Category: NEWS & EVENTS

The statewide Community Engagement Initiative (CEI) has selected six school districts to join the groundbreaking effort to build capacity for meaningful community engagement in California’s public schools.

The CEI is an integral part of California’s new statewide System of Support, a key component of the state’s accountability system.

The California Collaborative for Educational Excellence (CCEE), San Bernardino County Superintendent of Schools (SBCSS), the California Association of Bilingual Educators (CABE), and Families In Schools (FIS) jointly lead the CEI.

The six districts selected will compose the CEI’s inaugural Peer Leading and Learning Network, which will identify and analyze models, metrics, and practices of community engagement in order to help schools, districts, and their communities across the state build their engagement skill and knowledge. Each district possesses a deep, systemic commitment to community engagement and the ability to
help the CEI strengthen the capacity of school districts and communities to authentically engage each other in difficult conversations and build trusting relationships.

Below are the six districts, one example of the many community engagement initiatives they spearhead in their local school communities, a quote from the district’s leader, and a district contact should the media or public like more information:

ANAHEIM UNION HIGH SCHOOL DISTRICT

Example: AUHSD’s family and community engagement specialists (FACES) develop student and family leadership.

“AUHSD is honored to be selected as a CEI participant as it highlights our commitment to our families and broader community.”
–Michael Matsuda, AUHSD Superintendent

AUHSD contact: Patricia Karlak, [email protected]

AZUSA UNIFIED SCHOOL DISTRICT

Example: AUSD’s Parent Advisory Committee, known as the “PAC+,” gives families and local stakeholders a strong, institutionalized voice in the Local Control and Accountability Plan (LCAP).

“The Azusa Unified School District is honored to be part of the CEI’s PLLN, we value the authentic engagement of our community, and we look forward to building greater capacity for this work in our district and other districts statewide.”
–Linda Kaminski, AUSD Superintendent

AUSD contact: Anjelica Garcia Juarez, a[email protected]

CAJON VALLEY UNION SCHOOL DISTRICT

Example: CVUSD’s support and engagement of refugee students and their families.

“The Cajon Valley Union School District is excited to share our success in authentically engaging all families in cultivating ‘Happy kids, engaged in healthy relationships, on a path to gainful employment’ with this network of leaders to advance family engagement across our great state.”
–Dr. David Miyashiro, CVUSD Superintendent

CVUSD contact: Sandra Candler, [email protected]

EAST SIDE UNION HIGH SCHOOL DISTRICT

Example: ESUHSD’s success focuses on student engagement and student empowerment.

“East Side is excited to collaborate as a member of the Community Engagement Initiative to further establish how we include student and community voice to develop equitable communities in our district and across the state.”
–Chris Funk, ESUHSD Superintendent

ESUHSD contact: Linda Ornelas, [email protected]

ONTARIO-MONTCLAIR SCHOOL DISTRICT

Example: OMSD’s ability to use community-based organizations to provide true wrap-around services for its students.

“Community engagement remains a top priority for OMSD and we are proud to have been selected as a Peer Leading and Learning Network district. We look forward to working collaboratively to ensure all students are prepared to successfully access college and career pathways.”
–Elvia M. Rivas, OMSD Board President

OMSD contact: Jana Dupree, [email protected]

OXNARD SCHOOL DISTRICT

Example: OSD’s newcomer program and its “No Me Llames Oaxaquita” resolution helps ensure all students and their families feel welcome at school.

“OSD is excited to contribute to the collaborative as we all share best practices and stimulate exponential parent engagement practices statewide.
–Dr. Cesar Morales, OSD Superintendent

OSD contact: Marlene Batista,  [email protected]

“These districts and their communities have clearly demonstrated their strength in engaging together and we look forward to learning from their experiences in doing so,” said Tom Armelino, CCEE Executive Director.

Each of the six districts that make-up the CEI’s inaugural Peer Leading and Learning Network is comprised of:

• District staff and leadership
• School site staff and leadership
• Students and/or family members
• A representative from the county office of education
• A representative from a community-based organization

“By lifting up the promising practices of these six districts, we will deepen our knowledge and understanding of authentic community and family engagement and its value and importance to student success,” said Oscar Cruz, Executive Director of Families In Schools, one of the four organizations overseeing the statewide CEI.

Jan Gustafson-Corea, CEO of the California Association of Bilingual Education, echoed that sentiment. CABE is partnering with the CCEE, SBCSS, and FIS in overseeing the statewide CEI.

“We are thrilled to learn with these districts know what impactful community engagement looks like to bring about the ultimate goal of student success—particularly for communities of linguistically and culturally diverse backgrounds,” Gustafson-Corea said.

The first meeting of the CEI’s Peer Leading and Learning Network takes place today. The six district teams will be connected virtually.

“This is important work for our state, and we look forward to seeing the results in the coming years,” said Ted Alejandre, leader of the San Bernardino County Superintendent of Schools, one of the four organizations overseeing the statewide CEI.

DESCRIPTION

As the 2020-21 school year begins, CCEE anticipates updating the Continuity of Learning Playbooks to reflect the needs of LEAs to develop and deliver rigorous, student-centered instruction while responding to evolving health and safety guidance and local circumstances.

CCEE is seeking proposals to support the research, identification and review, and development of resources for the purposes of expanding CCEE’s Continuity of Learning Playbooks to support distance and hybrid learning.

Proposals are due Friday, August 28, 2020 at 4:00pm PST.

CCEE has elected to award the contract to Copernicus Solutions LLC. 

REQUEST FOR PROPOSALS (RFP)

LAUNCH RFP 

UPDATE – 10/26/2020

On August 3, 2020, the CCEE, and its Administrative Agent, the Marin County Office of Education, issued a Request for Proposals for Data Analysis, Visualization, and Content Development Services (“Data Analysis RFP”).

After a careful consideration of the availability of statewide data in light of the ongoing COVID-19 pandemic and resulting suspension of certain database updates for the 2020-2021 school year, the CCEE has determined not to move forward with the work outlined in the Data Analysis RFP.  As such, the Data Analysis RFP has been closed out and no contract will be awarded.

CCEE appreciates the interest of all those who submitted Proposals for the Data Analysis RFP and looks forward to other possible opportunities for collaboration in the future.

DESCRIPTION

CCEE is seeking proposals for data analysis, visualization, and content development services to support CCEE’s ongoing and new initiatives.

The purpose of this project is to build CCEE internal capacity for examining LEA performance data to support our direct technical assistance and professional learning initiatives. Any resulting resources or tools will be made public.

Proposals are due Wednesday, August 26, 2020 at 4:00pm PST.

REQUEST FOR PROPOSALS (RFP)

LAUNCH RFP 

QUESTIONS & CLARIFICATIONS

LAUNCH RESPONSES 

DESCRIPTION

To support CCEE and its efforts to design and implement strategy and initiatives to share lessons learned and best practices from the field, the website is being upgraded to improve access and usability of services and resources. CCEE’s services and resources emphasize high priority topics to support LEA’s with capacity building and improving student outcomes. We look forward to hearing from our stakeholders and partners on ways that CCEE can continue to improve its strategic engagement strategies to best support LEAs through the system of support, direct technical assistance, professional learning, and research and development.

Subscribe

The CCEE Connection is the agency’s monthly newsletter that spotlights the work of CCEE and its partner agencies, providing immediate resources, tools, and strategies to support the changing needs of LEAs. Subscribe to the CCEE Connection by joining our mailing list today!

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Notice of Intention to Amend the Conflict of Interest Code of the California Collaborative for Educational Excellence

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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 April 3, 2020, and closing on May 18, 2020. 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 the Deputy Executive Director as a designated position; (2) revising the titles of the three Director positions to reflect their current titles: Director, Systems Improvement and Innovation; Director, Systems Improvement and Leadership Development; Director, Continuous Improvement; (3) listing the Administrative Agent instead of Fiscal Agent as a designated position; (4) providing for electronic submission of the statements of economic interests, and (5) other technical changes. 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 May 18, 2020, 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 May 3, 2020.

The CCEE has determined that the proposed amendments:

1. 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: Erika Barragan, Executive Assistant, (916) 619-7480, [email protected].

Introduction

The California Collaborative for Educational Excellence (CCEE), the San Bernardino County Superintendent of Schools (SBCSS), the California Association for Bilingual Education (CABE), and Families In Schools (FIS) invite any interested school district in California to submit an application to serve in the Community Engagement Initiative’s Cohort II Peer Leading and Learning Network.

This Network (Cohort II) will join Cohort I Districts (Anaheim Union High School District, Azusa Unified School District, Cajon Valley Union School District, Eastside Union High School District, Ontario-Montclair School District, and Oxnard School District) in leading the Community Engagement Initiative’s efforts to build statewide capacity for authentic community engagement, with a focus on improving outcomes for all students, particularly
English learners, low-income students, foster youth, and students from other underserved groups.

Background

In 2013, the Local Control Funding Formula (LCFF) fundamentally changed how the State provides resources to school districts and aligns systems of accountability to support districts in improving student performance. The Local Control and Accountability Plan (LCAP), an integral component of the LCFF, provides a way for districts to continuously improve by describing their goals, actions, and services for all students, particularly English learners, low-income students, foster youth, and students from other underserved groups. In 2017, the California School Dashboard was launched to help districts identify strengths and challenges to inform their LCAPs.

The California Statewide System of Support (SOS), which is rooted in identifying and eliminating inequities, has  been established to build local capacity to ensure that districts are equipped to develop, implement, and evaluate strategies to ensure that each student has the resources needed to succeed. The SOS includes the CCEE, the California Department of Education, county offices of education, as well as many other entities that serve as “Leads” in particular areas. The Legislature created the Community Engagement Initiative in 2018, pursuant to Section 140 of Assembly Bill 1808, to take the lead with respect to community engagement.

The Community Engagement Initiative (CEI)

The CEI is a five-year effort intended to strengthen the System of Support by building the capacity of school districts and communities to authentically engage each other in:

• Identifying effective models of community engagement
• Developing metrics to evaluate those models
• Having difficult conversations
• Building trusting relationships
• Participating in the LCAP development process

The CCEE, SBCSS, CABE and FIS jointly lead the CEI.

At the core of the CEI are Peer Leading and Learning Networks (PLLN). The first phase included a single network that brought together six geographically diverse district teams that demonstrated success in community engagement. The districts in this inaugural Network, along with the CCEE, SBCSS, CABE, and FIS have compiled effective models of community engagement and identified metrics to evaluate models on their practices, lessons learned and successes. These districts will support future Peer Leading and Learning Networks within the CEI.

Benefits of Participating in the CEI PLLN

• Be a part of systemic change for community engagement.
• Learn effective practices for community engagement from districts across the state.
• Engage in an open dialogue on issues related to improving local pupil outcomes.
• Partner with other communities and school districts on improving community engagement throughout the Network.
• Receive an annual District Team stipend to support participation in the CEI of at least $2,000/meeting for the agreed upon eight meetings. Additionally, District Teams will receive travel stipends.

Commitments of District Teams

If selected, each district team will commit to contribute to the statewide effort to build capacity for authentic community engagement through the CEI, and will have the unique opportunity to improve and/or enhance their district’s efforts to improve community engagement efforts.

Each District Team in Cohort II should, at minimum, include the following members:

• From the district: a cabinet-level district administrator (e.g., Superintendent, Assistant Superintendent) who oversees family and community engagement for the district and (if different) a district staff member who leads community engagement implementation for the district
• From a specified school site: the principal, assistant/vice principal, or dean who oversees community engagement at the school and (if different) another administrator or staff member who leads family and community engagement implementation at the school; high school students and/or family members of elementary, middle school/high school student enrolled in the participating school
• From the county office of education: an administrator or staff person who oversees or provides support for community engagement to school districts in the county
• From the community: a representative of a community-based organization that works with the district or specified school

*Consideration may be made for rural/remote districts that may face challenges in meeting the above delineated membership requirements. Please contact Steven Sterling Mitchell to propose alternative participant structures.

If selected, each district team commits to the following:

• Participate in the Network for at least two years, with eight all day professional leading and learning convenings per year (consisting of a combination of virtual and in-person sessions).
  • Due to geographic constraints, travel and overnight stay may be required.
  • Additional time for collaboration and coaching may be required between convenings.
• Inform their district’s governing board of the District Teams’ selection in the Network by December 30, 2020.
• Replace any team member who leaves, within one month of that team member’s departure, keeping within the requirements for participants set forth above, and notify CCEE Senior Manager, Community Engagement, upon designating the replacement.
• Be able to provide space that is video-conference equipped at specified school/district site for Network convenings.
• Be able to co-facilitate a Cohort III network in the 2022-2023 and 2023-2024 program years.

Request for Application Submission Information & Questions

TO APPLY

Any interested district will need to submit a Letter of Interest of up to three pages in length, signed by the District Superintendent. The deadline to submit is 9:00 A.M., Monday, September 28, 2020, (as both a word document and a PDF) via email to Steven Sterling Mitchell, CCEE Senior Manager, Community Engagement ([email protected]).

Anyone interested is encouraged to contact Steven Sterling Mitchell with questions. If a significant number of questions are received on the same topic, one or more FAQs will be posted on this webpage (https://ccee-ca.org/CommunityEngagement)Thus, interested applicants are encouraged to check the website frequently to see if any such FAQs have been created and posted.

First Round

• First: The Letter of Interest must include:
  • A description of the district, its communities, and its student body
  • Why the district is interested in participating in the CEI
  • How the district has engaged:
    • (i) community members in district-level decision making (e.g., through the LCAP process) and/or
    • (ii) families at the school level.
  • Examples of efforts that have been made to:
    • (i) build capacity to have difficult conversations with their school community and build trust, with a focus on improving outcomes for all students, particularly English learners, low-income students, foster
      youth, and students from other underserved student groups, and
    • (ii) engage communities that have not historically been engaged.
  • Include links to the district’s LCAP and any other information the applicant deems relevant.
• Second: The Letter of Interest must also include three options of available dates and times for a possible two-hour virtual Zoom interview if selected for the second round. The available dates for the virtual Zoom interviews should be between October 26, 2020 and November 6, 2020.
• Third: The Letter of Interest must identify a specified school site that would be represented on the District Team.
• Lastly: The Letter of Interest must include the name and contact information (phone and email) for the district employee to be contacted regarding the application.

Second Round

If the application is advanced to the second round, a virtual Zoom interview meeting with key stakeholders in the district/school community will be required. The second round will also include a request for the names of the individuals proposed to serve on the district team. The deadline for second round applicants to provide requested supplemental materials is Wednesday, October 21, 2020. Additional details will be provided if the applicant is advanced to the second round.

Timeline Summary (Updated)

• February 12, 2020: Request for Applications
• September 28, 2020: All applications must be submitted by 9:00 A.M.
• October 14, 2020: Applicants will be notified if they have been selected to advance to the second round.
• October 21, 2020: Deadline for submission of supplemental materials (for those who have been selected to advance to the second round)
• October 26, 2020: First potential day for virtual interviews
• November 6, 2020: Last potential day for virtual interview
• November 17, 2020: Applicants will be notified if they have been selected as a District Team for the CEI PLLN Cohort II
• December 30, 2020: Districts must notify their governing boards that they have been selected
• January (TBD), 2021: First meeting of the CEI PLLN Cohort II held from 9:00 A.M. to 4:00 P.M

The California Collaborative for Educational Excellence (CCEE) Executive Director Tom Armelino applauded Governor Gavin Newsom’s proposed budget for fiscal year 2019-20, saying “the future of schoolchildren in California looks brighter” thanks to his proposed spending plan.

“Governor Newsom’s budget directly addresses the most pressing needs we see at the CCEE when partnering with county offices of education, school districts and schools across the state,” Armelino said. “With the continued commitment to equitable funding through the Local Control Funding Formula and additional investments in the state System of Support, the budget moves us closer to ensuring the needs of each and every child are met as they pursue the California Dream.”

CCEE is a different kind of statewide agency that exists to help ‘local control’ work. The agency does not carry out any compliance or accountability functions. Rather, the CCEE serves as a strategic thought partner, connector, and innovator for counties and districts,
helping to identify and match their needs with the array of resources available under the new System of Support, a foundational element of California’s groundbreaking school accountability system.

Armelino specifically praised Governor Newsom for investing $600 million to expand special education services, as well as $1.8 billion in early education which will create and expand services for children ages four to five.

“The CCEE will never lose sight of the children and families that LCFF was enacted to raise up, and I strongly believe that collectively we can get this done,” Armelino said. Aremlino also said he was pleased the Governor’s budget “reduces pension liabilities for districts by billions of dollars and provides a 3.45% COLA to help support the ongoing needs of students.”

Overall, the Governor’s budget includes increasing K-12 education by $2.3 billion in fiscal year 2019-20.