CCEE Connection (September 2022)

News & Announcements
Looking Ahead

2022-2023 CA Budget Act Highlights

California’s historic investments in TK-12 education continue in the 2022-2023 Budget Act. Considerable funding for the Local Control Funding Formula (~$9.3B) and the Learning Recovery Emergency Fund (~$7.9B) provide local educational agencies with resources to create opportunities for every student to learn and thrive. The state is providing a substantial investment of $100 million to expand the Community Engagement Initiative (now codified in statute with a new Education Code Section, 52073.3). CCEE will receive $5 million to administer the program, significantly expanding the number of local educational agencies participating and building capacity for transformational community engagement. The CCEE also received $200,000 in one-time Federal IDEA funding to convene a panel of experts to refine the Individualized Education Program (IEP) Addendum template.

Whole-Child Aligned Changes in Practice

Turnaround for Children offers free tools and resources to support educators with whole-child-aligned changes in the classroom. Heidi Reed and Katie Brackenridge provide recommendations on planning for the year ahead and incorporating the Turnaround for Children Toolbox into everyday classroom practices.

Phase 3 MTSS Grant Application Now Open!

The California Department of Education, in partnership with the Orange County Department of Education and the Butte County Office of Education,  is pleased to announce that our Phase 3 CA MTSS grant opportunity is now open. This grant will provide an opportunity for school sites, LEAs, and county offices of education to build capacity toward full implementation of the CA MTSS framework to improve outcomes for all learners. This grant is open to public schools and LEAs, public charter schools or County offices of education and county run schools in California.

Grant details can be found on the attached flyer and on our website at:

Important Dates:

  • Application Release Date: July 15, 2022
  • Application Deadline: October 15, 2022
  • Preliminary Award Announcement: November 15, 2022
  • Appeal Deadline: November 18, 2022
  • Final Award Announcement: December 1, 2022 

Grant  Period:

  • March 1, 2023-March 30,2026

 For questions, please email [email protected] 

Equity Corner

CCEE aims to continuously celebrate culture, promote equity, and embrace diversity. In the month of September there are many reasons to celebrate. Explore just a few reasons to celebrate this month.

Free Training for Teachers to Strengthen Their Family Engagement Practices

The 4-session asynchronous series equips educators on how to build trust with families, more effectively and equitably share data, and navigate difficult conversations.

You can access the training on SBAC’s Tools for Teachers California website. Information how teachers can create a login are available here.

In Case You Missed It

September System  of Support Update

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
Community Engagement is Essential to Building Capacity

By Matt J. Navo, Executive Director, CCEE

Headshot of Matt Navo

The goal of Family and Community Engagement is that all students have access to schools with the resources, opportunities, and supports that build connections among families, students, schools, and communities in order to improve students’ support and achievement.  

Our Transformative Systems for Equitable Educational Outcomes (TSEE) Center, is focused on doing just that.  Through the Community Engagement Initiative, the CCEE and their educational partners, San Bernardino County Office, California Association for Bilingual Education and Family In Schools team, have been focused on building the capacity of LEAs to improve community engagement efforts.  

Please look below for highlights and efforts to build capacity for improved Community and Family Engagement.

A Relationship-Based Approach to Student Success

By Chris Hartley, Ed.D., Deputy Executive Director

California is one of the most diverse states in our country and our schools directly mirror the richness and complexities associated within each of the communities they serve.  When schools and communities align supports and services while working toward common goals, our children and youth benefit.  From urban to rural settings, our schools serve as the hub for community engagement actions like, after and before school programming and activities, extracurricular events, and a multitude of direct student support services.   

Examples of this work in action are highlighted in this newsletter. The CCEE Center for Transformative Systems for Equitable Educational Outcomes (TSEE) has active initiatives and tremendous partners throughout the state collaborating to design, implement and enhance this important connection between schools and communities.  My sincere gratitude to the TSEE team and the many creative and dedicated LEA partners who are designing, implementing and modeling so many impactful programs and services.

Families in Schools

Tommy Chang, Ed.D., Acting CEO & President, Families in Schools

How community engagement and/or community schools are providing students access to schools with the resources, opportunities, and supports that build connections among educational partners to improve support and achievement

For  over 20 years, Families In Schools has partnered with schools, families, and communities to support student learning. We understand, like all of you, that when  these three facets of society work together, student achievement improves and we set up our children for lifelong success. 

Over the last 2+ years, we have all experienced the impact of a global pandemic to our lives and our neighborhoods. For the communities we serve, the COVID-19 pandemic has exacerbated gaps in access to education, health care, and other economic prosperity. And while we have witnessed the commitment of our schools and  the families they serve to find innovative responses to tackling the disruption to schooling, social services, and community engagement, more support is needed.

More investments in socioemotional and mental health services, expanded learning opportunities, and deeper partnerships with families are critical. We must continue to support the efforts of schools and districts to partner with families and communities so resources align and opportunities are opened in order for all students to thrive.

Families In Schools is proud to co-lead the California Community Engagement Initiative over the last three years to build capacity in communities and districts, to identify the “bright spots” across the state, and to scale up this work by developing peer-to-peer partnerships and sharing best practices broadly. Because of our collective effort, this initiative will be expanding with an additional $100 million from the State over the next six years to reach more school districts and more communities throughout California.

The future of our state depends on schools, community, and government authentically working together to create true transformative and sustainable change. Let’s continue to expand the reach of this incredible work together.

Santa Ana Unified School District

Jerry Almendarez, Superintendent of Schools, Santa Ana Unified School District

Santa Ana Unified School District (SAUSD) believes that parental engagement in education is a hallmark of academic success and key to the social-emotional well-being of every child. This value is reflected across our Board of Education Priorities, which guide our core principles as a district.

As the pandemic forced our district to pivot across a variety of areas, SAUSD remained focused on engaging our community as we developed new initiatives to continue delivering effective instructional support to our students. SAUSD launched the District System Design Partnership in late 2020. This collaborative effort included parents and other key community partners who met virtually over nearly a year with the goal of creating the SAUSD Graduate Profile, which outlines key competencies each SAUSD graduate must possess to compete globally. The Graduate Profile was adopted by our Board of Education earlier this year. 

Our district Family and Community Engagement (FACE) team was instrumental across every step of the way throughout the process of building our Graduate Profile. SAUSD remains committed to providing the necessary resources to ensure our FACE team continues to offer invaluable support for our families. This includes plans to hire a FACE liaison for every school.

Our FACE team is only one piece of our district’s comprehensive Wellness Plan, that also includes lowering our student to counselor ratios to 250 to1, having a school psychologist at every campus, hosting Wellness Centers across all schools, and implementing District Integrated Support Hubs. All these efforts are strategically aligned to build and improve connections with our students, families and overall SAUSD community.

Universally Designing Systems of Support: Accessibility, the IEP Process, and Family Partnerships Learning Series

Elise Yerkey, M. Ed., Implementation Specialist, California Coalition for Inclusive Literacy

“When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.”

— Alexander Den Heijer

In response to practitioners and parents across our state, the California Coalition for Inclusive Literacy (CCIL) has designed three webinar series to strengthen the partnership between educators and parents/caregivers to support all learners. This academic year we will explore: Accessibility, Individualized Education Plans (IEPs) and the Alternative Dispute Resolution (ADR) Process.

Our fall series debuts on September 12th with an introduction to universally-designed state assessments and the ways all students engage with and perceive tasks, as well as, demonstrate what they know and can do.  The accessibility series continues September 19th with a look at how universally designing instruction prepares students for these next-generation assessments. The fall series culminates with the webinar “Beyond Multiple Choice: Fostering Expert Learning,” an examination of how student agency during instruction and assessment opens doors to lifelong learning.

This first series sets the groundwork for the winter series: a look at the roles parents and caregivers play in a Multi-Tiered System of Support. How can family engagement enhance the continuum of support for students whether they are being newly-considered for further intervention support or they have been receiving special education support for years as outlined in their IEPs.

The spring series offers educators insights into building family partnerships through inclusive communication to avoid alternate dispute resolution and litigation. For more information on this series, see the Fall Flyer or visit the CCIL website.

One More Tool for the Community Engagement Toolbox

Andrew Lawton, Program Specialist – Communication & Strategic Engagement, CCEE

When it comes to connecting with families and community partners, districts have many options; from the low-tech flyer, to the common social media platforms (Twitter, Facebook, Instagram, etc.). There is however an often overlooked platform that districts can take advantage of that offers unique benefits like geographically targeted posts, and access to a built-in audiences that you wouldn’t have to worry about growing yourself.

Nextdoor, the popular neighborhood app designed to connect neighbors, offers special accounts to local public agencies, including school districts. Popular with first responder agencies like police and fire departments, Nextdoor offers public agencies a built-in, verified local audience to communicate with. More information about signing up can be found on their website using the button below. If you sign up I’d love to hear about your experience. Don’t hesitate to reach out using my email address below.

Contact Andrew at [email protected]

Meet our Newest TSEE Team Member!
Julie Boesch, Ed.D.
Assistant Director, System of Support

Personally, Julie’s proudest accomplishment is raising her four amazing sons!! Professionally she is a strong advocate for the necessity to create an environment that encourages growth on every level, for every student, every day.  She is passionate about working collaboratively to develop systems of support, especially for small, rural districts, as we work to transform the education system with the implementation of Expanded Learning Opportunities for all, Community School’s approach to serving the whole child and Universal PK.

Fun Fact: Julie loves change and taking risks. She once jumped out of an airplane with a friend of her son’s for his 21st Birthday because all of her sons were too afraid to do it.

CCEE Connection (August 2022)

News & Announcements
Call to Participate in Professional Learning Opportunity through Project CLEAR

Project CLEAR, one of three CCEE Learning Acceleration System Grantees, is recruiting educators from across the state interested in becoming a teacher leader with expertise in reading intervention. This grant-funded professional learning opportunity will cover the cost of participation in graduate coursework, including tuition and materials. Please see the fliers linked below for more information about how Project CLEAR can support students in your district.

Project CLEAR Overview (English) 

Resumen de Proyecto CLEAR (Spanish/Español)

Looking Ahead

2022-2023 Independent Study Professional Learning Network (ISPLN)

Join CCEE and participating districts for solution-oriented discussions focused on a problem of practice around independent study. The ISPLN meetings will occur at 10:00 am on the first Monday of every month. Please email Gonzalo Avila at [email protected] if you have any questions or would like further information.

In Case You Missed It

CCEE’s Playbook for Accelerating Learning (updated!)

August Resources

Balloons to Heaven Day – August 6 is Balloons to Heaven Day when we remember the countless lives lost to gun violence.

International Youth Day – August 12 is International Youth Day, a United Nations holiday to raise awareness to the issues that many children and teenagers around the world, especially those affected by poverty, who can’t get access to an appropriate education.

Women’s Equality Day – August 26 is Women’s Equality Day in the United States, a day to commemorate the 19th amendment of the Constitution which, in 1920, gave women the right to vote.

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
Continuous Improvement is Essential to Building Capacity

By Matt J. Navo, Executive Director, CCEE

Headshot of Matt Navo

All educators have something in common: we all want to improve educational outcomes for students. The tools and approaches we use to do that vary amongst educators. However, the one thing we can all agree on is that if we don’t re-evaluate our practices, self-reflect on what is and is not working, and redirect our work, we will never truly improve.  

The Teaching, Learning, and Leading Center (TLLC) has been doing just that. The Systemic Instructional Review (SIR) is an essential tool used by the CCEE for providing assistance to Local Education Agencies (LEAs) for school improvement actions.  

The TLLC team has been on a quest to assess the impact of the SIR tool, reflect on its effectiveness, and redesign the approach, resources, and design to enhance the tool’s ability to improve educational outcomes for students.

The TLLC team in this newsletter will be sharing their continuous improvement journey.

Seizing the Moment
Redesigning the Direct Technical Assistance Approach

By Dr. Stephanie Gregson, Deputy Executive Director of the Teaching, Learning, and Leading Center

Headshot of Dr. Stephanie Gregson

The past few years have been difficult in many ways and has provided the opportunity to reflect on what is important in our personal and professional lives. We have experienced those moments that have allowed us to pause, reflect and see something from a different perspective. Sometimes what we see is not always easy to look at but is necessary to help us move forward and grow. Over the past 10 months, the CCEE Teaching, Learning, and Leading Center (TLLC) team has experienced many reflective and learning moments in our Direct Technical Assistance work. The TLLC team has engaged in learning and understanding different school improvement frameworks, hearing from our partners about their experiences, and became certified quality improvement coaches through International Health Institute (IHI) Quality Improvement Coaching Certification Program.

Over the summer, the TLLC Team engaged in a redesign process of the Systemic Instructional Review (SIR) and the Direct Technical Assistance approach grounded in Michael Fullan & Joann Quinn’s Coherence Framework and the IHI quality improvement tools and practices. We will be presenting our redesign to the CCEE Board on September 29th and invite you to tune in and learn more about our journey.

Our team is here to support and is ready to show up in a way that honors, respects, and values all that a district team has done. We look forward to learning from the district team’s application of their work and amplifying their successes.

Mt. Diablo Unified School District 

Dr. Adam Clark, Superintendent, Mt. Diablo Unified School District 

Jennifer Sachs, Chief of Educational Services, Mt. Diablo Unified School District

Headshot of Dr. Adam Clarke
Headshot of Jennifer Sachs

In 2020, at the very beginning of the pandemic, the Mt. Diablo Unified School District (MDUSD) began its close relationship with CCEE. With a focus on capacity building for sustainability as a base, the Systemic Instructional Review (SIR) process helped us create a laser-like focus on instruction and continuous improvement. In collaboration with our Contra Costa County Office of Education, and other partner agencies, an action plan was developed focusing on increasing the quality of instruction and improving student outcomes, most specifically for historically underserved student groups. 

This intense need for coherence and alignment in Mt. Diablo Unified led to the creation of an instructional framework focusing on “simplexity”- to make the District’s instructional initiatives digestible for staff and the community to understand. 

Mt Diablo’s and CCEE’s work has focused on the capacity building of district and site leaders, instructional equity, increased student improvement, restorative practices, and building relationships with families and community partners. Mt. Diablo Unified is currently partnering with The New Teacher Project (TNTP) to enhance our focus on standards-based instruction with an emphasis on learning acceleration and instructional rigor. This partnership includes monthly professional development for site leaders and classroom teachers with educational equity at its core and classroom walk-throughs, strengthening our professional learning networks across our district. The work with CCEE has helped strengthen outreach and collaboration, address inequities across our system – specifically for African American students, students experiencing homelessness, and foster youth – and has built the capacity of district educators at all levels to improve student outcomes.

Contact MDUSD at:

Inglewood Unified School District

Bernadette C. Lucas, Chief Academic Officer, Inglewood Unified School District

The SIR and CCEE’s support have been vital as Inglewood Unified School District (IUSD) implements our Instructional Plan and monitors the goals for student outcomes, experiences, and growth. The SIR and CCEE have supported the IUSD team in narrowing our focus on the teaching and leadership levers that will directly impact our vision for our students. This sounds like a simple concept. When working with a team of dedicated adults who are working to move an organization, this is a complex endeavor. 

The intensely collaborative work between IUSD and CCEE has led to significant shifts in nurturing a culture of continuous improvement based on specific goals and outcomes. This culture is grounded in internal and external accountability as evidenced in the SIR process. The SIR has translated to our everyday practice. And, that has made all the difference.   

IUSD has evolved because of the SIR and CCEE. The cycle of continuous improvement and the systematic support are not only embedded in the SIR, but also in the manner in which Educational Services thinks about and conducts its work. These are cultural shifts that have directly translated to our school sites and classrooms.  Critical to this cultural shift is the constant, relentless centering of student data and student work as the clear pathway to advancing student growth and achievement. The centering of data is causing the observable transition from external accountability to internal accountability.  

Two critical changes (of many) that have resulted directly from our work with CCEE are: 

  1. a documented IUSD Instructional Plan with year-long aligned professional development and,
  1. a collaborative three-five MTSS Plan that is being developed and implemented in alignment with our Strategic Plan and Instructional Plan.  

Words cannot express the impact of the relationship between IUSD and CCEE on our brilliant students. CCEE has been a vital partner in our pursuit of equity and liberation for our students as we deliver on our promise to them. 

Contact Bernadette Lucas at:

About the Teaching, Learning, & Leading Center (TLLC)

Our TLLC 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.

Meet our TLLC Team Members!

Franchesca and Sandra are valued members on our TLLC team! Read more on them below.

Headshot of Franchesca Sonoyama
Franchesca Sonoyama
Program Specialist
Teaching, Learning & Leading Center

Franchesca provides programmatic and team support including process improvement, material development, and project management within TLLC. Franchesca supports the implementation of the Systemic Instructional Review (SIR).

Fun Fact: Franchesca is a legit soprano, and cheese and chocolate connoisseur! Favorites: Black truffle cheddar and a 72% dark chocolate from Ecuador.

Headshot of Sandra Brandt
Sandra Brandt
Administrative Assistant II
Teaching, Learning & Leading Center

Sandra recently joined the CCEE team as Administrative Assistant II in the Teaching, Learning, and Leading Center. She supports Deputy Executive Director Stephanie Gregson and works closely with the LAS Grant team assisting with administrative support.

Fun Fact: Sandra loves to travel and is saving up for another trip to Spain. 

Click here to meet the rest of the TLLC team

CCEE Connection (July 2022)

News & Announcements
Community Engagement Initiative

As the Community Engagement Initiative enters its 4th year, we are excited to announce that our community of participating districts is growing from 17 to 46; representing the entire geography of the state, as well as county offices of education, charter schools, and rural single-school districts. Follow the CEI on Twitter for upcoming introductions to these new partners in our work.

In Case You Missed It

System of Support Updates (June & July 2022)

Friday 5 – Parent Resources to Promote Summer Learning at Home (7/8/22)

July Resources
Microlearning Modules

CCEE is partnering with content experts and experienced educators to develop “microlearning modules” — short videos sharing and explaining concepts, tools, and resources to support substitute teachers, paraeducators, and other instructional staff in the classroom.

Universal Design for Learning for School and District Leaders

Developed in partnership with the San Joaquin County Office of Education, this learning path provides a 30,000 ft. view of Universal Design for Learning (UDL) – the why, the what, and the how to begin planning for and implementing UDL — with guidance for beginning your UDL journey as a school or district.

Assessment for Learning to Support Student Achievement

Developed in partnership with Validity Partners, this learning path introduces the “Formative Assessment (FA) Moves” framework to help teachers and students recognize, evaluate, and use “soft data” that emerges during and across a set of lessons.

It offers practical tips and tools, including video-based examples, worksheets, and templates to help users make progress — minute by minute, day by day — with assessment for learning practices rooted in research.

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, CCEE

Headshot of Matt Navo

We all have something in common as educators — we want our schools to improve and innovate. Sometimes we differ on what schools should improve and innovate about. But at the end of the day, if we are not focused on improving and innovating on behalf of improved learning outcomes for all students, we might be missing the boat. 

The Innovation, Instruction, and Impact (I3) Center is designed to do just that. Its focus is to support improvement and innovation for LEAs to accomplish the goals they set in the Local Control Accountability Plans (LCAP). The I3 Center also provides innovative ways to help support LEAs with challenging problems. 

Below you will read about the Research-Practice Partnerships (RPPs) that are available for LEAs to support innovation and improvement, as well as the “microlearning modules” initiative, which is an innovative way to help bridge the gap between necessary knowledge for teaching and learning.


Matt J. Navo
Executive Director, CCEE

Collaborative Learning From LEA Innovations Through Research-Practice Partnerships

By Italo Ciccarelli, Program Specialist, CCEE

Headshot of Italo Ciccarelli

The focus of CCEE’s Innovation, Instruction, and Impact (I3) Center is in using a statewide approach to collaboratively developing, delivering, sharing, and spotlighting practices that have demonstrated the power to improve outcomes for students.

Applying lessons learned and best practices from our previous learning network initiatives, CCEE’s Research-Practice Partnership (RPP) establishes collaborative agreements between local educational agencies (LEAs) and CCEE to support the initial implementation of an early-stage project, program, or initiative that aims to improve student outcomes. Areas of focus for proposed programs or projects can include any of the State priorities as outlined in the LEA’s Local Control and Accountability Plans (LCAPs) as long as they have the explicit goal of improving student academic performance, engagement, or social-emotional well-being. This initiative will focus on the application of continuous improvement and research processes to examine formative outcomes and support informed decision-making in the early stages of systems change.

Interested LEAs can download the RPP application on CCEE’s website. Questions can be directed to Italo Ciccarelli at [email protected].

Frequently Asked Questions
Is there an application period or a deadline to apply for the Partnership?

Currently, there is no application cycle or an established deadline to apply for the RPP. Applications will be reviewed in the order they are received. CCEE will work directly with applicants LEAs to communicate on application decisions and next steps.

How long will it take for the application to be reviewed and for funds to be awarded?

The review process and the award of the funding will depend on the details specified in the application. There are many factors that will determine the timing of the approval and awarding decision. CCEE will review each application in the order in which it was received and will work in a manner to communicate with applicants on the status of the application.

How much funding is available through the RPP?

We anticipate that a typical short-cycle project may receive funding  ranging from $20,000 to $50,000. CCEE reserves the right to consider and accept proposed projects for varying timeframes and amounts based on its review of the LEA’s application pursuant to the criteria specified.

How many LEAs will be identified for a Partnership?

At this time, CCEE has not set a specific number of LEAs that will be identified for a Partnership. Applications will be reviewed in the order they are received. CCEE will communicate any changes to the procedure and updates on the RPP webpage.

Is there a limit to the number of applications an LEA can submit?

Currently, there is no limit to the number of applications an LEA can submit. However, it is recommended to follow the application guidelines to ensure the projects follow the specified parameters in order to be approved and receive available funding. CCEE reserves the right to consider and accept proposed projects for varying timeframes and amounts based on its review of the LEA’s application pursuant to the criteria specified.

Tips and Tools at Your Fingertips: Microlearning Resources by Educators for Educators

By Sujie Shin, Deputy Executive Director, CCEE

Headshot of Sujie Shin

The Innovation, Instruction, and Impact (I3) Center is excited to announce the launch of our microlearning modules, brief 5-8 minute video learning tools designed to support substitute teachers, paraeducators, and other instructional staff who may not have access to more robust professional learning opportunities. These modules showcase master teachers from across the state, sharing immediately applicable tips, strategies, and tools in a brief video with downloadable handouts, instructions, and other supplemental materials and resources. 

CCEE has partnered with the California Subject Matter Projects (CSMP) and master teachers from each of the nine projects in the CSMP network to develop microlearning modules that provide quick tips, tools, and guidance in the key areas of classroom management, instruction, assessment, and social-emotional well-being.  Learn more about our partnership and access the resources developed with the subject matter teams on our CSMP microlearning modules collection page.

Center for Assessment logo
Partner Spotlight
Accelerating Student Learning with Formative Assessment Practices

CCEE is also proud to continue partnering with innovative, equity-minded leaders in the assessment and accountability space, like the Center for Assessment.

The Center for Assessment, in conjunction with CCEE, has developed microlearning courses aimed at introducing formative assessment processes. These microlearning courses provide new and aspiring educators with the knowledge and skills necessary for gathering information about what students know and can do so that instructional decisions support and accelerate student learning. These micro-courses can also provide experienced educators, instructional coaches, and administrators an opportunity to reflect on formative assessment practices used throughout all classrooms.

To support the use of these microlearning courses with teachers and instructional leaders, the Center for Assessment will be facilitating a learning network in the Fall. District leaders who are interested in applying to participate, should contact Dorcas Kong at [email protected] for more information. 

Learn more about our partnership with the Center for Assessment and access all the modules on this webpage.

CCEE Connection (June 2022)

The June newsletter is brought to you by CCEE’s Center for Transformative Systems for Equitable Educational Outcomes. This month highlights the work going on around providing clarity and coherence to the Statewide System of Support, a collaboration with the Santa Clara County Office of Education on UPK, as well as a highlight of the work the Lancaster School District is doing in partnership with CCEE and the CDE around its Early Literacy Support Block (ELSB) and Comprehensive Literacy State Development (CLSD) Grants.




News & Events, Reports & Publications


Board, Other, Parent, Site Administrator / Instructional Coach, Systems Leadership


Family and Community Engagement, Special Education

CCEE Connection (March 2022)

The March newsletter is brought to you by our Center for Transformative Systems for Equitable Educational Outcomes and their partners. Some of this month’s highlights are the Community Engagement Initiative work in San Bernardino County Superintendent of Schools and information on learning acceleration from the System Improvement Leads. The March newsletter also contains information on professional learning workshops and  funding opportunities.




News & Events, Reports & Publications


Board, Other, Parent, Site Administrator / Instructional Coach, Systems Leadership


Family and Community Engagement, Special Education

CCEE Connection (February 2022)

This month’s newsletter is brought to you by our Teaching, Learning, and Leading Center and some of the LEAs they work with. It highlights one of the unique pathways that Monterey County Office of Education is taking to inspire students to dream big. Solano County Office of Education and Vallejo City Unified School District take readers on their journey in Improvement Science. The newsletter also contains resources honoring Black History Month.

CCEE Connection (January 2022)


Centered around social-emotional learning (SEL) and student wellness, this month’s newsletter features partner contributions from Santa Clara County Office of Education (SCCOE) and Butte County Office of Education (BCOE).

Carolyn Gray and Amanda Dickey from SCCOE write about how the county elevated student voice to open new student wellness centers at 12 local school sites. Sandra Azevedo from BCOE shares her reflections on leadership, systems, and social-emotional learning.

Resource Type

Reports & Publications

Type of Audience

Site Administrator / Instructional Coach, Systems Leadership, Teacher

Topic Area

Family and Community Engagement, Responsive Teaching & Learning, Social-Emotional Well-being