Resource Category: LEA Leadership and Staff

Open Door Session: Driving Safer Schools with Daily Huddles: Hemet USD’s Blueprint for Action and Impact

📄 About This Session

Discover how Hemet Unified School District transformed student behavior and campus safety through a daily, data-driven collaboration process. By combining real-time data tracking with focused, action-oriented huddles, Hemet USD empowered site leaders and staff to identify challenges early, solve problems collectively, and deliver immediate improvements. Learn how this simple but powerful system led to measurable reductions in student aggression and suspensions—and how you can adapt these strategies to drive change in your own schools.

🎙️ Featured Speakers

  • Christi Barrett, Ph.D., Superintendent, Hemet USD
  • Jennifer Martin, Ed.D., Assistant Superintendent, Improvement and Analytics
  • Moderator: Rocio Gonzalez-Frausto, Ed.D., Senior Advisor, Teaching Learning and Leading, CCEE

🧭 About the Open Door Series

The Open Door series is hosted by the California Collaborative for Educational Excellence (CCEE) to spotlight authentic stories, tools, and strategies from across the state that promote equitable student outcomes.

🔗 Explore All Open Door Sessions

SESSION MATERIALS

SLIDES

WEBINAR VIDEO RECORDING

RESOURCES

Open Door Session: Empowering Black Student Success – Fresno Unified’s Blueprint for Graduation and A–G Completion

📄 About This Session

In this session, Fresno Unified School District highlights its efforts to increase graduation and A–G completion rates for African American students through the African American Student Leadership Academy (AASLA) and the African American 9th Grade Academy (AA9A).

From cultivating university partnerships to embedding student and family voice into program design, the district team walks us through the strategies, tools, and lessons that have shaped their work. Student and parent panelists bring these stories to life, sharing firsthand how mentorship and culturally responsive practices have impacted their educational journeys.

Whether you’re a district administrator, school leader, or equity champion, this webinar offers actionable insights and inspiration to inform your local efforts.

💬 Key Takeaways

  • Weekly mentorship check-ins are most impactful when paired with academic and social-emotional support.
  • Student voices must inform program design and evaluation.
  • University partnerships (e.g., with UC Merced, Fresno State) provide powerful opportunities for early exposure and long-term goal setting.
  • Family engagement and consistent communication are cornerstones of sustainable progress.

🎙️ Featured Speakers

  • Dr. Kimberly Hendricks-Brown – Principal on Special Assignment, Office of African American Academic Acceleration, FUSD
  • Dr. Lisa Mitchell – Executive Director, Office of African American Academic Acceleration, FUSD
  • Fresno Unified Student Panelists – AASLA Scholars from multiple cohort years
  • Parent Voice – Perspective from a participating parent
  • Moderator: Italo Ciccarelli, CCEE

🧭 About the Open Door Series

The Open Door series is hosted by the California Collaborative for Educational Excellence (CCEE) to spotlight authentic stories, tools, and strategies from across the state that promote equitable student outcomes.

🔗 Explore All Open Door Sessions

SESSION MATERIALS

SLIDES

WEBINAR VIDEO RECORDING

RESOURCES

  • UC/CSU MOU

Tackling Chronic Absenteeism—Lessons from California’s Bright Spot Districts

DESCRIPTION

As California continues to grapple with high rates of chronic absenteeism, which disproportionately impacts learning outcomes for our youngest learners,  several local educational agencies (LEAs) are showing what’s possible through innovative, community-centered approaches. Cypress School District, Kings Canyon Unified School District, and Livingston Union School District have emerged as examples of bright spots in Kindergarten chronic absenteeism, modeling replicable strategies rooted in care, collaboration, and clear communication that result in measurable outcomes.Through the Chronic AbsenteeismBright Spots initiative, CCEE has spotlighted each of these districts via in-depth articles and companion Open Door webinars, providing a window into their systems-level thinking, strategic interventions, and on-the-ground practices that are making a real difference for students and families.

🌟 Meet the Chronic Absenteeism Bright Spots Districts

Cypress School District
📖 Read the Spotlight
🎥 Watch the Open Door Webinar

Cypress School District stands out as a positive outlier, with chronic absence rates far below the state average. Their success stems from a strong foundation of trust and consistency. Through proactive outreach, systematic data practices, and meaningful relationships with families, the district creates a culture where students and parents feel seen, supported, and valued.

Kings Canyon Unified School District
📖 Read the Spotlight
🎥 Watch the Open Door Webinar

Kings Canyon USD emphasizes the power of social-emotional learning and relational trust in building school communities where students want to show up. Their districtwide focus on belonging, inclusion, and family engagement has helped foster authentic partnerships and improved student attendance, especially in underserved communities.

Livingston Union School District
📖 Read the Spotlight
🎥 Watch the Open Door Webinar

Livingston USD approaches chronic absenteeism through the lens of health and wellness. With integrated supports ranging from mental health check-ins to accessible medical guidance, the district supports families in making informed decisions and helps students stay engaged—physically and emotionally—throughout the school year.

💡 Bright Spots, Shared Insights

These three LEAs offer powerful examples of what’s possible when chronic absenteeism is addressed not just as an attendance issue, but as a call to action to better support the whole child and their family. Common themes across the Spotlights include:

  • Systemic Leadership & Collaboration
  • Use of Real-Time Data to Guide Action
  • Prioritizing Student Belonging and Mental Health
  • Strengthening Family Trust and Communication
  • Clear Health and Attendance Guidance

To explore these takeaways in greater depth, check out the Chronic Absenteeism Bright Spots Factsheet, which distills key conditions and strategies that helped each LEA reduce chronic absenteeism and improve student engagement.

By elevating these stories and making their tools and strategies accessible statewide, the Bright Spots project supports California’s broader commitment to equitable learning opportunities—ensuring that every student is seen, supported, and present.

Open Door Session: Making Every Assessment Count – Eliminating Redundancy, Prioritizing Meaningful Data

DESCRIPTION

Welcome to the resource hub for our Open Door session on Making Every Assessment Count: Eliminating Redundancy, Prioritizing Meaningful Data, featuring insights from Bakersfield City School District.

This session explores how BCSD took a strategic approach to reexamining its assessment system—conducting a thorough inventory, refining the assessment calendar, and ensuring a balanced approach that prioritizes both instructionally useful assessments and meaningful data collection.

What You’ll Find on This Page:

📽️ Recorded Webinar – Watch the full session to learn how BCSD streamlined assessments to better align with instructional priorities.

📑 Presentation Slide Deck – Download the slides used during the session.

🛠️ Assessment Inventory & Planning Tools – Access resources to help your district evaluate and optimize its own assessment practices.

In This Session, You’ll Learn:

✅ How BCSD conducted an inventory of existing assessments to identify redundancies.

✅ Strategies for refining an assessment calendar to prioritize high-value data collection.

✅ Lessons learned in balancing assessments to support both instruction and accountability.

If you’re looking for actionable strategies to streamline assessments, reduce redundancy, and focus on meaningful data, these materials provide practical insights to support your district’s continuous improvement efforts.

📥 Access the Materials Below!

Explore the resources and take the next step in optimizing your district’s assessment system.

PRESENTERS

  • Brooke Smothers-Strizic – Executive Director, Data & Assessment, Bakersfield City School District
  • Avilene Cueto – Program Specialist, Data & Assessment, Bakersfield City School District
  • Dorcas Kong – Senior Specialist, Executive Projects, CCEE

SESSION MATERIALS

SLIDES

WEBINAR VIDEO RECORDING

RESOURCES

Open Door Session: Enhancing LCAP Monitoring & Evaluation: Insights from Riverside COE and Lake Elsinore USD

DESCRIPTION

Welcome to the resource hub for our Open Door session on Enhancing LCAP Monitoring & Evaluation, presented in partnership with the Riverside County Office of Education and Lake Elsinore USD.

This session highlights Riverside COE’s LCAP Monitoring & Evaluation Tracking Tool—a powerful resource designed to help districts effectively monitor, evaluate, and refine their Local Control and Accountability Plans (LCAPs) and School Plan for Student Achievement (SPSA).

What You’ll Find on This Page:

📽️ Recorded Webinar – Watch the full session to gain insights from experts.

📑 Presentation Slide Deck – Download the slides used during the session.

🔗 LCAP Monitoring & Evaluation Tracking Tool – Access this valuable resource to support your district’s planning and improvement efforts.

In this session, representatives from Riverside COE and Lake Elsinore USD share:

✅ How the tool was developed and implemented.

✅ Strategies for effectively monitoring and refining LCAPs and SPSAs.

✅ Firsthand experiences from a district using the tool.

Whether you’re looking to strengthen your district’s LCAP processes or seeking efficient ways to align your SPSA, these materials provide practical strategies and actionable insights to enhance your work.

📥 Access the Materials Below!

Explore the resources and take the next step in refining your district’s planning and evaluation processes.

PRESENTERS

  • Dr. Melissa Bazanos Hutton, Executive Director, Riverside County Office of Education
  • Elizabeth Atkinson, Director – LCAP and State/Federal Programs, Lake Elsinore Unified School District  
  • Alisha Morff, Administrator, Riverside County Office of Education
  • Lisa Winberg, Administrator, Riverside County Office of Education
  • Naomi Dimacali, Director, Riverside County Office of Education

SESSION MATERIALS

SLIDES

WEBINAR VIDEO RECORDING

RESOURCES

Open Door Session: The Role of Health and Attendance Guidance in Boosting School Attendance

DESCRIPTION

Welcome to the final session of our Chronic Absenteeism Bright Spots series! This session focuses on how clear health and attendance guidance can significantly improve student attendance and foster a supportive school culture. Through a panel discussion with leaders from Livingston Union School District, you’ll gain insights into real-world strategies for communicating effectively about health and attendance. These strategies prioritize the well-being of students, families, and staff, ensuring that everyone in the school community is informed and engaged.

Explore how schools can create a healthier, more connected environment where students thrive and attendance rates improve. Access the session recording and resources to discover actionable guidance for enhancing your school’s approach to health, attendance, and community well-being.

PRESENTERS

Sujie Shin, Deputy Executive Director, CCEE

Kevin Gee, Director, School Policy, Action, and Research Center (SPARC)

Helen Duffy, Senior Fellow, Attendance Works

Maria Torres-Perez, Director of Categorical Programs & Special Projects, Livingston Union School District

Lori Morgan, Nurse, Livingston Union School District

Stella Montanez, Principal, Selma Herndon Elementary

SESSION MATERIALS

SLIDES

WEBINAR VIDEO RECORDING

Webinar Recording

RESOURCES

Open Door: The Role of Social-Emotional Learning in Boosting School Attendance

DESCRIPTION

The second session of our Chronic Absenteeism Bright Spots series will explore the connection between social-emotional learning (SEL) and school attendance. This session will examine how SEL is crucial in keeping students engaged and present. Through a panel discussion with Kings Canyon Unified School District, you’ll gain insights into how schools promote the social-emotional health of students and families, foster emotional and physical connections within the school community, and integrate SEL into daily practices. We’ll also discuss how ELOP (Expanded Learning Opportunities Program) funding has strengthened SEL connections, addressed challenges, and formed innovative partnerships. Join us to learn how enhancing social-emotional well-being can lead to improved attendance and a more connected school environment.

PRESENTERS

Sujie Shin, Deputy Executive Director, CCEE

Kevin Gee, Director, School Policy, Action, and Research Center (SPARC)

Helen Duffy, Senior Fellow, Attendance Works

Greg Visser, Principal, Washington Elementary School, Kings Canyon Unified

Patricia Ledesma, Principal, Jefferson Elementary, Kings Canyon Unified

Norma Doerksen, Social Worker, TL Reed Elementary, Kings Canyon Unified

SESSION MATERIALS

SLIDES

WEBINAR VIDEO RECORDING

Webinar Recording

RESOURCES

  • Kings Canyon USD – Social, Emotional, and Behavioral Learning Website
  • Bright Spot Factsheet
  • Webinar Session’s Padlet
  • Collaborative for Academic, Social, and Emotional Learning (CASEL) – Website
  • Is your child missing school due to anxiety? – Anxiety Handout
  • Using Chronic Absence Data to Improve Conditions of Learning – Website
  • Early Matters: Cultivating Engagement and Attendance in Kindergarten – Website
  • CCEE Microlearning Video – Supporting Social Emotional Well-Being

Open Door: Elevating School Attendance Through Meaningful Engagement

DESCRIPTION

Discover actionable strategies to address chronic absenteeism and strengthen connections within your school community in this engaging Open Door session, the first of a 3-part series. We’ll explore why chronic absence matters, as evidenced by national and state data, and dive into the critical role trust and engagement play in boosting attendance–especially post-pandemic. Through a panel discussion with Cypress, one of three Bright Spots districts, you’ll gain insights on how to build meaningful family and student engagement, rebuild trust, and implement effective strategies. You’ll also walk away with practical tools to create a supportive environment where every student feels valued.

PRESENTERS

Sujie Shin, Deputy Executive Director, CCEE

Kevin Gee, Director, School Policy, Action, and Research Center (SPARC)

Helen Duffy, Senior Fellow, Attendance Works

Tina Ochoa, Senior Fellow, Attendance Works

Jacki Teschke, Principal, Clara King Elementary

Tanya Alvarez, Teacher, Clara King Elementary

Vickie Ohlman, Administrative Assistant, Clara King Elementary

SESSION MATERIALS

SLIDES

WEBINAR VIDEO RECORDING

Webinar Recording

RESOURCES

Open Door: Mitigating outdoor extreme heat: how schoolyard greening is critical for resilience

DESCRIPTION

This webinar on addressing extreme heat on school playgrounds highlights how Pasadena Unified School District and Long Beach Unified School District have successfully greenified their schoolyards to combat rising temperatures and create safer, more sustainable play environments for their students. Watch the recording and explore the resources to gain valuable insights and practical strategies for your own school’s climate resilience efforts.

PRESENTERS

Ria Apodaca – Director, Health Programs, Pasadena Unified School District
Jill McArthur – Farm-to-School Coordinator, Pasadena Unified School District
Ferdows Fazeli – Senior Program Manager of Facilities, Long Beach Unified School District
Mikaela Randolph – Associate Director of Regional Programs, Green Schoolyards America

SESSION MATERIALS

SLIDES

ARCHIVED VIDEO

Webinar Recording

RESOURCES
Previous Open Door on Climate Emergency and Resilience:

Green Schoolyard America Useful Links:

Extreme Hear Related Resources and Links:

California Department of Education (CDE) Resources:

Other Resources:

Assessment System Review Online Learning Path

DESCRIPTION

What is the problem?

We see some common issues repeatedly with assessment systems. These include the use of too many assessments, duplicative assessments, assessment approaches not matched to instructional or monitoring needs, or assessments that do not adequately address the depth of the standards. Using the right combination of assessments to supply a variety of information to support different types of educational decision-making is at the heart of what is known as “balanced assessment systems.” The goal is to free up instructional time by removing assessments that are not useful for supporting better decision-making in schools or classrooms!

What is one solution?

Conducting an “assessment system review” involves examining all the assessments that a student completes in a year. Considering the breadth and type of assessments that one student experiences is an important step toward understanding whether these are the right assessments being used for the right uses or if your school or district needs to make some adjustments to the assessments for that grade level. In some instances, lessons learned for one grade level can be applied to others within the grade-span.

Learning Path

The Assessment System Review online learning path empowers teams of school/district leaders and teachers with the knowledge, skills, and tools to conduct an assessment system review. Designed in partnership with the National Center for the Improvement of Educational Assessment, this learning path contains seven modules of multimedia content, with tools to facilitate the collection of assessment information and evaluation of whether the assessment system is meeting the information needs of classroom teachers and school and district leaders. Users are able to decide on the pacing, as well as the level of learning and support that they need to complete the review process. 

Module 0: About the Assessment System Review Learning Pathway
Module 1: Prepare to Launch 
Module 2: Clarify the Instructional Vision 
Module 3: Reflect on Assessment System Needs
Module 4: Conduct the Inventory
Module 5: Evaluate the Inventory of Assessments & Write Recommendations
Module 6: Create Action Plan

Launch Learning Path

DEVELOPED IN PARTNERSHIP WITH

Center for Assessment logo

Center for Assessment

DISTRICT TESTIMONIALS

Why did your district complete an assessment system review?

“We wanted to evaluate our assessments in our district. We had feedback from our teachers about the assessments that we were using at the district level. They didn’t feel that the data that they were receiving was useful for their classrooms and so we wanted to look into that. They also felt that there was a lot of time that was used for the assessments that were taken away from classroom instruction…We wanted a process…We didn’t want to go by, just feel or opinion …[this] gave us a process to use to go through.” Brooke Smothers-Strizic, Bakersfield City School District

What was the ‘problem’ your district was trying to solve in conducting an assessment system review?

“We knew there was something underlying that was consuming the time of our teachers in the classroom, but we didn’t quite know how or to what degree. And so I think that we had the right intentions that we wanted to give them the time to actually do the instruction right, and ensure the data they were collecting was meaningful to guide the instruction. And so I think that you can’t do that if all you’re doing is spending your time assessing, assessing, and assessing, without getting to the actual planning and instruction. So I think this process…just makes it more systematic: asking the right questions, the leading questions, to really force you to have those conversations that you’re documenting in a way that then you have the evidence [such as] the number of minutes that people were actually spending [on each assessment]. And then you can start evaluating the information and think: Is there a better way? I think the one thing that I myself personally have gained from this process is seeing the impact. As you’re removing assessments you know it’s going to make an impact instructionally for students and for teachers.” Rocio Muñoz, Bakersfield City School District 

What did you learn as a result of this assessment system review?

“Who is looking at this information? Who’s looking at the data? Is it for the teacher? Is it for the [school] administrator? Is it for the district? …I feel like, that’s a really super important question that sometimes we don’t ask ourselves enough. …When you’re doing the work you’re like, ‘This is important information, this [assessment] is needed.’ But then, when you’re actually in the classroom, you may be like, ‘Why are we doing this? Because we don’t even use this information.’ So I think it’s super important to always ask ourselves: What is the purpose of the assessment? Who will use this information? Why are we giving this assessment? And what are we going to do with this information?…That then helps us determine how many assessments we need and when we need them?” Beatriz Chavez, Coachella Valley Unified School District

What advice would you give to other districts interested in conducting an assessment system review?

“Think about your key players and build your team of who you want to complete the work. [Make sure] you know the time commitment, so that you don’t get halfway through and let it fizzle out because you really should see it through the end because that’s where the meat and potatoes of it is. That ending piece was kind of where we were like, ‘Wow! We really learned a lot.’ And so you want to get to that end result. So really, again, having an action plan for how you’re going to make sure you get through the modules. But just knowing, too, that you really do get a lot of really good insight and good information, you can then make a lot of really good decisions to improve practices. And if that’s what you really want to do, you will get that out of the process.” Tara Hinchen, Coachella Valley Unified School District

INSIGHTS FROM DISTRICTS’ ASSESSMENT SYSTEM REVIEWS

To learn more about districts’ experiences in conducting an assessment system review, read the blogs below published by the Center for Assessment.