initiative celebrated a significant milestone, in the hosting of our largest ever in-person Peer Leading & Learning Network (PLLN) convening. This two-day event brought together diverse educational partners from across California, focusing on real-world, improvement science-based, applications of community engagement strategies and the enhancement of educational outcomes.
The PLLN kicked off with participants from our two active cohorts—Cohort IV and Cohort V—diving into tailored activities designed to harness the power of community in educational settings. Both cohorts also heard from Dr. Daren Graves, Professor of Education and Social Work at Simmons University and Adjunct Lecturer of Education at Harvard Graduate School of Education. His presentation touched on how racial decisions of the past created the inequities of today, how engaging families is essential to address modern issues, and how in many ways race is a social construct shaped by history.
Participants from Cohort IV highlighted Dr. Graves’ insights as well as the Fishbowl activities, Socratic seminars, and impact/effort matrices as particularly impactful. They also relayed how appreciative they were of the sessions that facilitated deep dives into practical strategies for community engagement (i.e. Those with an emphasis on starting actionable plans that participants could take back home with them).
Similarly, Cohort V attendees found immense value in the activities provided, with many pointing to the Driver Diagram and role-alike activities as the most enlightening parts of the day. These activities not only enhanced their understanding of strategic planning but also allowed for real-time collaboration within their teams and among peers.
Looking Forward
As we reflect on the successes and lessons of the February PLLN, it’s clear that the path forward involves a continued focus on community-centered educational strategies. The insights garnered from this event will undoubtedly shape future convenings within the CEI, ensuring that the CEI remains at the forefront of educational excellence and community engagement best practices in California.
By continually adapting and responding to the needs of educators and community members, CEI’s PLLN convenings can serve as a model for change throughout California. We are looking forward to seeing these teams in person once more in May to close out the 2024/25 school year, and we are excited about the years ahead, as we continue to strengthen relationships between educational partners, with a focus on student success. Future partnerships and tighter integration within the California Statewide System of Support in the coming months will give CEI participants a wealth of knowledge and expertise to access for many years to come.
If your LEA is interested in joining the Community Engagement Initiative, we are currently accepting applications to join our next Cohort. You can find more information at www.CaliforniaEngage.org/Joining-CEI. If you want to get a sense of what a CEI PLLN is like, where students, parents/caregivers, administrators, teachers, leaders, and community partners all come together for one common goal, we invite you to watch the short video to the right.
"... everybody is working towards the same goal, which is the positive and caring future of our children."
Parent/Caregiver
Cohort IV
"I was really inspired by the keynote speaker. The content was highly engaging... I felt like our team was finally connecting all of the dots."
District Staff
Cohort IV
"We learned a lot from going to the different breakout[s], as each had a different focus to consider."
District Staff
Cohort V
"I appreciated the sessions where we heard form other schools farther in the process for insights and ideas."
District Staff
Cohort V
"The PLLX breakout sessions were a true peer learning experience! Well done"
County Office of Education Staff
Cohort V
"Hearing the keynote speaker's talk was incredibly fascinating."
Student
Cohort V
"The learning experience was exceptional, I went home with the urge to share with the other parents all the information and strategies I learn"
Parent/Caregiver
Cohort V
"Todo funciono muy bien, aunque es importante destacar, que al interactuar con otras ciudades, se aprenden de nuevas ideas y se entiende lo Que pasa en otras comunidades."
Student
Cohort V
The California Statewide System of Support: Strategic Integration For Inclusive Education
Written by,
Leah Padilla, Troy Tickle, Laurie Balsano-Wright, Open Access
Jessica Crothers-Rahiotis, Vanessa Lopez, Christina Zavala, MUSE
Shamryn Coyle, Heather Fujita, Kathryn Ferriera, CCIL
The collaboration between the California Coalition for Inclusive Learning, Open Access, and Project MuSE is driving measurable progress toward an inclusive and accessible education system across California. Rooted in Universal Design for Learning (UDL) principles, the initiatives are transforming teaching and learning to embrace learner variability—a foundational concept of UDL that honors the unique strengths, challenges, and learning pathways that students bring. Through intentional and authentic collaboration, our projects have expanded the knowledge base and expertise to leverage the best of what the Statewide System of Support (SSOS) has to offer, connecting educators with the resources they need for success.
By embedding Universal Design for Learning (UDL) principles into the foundation of the Statewide System of Support, the initiatives are transforming learning environments to embrace learner variability. Building on the unique strengths and needs of learners, these initiatives ensure that educational spaces and systems are intentionally designed to support every learner—including those with mild, moderate, and extensive support needs, as well as students who are dually identified as English learners.
Strategic partnerships with one another and with agencies such as the California Collaborative for Educational Excellence (CCEE), California Department of Education, County Offices of Education, and Geographic Lead Agencies have enabled our efforts to scale meaningfully. As a model of the System of Support in action, the three projects are tightly interwoven with California’s broader educational improvement efforts, amplifying statewide impact through a shared vision for equity and inclusion.
Morongo Unified School District, Oceanside Unified School District, and Bishop Unified School District are tangible examples of how integrated supports and coaching are transforming outcomes:
0
% In partnership with Open Access, Morongo Unified School District successfully transformed its educational system, resulting in a 26.44% decrease in the ELA performance gap for students with disabilities over the past two years.
0
% Through its work with Project MuSE, Oceanside USD exceeded its CIM goal by improving the Least Restrictive Environment (LRE) placement for dually identified students by 17.13%.
0
% Through its work with CCIL and Inyo County Office of Education, Bishop Unified School District has exceeded the statewide average for Least Restrictive Environment with 62.8% of their students with disabilities participating in the general education classroom for 80% or more of their school day while the state average for 2024 was 56%.
These successes are not isolated—they are part of a strategic design to scale inclusive practices across regions, creating a statewide network of regional hubs that provide universal, targeted, and intensive support to Local Educational Agencies (LEAs). From the far north to the southernmost districts, the reach of the SSOS spans the full diversity of California’s educational landscape.
The collective efforts of these initiatives include collaboration in the CCEE UDL Learning Network, the creation of Regional Hubs for Inclusive Practices and UDL Showcase Sites. These examples further support opportunities for educators across the state to see best practices in action and bring ideas back to their local contexts. The heart of this work is connecting educators with real-world examples of inclusive design and implementation while fostering peer-to-peer learning and promoting sustainability.
Key to this work is the collaborative development and rollout of the UDL Data Toolkit, equipping schools and districts with tools to measure impact, track progress, and refine practices. In parallel, the teams have focused on building regional, multidisciplinary teams that serve as hubs for sustainability, rooted in the infrastructure of the California State System of Support. Comprehensive project evaluations and case study findings will further amplify the collective efforts of these projects to showcase the best of what inclusive educational environments can do to support learner variability.
Through strategic partnerships, the integrated work now reaches every corner of the state, with the capacity to respond and adapt to local needs while remaining connected to a shared, statewide vision for student success. This is the power of alignment—where strong partnerships, strategic collaboration, and inclusive design converge to create real, lasting change.
As this collaborative work moves forward, continued support from the state will be essential to sustain and expand this momentum. The outcomes they’ve achieved illustrate what is possible when inclusive education is not an add-on, but a core driver of educational transformation. Through connection, collaboration, and integration, the SSOS has created a system where every student—regardless of background, location, language, or ability—has access to the high-quality education they deserve.
Open Access
Laurie Balsano Wright
Open Access Coordinator, Facilitated Improvement and Support
[email protected]
Leah Padilla
Open Access Coordinator, Facilitated Improvement and Support
[email protected]
Open Access Coordinator, Facilitated Improvement and Support
[email protected]
Leah Padilla
Open Access Coordinator, Facilitated Improvement and Support
[email protected]
California Coalition for Inclusive Learning
(CCIL)
Shamryn Coyle
Director, California Coalition on Inclusive Learning
[email protected]
Heather Fujita
Coordinator, California Coalition on Inclusive Learning
[email protected]
Director, California Coalition on Inclusive Learning
[email protected]
Heather Fujita
Coordinator, California Coalition on Inclusive Learning
[email protected]
Project MuSE
Multilingual Students with Exceptional Needs
Christina Zavala
Senior SELPA Director, Imperial County SELPA
[email protected]
Vanessa Lopez
Coordinator, Project MuSE
[email protected]
Jessica Crother-Rahiotis
Coordinator, Project MuSE
[email protected]
Senior SELPA Director, Imperial County SELPA
[email protected]
Vanessa Lopez
Coordinator, Project MuSE
[email protected]
Jessica Crother-Rahiotis
Coordinator, Project MuSE
[email protected]
The California Statewide System of Support: Fresh Organization for SSOS Tools
Written by,
Jasmine Hennessy, Senior Program Specialist, CCEE
Recently, the Transformative Systems for Equitable Educational Outcomes (TSEE) team at the CCEE took an inventory of our System of Support resources and tools and embarked on a spring cleaning project. The outcome is the System of Support Toolkit.
Now, tools that previously lived in various places on our website, have been consolidated to live in one central location at SystemofSupport.org under “Toolkit.”
The System of Support Toolkit offers a variety of resources designed to foster educational environments that effectively support all students. It includes self-assessment frameworks, data dashboards, and implementation resources that are designed to help educators in the field. Specifically, the toolkit is structured to help educators identify student needs, develop customized support plans, and track the progress of these efforts in order to best support their continuous improvement journeys. And the best part? All of these tools are available completely free, for anyone to access.
The SSOS Toolkit hosts resources like the System of Support Resource Hub and Directory, as well as the Levers for System Change self-assessment tool. It also boasts of tools and resources specifically aimed to help LEAs with their Local Control Accountability Plans (LCAPs) as well as Universal Pre-Kindergarten infrastructure. It is also home to the newly launched Differentiated Assistance Dashboard which was created at the request of California’s county offices of education to assist Local Educational Agencies who are eligible for Differentiated Assistance (DA).
For an in-depth look at all the features and potential applications of the System of Support Toolkit, click the button below.
SystemofSupport.org
View tools, resources, and updates from the California Statewide System of Support
Recent Posts
Partner Newsletter – School and System Redesign
October 2, 2025
Partner Newsletter – System Improvement Leads
September 29, 2025
CCEE Connection (Winter 2024)
News & Announcements
Open Door Sessions
CCEE, in collaboration with LEAs and partner organizations, is hosting “Open Door” sessions to share best practices, tools/resources, and strategies to support student learning. These sessions provide opportunities for county office and/or district staff to listen and learn from other LEAs across the state.
Click on the links below to register for upcoming Open Door sessions.
- Leading with Clarity: How Health and Attendance Guidance Drives School Success (11/19/24 at 3:30pm) – Register here!
Missed a session? Below are links to archived materials from past Open Door Sessions:
Please check our Events Calendar or follow CCEE on Twitter and LinkedIn to stay up-to-date on all our offerings.
LEA Spotlights
The Spotlights Project aims to celebrate some of the innovative, inclusive, and shareable practices that LEA teams have implemented to improve outcomes for students across our state. Each Spotlight organizes the successes, challenges, and lessons learned in a way that calls attention to emerging practices, reproducible strategies, and applicable resources, in hopes of introducing accessible points of conversation for other LEAs looking to resolve similar issues.
Below are recently published Spotlights. Click on the links below to learn more about the innovative practices taking place in these LEAs.
Santa Barbara USD installed solar panels and microgrid systems to strengthen its resilience against wildfires, mudslides, and earthquakes.
Da Vinci Charter Academy in Davis JUSD integrated its graduate profile with project-based learning for real-world success.
Rincon Valley USD prioritizes formative assessment and mathematical learning progressions to answer three questions: 1) Where are our learners? 2) Where do we want them to be? 3) How do we get them there?
San Carlos SD partnered with a community-based organization to mitigate and prepare for storm-based flooding.
Featured Resources
- Local Assessment System Review learning path & accompanying tool – Developed in partnership with the Center for Assessment, these resources guide school/district teams in conducting a review of their assessment system.
- Listen to the most recent episode of CCEE’s Rising from the Margins Podcast! Through heartfelt stories and powerful examples, this episode highlights how Bakersfield City School District is leveraging the Community Engagement Initiative (CEI)’s resources to not only meet LCAP goals but to transform the educational experience for students and their families.
- The UDL Data Toolkit was developed from the insights and recommendations outlined in the Universal Design for Learning (UDL) memo, emphasizing the need for comprehensive data collection and evaluation to enhance the effectiveness of UDL practices. One of the core concepts highlighted is the importance of gathering data at different levels—referred to as large, medium, and fine grain data—and triangulating this information to gain a holistic understanding of the impact on students, educators, and the broader educational system. This toolkit was collaboratively designed with educators and experts from organizations like Supporting Inclusive Practices (SIP), the California Coalition for Inclusive Learning (CCIL), and Open Access, ensuring it is grounded in practical experience and research. It offers a structured approach with guidance, tools, and resources to support local education agencies in tracking progress, making data-driven decisions, and continuously improving UDL implementation to foster inclusive and effective learning environments.
About the I3 Center
The Innovation, Instruction, and Impact (I3) Center implements a statewide approach to improving LEA capacity by collaboratively developing, delivering, sharing, and spotlighting practices that have demonstrated the power to improve outcomes for students.
About the CCEE
The California Collaborative for Educational Excellence is a statewide leader delivering on California’s promise of a quality, equitable education for every student.
Executive Director’s Corner
By Matt J. Navo, Executive Director
Chronic absenteeism is a significant barrier to student success, impacting academic achievement, engagement, and overall well-being. Schools and districts can address this challenge by implementing actionable strategies that foster student attendance and improve outcomes. By creating a supportive school environment, engaging families, and using data to identify and address attendance issues early, school and district teams can make meaningful progress in reducing absenteeism. This approach not only drives students to attend school regularly but also sets the foundation for long-term academic success and positive student outcomes. The Innovation, Instruction, and Impact (I3) Center led by Deputy Executive Director Sujie Shin, is sharing the findings that can help you decrease chronic absenteeism rates in your local educational agencies (LEAs).
Rebuilding Connections: Addressing Chronic Absenteeism through Community & Family Engagement
By Sujie Shin, Deputy Executive Director, I3 Center
I don’t think any of us who work with schools disagrees that chronic absenteeism continues to be a challenge for our schools, especially for students who have additional challenges–learning, economic, socioemotional, and family. What we continue to struggle with is what we can do to increase attendance, especially for students and families who may appear to be disengaged. A lot of commentators in the media and in our communities have reflected that “parents/families’ relationships with schools has changed” since the pandemic, and thrown up their hands at the idea that a school or district system can change the outcomes of a broader sociological shift.
There is truth to the idea that our relationships with in-person schooling have shifted since the pandemic–the rise of remote work and learning environments attests to this. But we also see a correlation to decreases in socioemotional well-being as a result. Our Chronic Absenteeism Bright Spots project aimed at looking at those communities where we saw not just a decrease in chronic absenteeism, but an increase in socioemotional well-being, community engagement, and even academic success as a result of the work that school and district teams were doing to redefine what the relationship between school and families looks like in 2024. Join us as we continue to navigate this space with our partners.
Chronic Absenteeism Resources
Chronic Absenteeism Bright Spots Open Door series
- Leading with Clarity: How Health and Attendance Guidance Drives School Success (11/19/24 at 3:30pm) – Register for the third and final session in this series! This session will explore how clear health and attendance guidance can be a game-changer in improving student attendance, where you’ll discover how schools can enhance their culture by prioritizing the health and well-being of students, families, and staff.
Shifting Mindsets on Chronic Absenteeism Open Door series
Other Resources & Publications
Note: Audio summaries were generated using artificial intelligence (AI) technology. While we strive for accuracy, please note that AI may not fully capture the nuances of the content. For the most comprehensive understanding, we recommend reading the full brief.
Chronic Absenteeism Bright Spots Factsheet (July 2024) – Learn about the approaches and conditions implemented by three districts that collectively helped get more kindergarteners back into the classroom and ready to learn!
Spotlight on Cypress School District – Learn how this district tackled chronic absenteeism by implementing robust data practices, cultivating trusting relationships with families, shifting mindsets, and establishing targeted communication channels with parents.
Kicking off the School Year with Attendance Works!
By Hedy Chang, Executive Director &
Catherine Cooney, Director of Communications, Attendance Works
As the new school year gets underway, getting kids to attend school regularly is more important than ever, especially with today’s high levels of chronic absence. New research reveals that very high absenteeism doesn’t just impact individual students, it impacts everyone in the community by interfering with a school’s overall functioning as well as teaching and learning. Listen to the podcast.
Our work shows us how vital relationship building – with families and students – is to making progress on absenteeism. In a podcast, Learning Heroes’ Eyal Bergman explains how family engagement can build relationships with families who then feel a part of the school community. We’ve collected a variety of resources for educators that promote positive engagement, relationship building and a sense of community that leaves everyone feeling like school is a place they belong.
Communicating clearly and often with families is essential. A new study from the Ad Council finds that parents/caregivers responded more favorably to messaging with a positive tone and a focus on the benefits of consistent in-person attendance. Read our blog post about the study takeaways and find a new messaging toolkit.
We just wrapped up the 2024 Attendance Awareness Campaign with the slogan Be Present, Be Powerful! The AAC’s four webinar series focused on the role everyone can play in creating positive conditioning for learning – teachers, principals, community partners and superintendents. If you missed a webinar, plan a gathering with colleagues and download the webinar recording, presentation slides and discussion guide. And don’t overlook our posters, badges and social media materials that are available for use throughout the school year.
CCEE Connection (Fall 2024)
News & Announcements
Community Engagement Initiative 1.0 Final Report
Highlighting the first phase of the Community Engagement Initiative (CEI)’s accomplishments and impact, the CEI 1.0 Final Report demonstrates significant accomplishments and lays the groundwork for future development. The report is a testament to the collective efforts of LEAs in building capacity, fostering trust, and improving outcomes for our students through robust community engagement. The CEI team is excited to build upon this work and continue to provide resources and support to strengthen community engagement across the state.
The IEP Expert Panel
The IEP Expert Panel, facilitated by CCEE, has concluded its work as outlined in the Budget Act of 2022 AB 154, Section 32, culminating in a final written report that includes a proposed CA IEP template and recommendations for implementation. The final report was sent on June 28, 2024, to the relevant policy committees and budget subcommittees of the Legislature, the Executive Director of the State Board of Education, and the Director of Finance.
System of Support Core Working Group Report
The SSOS Core Working Group report was released Thursday, July 11th. This report has been a collaborative, two-year effort made possible by the incredible commitment of time and energy of a variety of diverse educational leaders across the state.
Leadership Institute
The CCEE, in collaboration with the Small School Districts Association (SSDA), is excited to kick off another year of the Leadership Institute! This year we will continue to focus on communication, leadership, and networking. Register today!
In Case You Missed It
Rising from the Margins
This compelling podcast series explores the transformative journey of California’s economically challenged schools through the lens of the California Collaborative for Educational Excellence’s Intensive Assistance Model (IAM) pilot project.
Looking AHEAD
Online Literacy Courses Virtual Community of Practice
Looking for a way to supercharge your literacy teaching skills?
Contra Costa County Office of Education invites educators statewide to dive into our no-cost online courses with Project ARISE and engage in a virtual community discussion. Join this dynamic opportunity to discuss classroom implementation, share insights, and discover concrete examples alongside peers. This is your chance to enhance your learning experience and bring innovative practices into your classroom. Ready to make an impact? Join us on this exciting educational journey!
Click here for more information on registration, topics, and schedule.
OPEN DOOR SESSION
Is extreme heat on your school playgrounds becoming an increasing challenge? Join us on September 10 from 2 to 3 PM to discover how the Pasadena Unified School District and Long Beach Unified School District have tackled this challenge by greenifying their schoolyards. (Registration link)
Resources
A collection of resources, tools, webinars, videos, and data dashboards developed by County Offices of Education across the state to support local education agencies in developing LCAPs that promote data-informed goal setting, collaboration, engagement, transparency, continuous improvement, and equity.
With this tool, County Offices of Education, districts, charter schools, Special Education Local Plan Areas, and other educational partners, can find information about state-funded initiatives and resources to employ best practices, facilitate improvement plans, and improve student outcomes.
This tool for systems change walks you through six foundational components that will identify in what areas your LEA is doing well, opportunities for improvement, and it will help your LEA determine where best to start system improvement efforts.
About the Teaching, Learning, and Leading Center (TLLC)
Our team works in alliance with educators to improve teaching, learning, and leadership so every student is inspired and prepared to thrive as their best self.
About the CCEE
The California Collaborative for Educational Excellence is a statewide leader delivering on California’s promise of a quality, equitable education for every student.
Executive Director’s Corner
What is the Work of the CCEE?
By Matt J. Navo, Executive Director, CCEE
Many educators ask the above question and the answer is broad in scope but narrow in focus. The CCEE is charged with understanding local educational needs in California and aligning those needs with its efforts. This alignment ensures that Local Educational Agencies (LEAs) receive support and services from the CCEE and the Statewide System of Support (SSOS) to meet their Local Control and Accountability Plan (LCAP) goals.
By identifying and addressing unique universal, targeted, and intensive supports, resources, and services, the CCEE and SSOS can help bridge achievement gaps, enhance equity, and promote student success across the state.
If you are an educator, learning about the SSOS and CCEE is essential. To learn more, please see the following links: CCEE and SSOS.
Being Intentional and Focused – It’s Not Easy!
By Stephanie Gregson, Ed.D., Deputy Executive Director, CCEE
As we gear up for another school year, it’s time to embrace the noble art of staying focused, especially when it comes to LCAP goals. Staying focused and intentional in our actions is not merely a strategy but a mindset and it’s hard to shift. It’s extremely difficult to shift mindsets amidst new initiatives and evolving policies. This shift requires a blend of courage, determination, intentionality, and perseverance. The courage to ask yourself and your team: are all our initiatives, strategic plans, and LCAP goals aligned? How do we know what we are doing is working? Do we have the courage to let go of those actions that are not improving outcomes for students? The determination, intentionality, and perseverance to let go of those actions not improving student outcomes and to stay focused on what is improving outcomes for students. This isn’t easy but it is what our students deserve from us.
The Hard Work of Staying Focused
By Craig Wheaton, Professional Expert, CCEE
Distractions! They come from all directions. In the day-to-day work of improving student outcomes, addressing distractions without derailing district initiatives and goals is much harder than it may appear.
Mount Diablo Unified School District (MDUSD), as outlined in the district’s Local Control Accountability Plan, has focused on accelerating Math learning for the last several years. This focus has resulted in system alignment, changes in classroom instruction, and a renewed emphasis on instructional leadership. You can see a difference in professional development, instructional practices, in principal leadership, and in overall district coherence and system efficacy.
What we have learned in working with MDUSD is that it is easy to get caught up in the next “important” area of need, there are so many. They can be a distraction. The hard work is to stay focused so that the improvements that are in place are sustained, replicated, and expanded.
Stay focused on system improvement, establish conditions needed for sustainability, document improved student outcomes before moving onto another area for improvement. The key is to develop a system capable of continuous improvement, not to tackle so many goals that you don’t achieve any of them. Avoid distractions!
Continuous Improvement & Accountability: Embracing Familiarity, Flexibility, & Functionality
By Sandy Pugliano, Assistant Director of Continuous Improvement & Accountability, Santa Clara County Office of Education
Santa Clara County Office of Education’s Differentiated Assistance model is grounded in three core principles: Familiarity, Flexibility, and Functionality.
Familiarity – Building trusting relationships with LEAs is accomplished by providing each eligible district with a dedicated DA Coach. The coach works closely with the district’s improvement team to guide the improvement process. This same coach supports the district as they develop their Local Control & Accountability Plan. This integrated approach helps the district implement a cohesive approach across DA & the LCAP.
Flexibility – DA support is provided through quarterly DA Improvement Networks (DAIN) monthly 90-minute coaching calls and monthly 30-minute Huddles. The content of DAIN meetings is explicitly designed based on the expressed needs and focus areas of our districts. The individualized coaching & huddles allow us to customize guidance and address specific challenges and opportunities as they arise.
Functionality
SCCOE has created a Differentiated Assistance Hub which is a curated collection of resources that LEAs can use on-demand. Additionally, we are launching three Community of Practice opportunities focused on Attendance, ELA, and Suspension. The CoPs will support cross-district collaboration as they work towards a common goal.
Meaningful, impactful, and tailored support to meet the needs of each district is central to our work.
Accelerating Excellence: Insights and Opportunities from the Learning Acceleration System Grant (LASG)
The LASG offers evidenced-based professional education for educators that can support learning acceleration, particularly in mathematics, literacy, and language development to enable all students to make strong and rapid progress towards mastery of knowledge and skills. As we embark on our fourth year of the grant, we invite you to dive into our dynamic new professional learning opportunities, explore valuable lessons learned, and uncover compelling data showcasing the LASG’s profound impact on educators, students, and educational systems alike. Join us on this journey of innovation and achievement!
LASG Evaluation: Year 3 Insights
Dive into the latest findings from the LASG Evaluation Team! This executive summary memo, focusing on data collected during 2023–24, builds upon previous findings to illuminate progress toward grant goals. Following on from the second-year interim memo, this report delves deeper into how the LASG is transforming educational practices and student outcomes. Explore our data-driven approach to innovation and equity in education.
Seize Professional Development Opportunities with the Learning Acceleration System Grant!
| Save the Date for the 2024-2025 CCLA Virtual Math and Literacy Workshops and Third Annual Summit! |
Please visit the CCLA website for more information on registration and their workshop schedules.
The CCLA Summit is an inclusive space for educators to gain knowledge and deepen understanding of learning acceleration to reinvigorate classroom instruction to improve student outcomes.
Join us to:
– Create accelerated learning opportunities that are engaging, culturally relevant, and personalized to build student agency
– Utilize effective formative assessment strategies to know where your students are and where they are going
– Design transformative experiences that value and elevate moments with students
| The Rural Math Collaborative: Empowering Educators with PD Aligned with the New Math Framework |
To learn more about how the Rural Math Collaborative transforms math education in small, rural LEAs read, Rural Math Collaborative: Providing tailored programs and strategies to boost math achievement
| Unlocking Potential: Project CLEAR Literacy Intervention Opportunities |
Development and Delivery of Resources and Services to Support CCEE Communication Activities
DESCRIPTION
The California Collaborative for Educational Excellence (CCEE) and the Marin County Office of Education (MCOE) are issuing this Request for Proposals (RFP) to seek qualified organizations to develop and deliver communication resources and services. These resources will support CCEE’s strategic communication goals, focusing on increasing awareness of CCEE’s offerings, elevating its value as a partner to local educational agencies (LEAs), and building deeper relationships within the California TK-12 education community.
This RFP invites proposals that address the following areas:
- Digital Presence and Content: Creation and management of web and social media content, search engine optimization, and the development of microsites to enhance CCEE’s digital footprint.
- Outreach and Engagement: Strategies to engage LEAs, educational partners, and other stakeholders through newsletters, email campaigns, and direct outreach.
- Events and Workshops: Planning and coordinating events such as webinars, workshops, and open-door sessions that facilitate stakeholder collaboration and knowledge sharing.
- Reporting and Analysis: Development of reports, impact statements, and analysis of communication efforts to measure their effectiveness and alignment with CCEE’s goals.
- Support and Feedback: Tools and methods to gather feedback, assess stakeholder needs, and improve communication strategies based on that feedback.
The selected Respondent will collaborate with CCEE staff to design, implement, and evaluate communication strategies that align with CCEE’s Theory of Action and strategic objectives.
Proposals Accepted Through: Thursday, May 1, 2025, at 4:00 p.m. PST
REQUEST FOR PROPOSALS (RFP)
QUESTIONS FROM RESPONDENTS (Post Date: Friday, August 16, 2024)
Point of Contact: Sehrish Anjum ([email protected])
Last Updated: Wednesday, January 29, 2025
NEW! SSOS Core Working Group Report
Development and Delivery of Resources and Services to Support the Community Engagement Initiative (CEI)
DESCRIPTION
The Community Engagement Initiative (“CEI”) was established by the California State Legislature and the Governor on June 27, 2018 (Section 140 of Assembly Bill No. 1808 (“AB 1808”), Chapter 32 of the Statutes of 2018).
The CCEE is seeking proposals to enhance multifaceted professional learning plans and resources aimed at deepening pupil, family, and community engagement. These plans should increase the knowledge and capabilities of local communities, educational agencies, and school staff. Proposals should address one or more of the following content areas, which may include but are not limited to:
- Training on how to discuss complex topics such as race, language, and disability, recognizing community expertise, and sharing power.
- Involving local educational agencies and school staff in these trainings to enhance their knowledge, skills, and dedication to improving engagement with pupils, families, and communities.
- Prioritizing the perspectives of pupils, families, and communities in decision-making processes.
- Using metrics to assess the effectiveness of community engagement within communities and school districts.
- Developing collaborations with community-based organizations.
CCEE is issuing this RFP to invite applicants to respond to one or more of the Content Areas and Methods of Delivery described above.
The selected Respondent will be expected to work closely with, and under the supervision of, assigned CCEE project staff to complete each of the activities outlined above, including the identification, review, development, and delivery of the professional learning resources, services and programs.
Proposals Accepted Through: Monday, September 2, 2024, at 4:00p.m. PST
REQUEST FOR PROPOSALS (RFP)
QUESTIONS FROM RESPONDENTS (Due By: Friday, June 7, 2024, at 4:00 p.m. PST)
NOTIFICATION TO THE PUBLIC (Post Date: )
Point of Contact: Jasmine Hennessy ([email protected])
Last Updated: Wednesday, May 29, 2024
CCEE Connection (April 2024)
News & Announcements
Open Door Sessions
CCEE, in collaboration with LEAs and partner organizations, is hosting “Open Door” sessions to share best practices, tools/resources, and strategies to support student learning. These sessions provide opportunities for county office and/or district staff to listen and learn from other LEAs across the state.
Click on the links below to register for upcoming Open Door sessions.
- 4/9/24 at 3pm (TODAY!)- The Power of Data Partnerships: District Data Sharing Through the Local Assessment Project
- 4/26/24 at 2pm – Schools and Climate Impact Disasters
- 4/30/24 at 3pm – Strengthening Coherence Across Initiatives: A Whole-Child Lens
Missed a session? Below are links to archived materials from past Open Door Sessions:
Please check our Events Calendar or follow CCEE on Twitter and LinkedIn to stay up-to-date on all our offerings.
LEA Spotlights
The Spotlights Project aims to celebrate some of the innovative, inclusive, and shareable practices that LEA teams have implemented to improve outcomes for students across our state. Each Spotlight organizes the successes, challenges, and lessons learned in a way that calls attention to emerging practices, reproducible strategies, and applicable resources, in hopes of introducing accessible points of conversation for other LEAs looking to resolve similar issues.
Below are three recently published Spotlights. Click on the links below to learn more about the innovative practices taking place in these LEAs.
Miwok Middle School, located in Sacramento City USD, harnessed the power of student survey data to cultivate a culture of belonging and connectedness — with an explicit focus on equity.
Lost Hills UESD leveraged community schools as a catalyst for collaboration among neighboring small districts, focusing on shared learning and resource pooling to enhance student outcomes.
Los Angeles USD launched its Black Student Achievement Plan, a comprehensive initiative that aims to address the need for culturally responsive curriculum and instruction, community-based partnerships within the Black community, and increased staffing to support the academic and social-emotional needs of Black students.
2024-25 Leadership Institute
Register for the 2024-2025 Leadership Institute! The Leadership Institute will kick off in person on July 21, 2024 in Newport Beach, CA.
The ultimate goal of the Leadership Institute is to create networks and support systems for small school district leaders so they can gain the skill set and confidence needed to effectively lead their districts.
Click here for a flyer.
21csla research-practice webinar
Mark your calendars for the upcoming 21CSLA webinar scheduled for May 15th from 3:30-4:30 PM PT via Zoom. Join us as we welcome Professor Tyrone Howard from UCLA School of Education & Information Studies. Dr. Howard will delve into the themes of his recent publication, ‘Equity Now,‘ providing invaluable insights on fostering equity and inclusivity in educational settings. Register for the webinar today!
About the I3 Center
The Innovation, Instruction, and Impact (I3) Center implements a statewide approach to improving LEA capacity by collaboratively developing, delivering, sharing, and spotlighting practices that have demonstrated the power to improve outcomes for students.
About the CCEE
The California Collaborative for Educational Excellence is a statewide leader delivering on California’s promise of a quality, equitable education for every student.
Executive Director’s Corner
By Matt J. Navo, Executive Director
Learning is the cornerstone of growth and progress in education, shaping individuals, communities, and organizations alike. Within our Innovation, Instruction, and Impact (I3) Center’s learning networks, leaders from local educational agencies (LEAs) share invaluable insights on the transformative power of learning.
From collaborative intelligence to hands-on experiences, they emphasize the profound impact of continuous learning. Partners echo this sentiment, emphasizing the crucial role of education in fostering climate sustainability. Spotlighting institutions like Miwok Middle School, Lost Hills UESD, and Los Angeles USD underscores the tangible results of prioritizing learning initiatives. As we anticipate upcoming Open Door sessions and reflect on past ones, we’re reminded of the ever-evolving journey of knowledge acquisition and its endless possibilities for improvement and innovation.
Harnessing the Power of Collective Learning to Foster a Culture of Inquiry and Innovative Change
Most educators, if not all, have come into this profession because they recognize the value of learning. Whether they’re teaching in bustling classrooms or engaging in virtual learning spaces for their own professional growth, educators are continuously enriched by the collective knowledge and experiences of their students, colleagues, and the many voices shaping their educational journey. Through CCEE’s learning networks, we strive to create intentional learning communities where these educational leaders can lean into the power of learning as active learners who are committed to improving the practices, programs, and systems in their local educational agencies (LEAs). District and county office leaders learn with and from one another, as they embrace each other’s diverse perspectives and experiences to shape innovative solutions that continue to be refined through data-driven iterative processes.
We asked LEA leaders in each of our learning networks to reflect on their own journeys of learning and leading to ultimately improve outcomes for students. They share their thoughts below.
African American Student Success (AASS) Network
By Tracy Thompson, Executive Director of Juvenile Court and Community Schools, San Diego COE
I’m delighted to announce that the partnership between the San Diego County Office of Education, Juvenile Court and Community Schools (JCCS) team, and the California Collaborative for Educational Excellence (CCEE) has proven immensely valuable to our organization, particularly in our efforts with the county’s most marginalized students. This enriching journey has highlighted the critical need to not only analyze and discuss data but to also utilize these insights to create meaningful change. Participation in this network and collaboration with local educational agencies (LEAs) statewide have provided our team with vital support, leadership, and encouragement from colleagues facing similar challenges and sharing the same goals. While we recognize the importance and tremendous opportunity presented by this partnership, we also understand the struggle, especially when progress is slower than anticipated, necessitating pivot and persistence. We’ve discovered this partnership to be a safe environment for honesty, courage, and continual growth, benefiting our students and society as a whole. While acknowledging that change takes time, we’re reassured that we’re not alone, and meaningful progress relies on our collective action.
Data Research Learning Network (DRLN)
By Kit Bragg, Director of Assessment, Research, & Evaluation, San Ramon Valley USD
Participating in the Data Research Learning Network (DRLN) has been incredibly rewarding. The focused and action-oriented process by which the CCEE/DRLN conducts research is evidence-based and results-driven. My work was pushed so much further under the guidance of the network team. Beyond that, the collaboration across the network elicited new thinking and new direction in my action plan. The opportunity to collaborate and present with team members further broadened my own research and affirmed the efforts driven by our plan. I most enjoyed learning from my colleagues about data literacy tools created within the network. My focus was wholly on dashboarding for the purpose of intervention tracking. Seeing the tools developed by my colleagues to increase data literacy pushed my thinking and allowed me to design some staff professional development differently.
Universal Design for Learning (UDL) Network
By Tim Reid, Director of Pupil Services, Nevada Joint UHSD
Being part of the UDL network reinforced the value of collaborative support among leaders, emphasizing the need for a collective effort in driving effective change. This has been a pivotal lesson in understanding the multifaceted nature of educational leadership and the importance of shared experiences and strategies among peers. My key takeaway is the realization that there’s no singular method to effectuate significant change. The diversity of approaches, enriched by the collective wisdom and creativity of the network, underscores the dynamic nature of educational leadership. This collaboration offers a unique opportunity for mutual support, allowing us to share insights and challenges. Moreover, it prompts us to ask targeted questions that lead to the refinement and improvement of our practices.
As LEAs engage in our learning networks, we are curating tools, resources, and artifacts that come out of their projects, in hopes that it can be a jumping off point for other LEAs hoping to embark on their own learning journeys. We updated the Learning Networks Resource Hub with new additions so make sure to check it out!
Is Your School Climate Ready?
By Ingrid Roberson, Assistant Director of Research Learning
As Earth Day this April 22nd reminds us of our rapidly changing climate, CCEE has partnered with UndauntedK12 and Ten Strands, two organizations dedicated to assisting K-12 public schools in acting on climate adaptation, mitigation, and education. UndauntedK12 and Ten Strands are currently conducting a statewide survey to gather model tools and resources aimed at supporting school infrastructure, climate resilience, adaptation, and decarbonization.
The initiative will kick off with the first of three Open Doors sessions scheduled on April 26th, focusing on “Schools and Climate Impact Emergencies” (registration link). Additionally, for the upcoming 2024-2025 school year, CCEE, UndauntedK12, and Ten Strands plan to share stories and resources from school communities across California. These tools will aim to empower schools, districts, and counties to drive action towards climate adaptation, mitigation, and education. A policy and practice brief will accompany the toolkit, featuring a summary of findings, resource links, spotlight stories, and policy recommendations.