Notice of Intention to Amend the Conflict of Interest Code of the California Collaborative for Educational Excellence
NOTICE IS HEREBY GIVEN that the California Collaborative for Educational Excellence (“CCEE”), pursuant to the authority vested in it by section 87306 of the Government Code, proposes amendment to its conflict of interest code. A comment period has been established commencing on February 14, 2025, and closing on March 31, 2025. All inquiries should be directed to the contact listed below.
The CCEE proposes to amend its conflict of interest code to include employee positions that involve the making or participation in the making of decisions that may foreseeably have a material effect on any financial interest, as set forth in subdivision (a) of section 87302 of the Government Code. The amendment carries out the purposes of the law and no other alternative would do so and be less burdensome to affected persons.
Changes to the conflict of interest code include: (1) addition of two new positions–Executive Advisor and Senior Advisor positions each of which has disclosure categories 1, 2, 3, 4, (2) removal of the three Director positions which no longer exist, along with their disclosure categories–Director, Systems Improvement and Innovation; Director, Systems Improvement and Leadership Development; and Director, Continuous Improvement, and (3) revising the language defining “Administrative Agent” to be consistent with the relevant statute and requirements for selection and approval of the Administrative Agent.
The proposed amendment and explanation of the reasons can be obtained from the agency’s contact.
Any interested person may submit written comments relating to the proposed amendment by submitting them no later than March 31, 2025, or at the conclusion of the public hearing, if requested, whichever comes later. At this time, no public hearing is scheduled. A person may request a hearing no later than March 16, 2025.
The CCEE has determined that the proposed amendments:
Impose no mandate on local agencies or school districts. 2. Impose no costs or savings on any state agency. 3. Impose no costs on any local agency or school district that are required to be reimbursed under Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code. 4. Will not result in any nondiscretionary costs or savings to local agencies. 5. Will not result in any costs or savings in federal funding to the state. 6. Will not have any potential cost impact on private persons, businesses or small businesses.
All inquiries concerning this proposed amendment and any communication required by this notice should be directed to: Leighann Nguyen, Executive Assistant, (916) 619-7488, [email protected].
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:
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.
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.
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
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.
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 compellingpodcast 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)
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.
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.
The California Collaborative for Educational Excellence is a statewide leader delivering on California’s promise of a quality, equitable education for every student.
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!
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!
CCLA is excited to announce dates and topics for professional learning opportunities during the 2024-2025 school year. CCLA will be offering free, virtual, math and literacy workshops that focus on evidence-based methodologies for learning acceleration. All California educators are invited to join, as we continue working and learning together to accelerate learning for our students.
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
Discover free asynchronous modules on the 2023 California Mathematics Framework! Explore the Rural Math Collaborative’s current offerings which include an overview of the framework and Number Sense for TK-Grade 2. Stay tuned for more modules coming in 2024-2025!
Deepen your knowledge about how to implement comprehensive literacy strategies and assessments in schools and K-12 interventions for students who have reading, writing, and language-based needs. Project CLEAR is currently accepting applications! Explore their various offerings here or complete their interest form to learn more!
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
