Stakeholder feedback and input will be critical as LEAs plan for a new model of teaching and learning in response to CDE, CDC, and other pandemic guidelines. This session will introduce tools from the Continuity of Learning Playbooks to help you work with teachers, families, and community members. Attendees will also hear from other LEAs about how they are engaging stakeholders across their schools to support the continuity of learning for all students.
PRESENTER
Chula Vista ESD, Murrieta Valley USD, Ontario-Montclair SD, Copernicus Coaching & Consulting
Resource Type
Media
Type of Audience
Other, Systems Leadership, Teacher
Topic Area
Equity, Family and Community Engagement, Responsive Teaching & Learning
The Local Control and Accountability Plan (LCAP) Toolkit: Using research-based tools to promote equity for English Learners (LCAP Toolkit) is a resource for educators, families, and community members to ensure that the LCAP—the state’s public accountability mechanism— reflects how actions, services, programs, and resources are made visible to ensure equitable opportunities and outcomes for English Learners. The LCAP Toolkit consists of four parts that can be used together or independently. Part I presents information pertaining to policy, background, and LCAP Toolkit development. Part II introduces the English Learner Research-Aligned LCAP Rubrics. Part III offers four additional resources and tools that support the applied use of the rubrics by engaging EL-focused networks in developing, analyzing, and refining LCAP plans. Part IV appendices include references and resources.
AUTHORS
Loyola Marymount University, Center for Equity for English Learners
CCEE is partnering with TNTP to provide an eight-part learning series (each session 2.5 hours for instructional teams to design strong teaching and learning experiences in the coming year. Drawing on lessons from TNTP’s Learning Acceleration Guide and aligned to the requirements of the Learning Continuity and Attendance Plans, this learning series focuses on the critical pieces necessary for an accelerated learning approach.
For the LEAs that participated in the series, TNTP provided support to instructional leaders at every level of the system to develop the knowledge, skills, and mindsets they need to develop an accelerated learning approach, regardless of whether students are learning in the school building or in their living room.
At the end of this session, you will be able to:
Learn how to prioritize the most critical content for ELA and Math.
Identify the prerequisite knowledge, skills, and academic vocabulary that students will need to access that grade level content.
Resource Type
Professional Learning
Type of Audience
Site Administrator / Instructional Coach, Systems Leadership, Teacher
By September 30, districts are responsible for gaining stakeholder input and developing a Learning Continuity and Attendance Plan (LCP) for the 2020-21 school year that addresses the needs of all pupils regarding the impacts of COVID-19, with specific attention to English Learners and increasing or improving EL services. What might a powerful LCP look like for English Learners, that heeds research and builds upon learning from experiences with distance learning last spring and creates deeper partnerships with families? What should educators and communities be thinking about and considering in planning to ensure English Learners are able to recoup learning loss and are not left further behind?
Californians Together staff will present the findings and recommendations from a review of COVID-19 Operations Written Reports. Dr. Laurie Olson will present and share a planning tool to align the LCP with the English Learner Roadmap, emphasizing the opportunities for parent engagement.
Learn about the Community Engagement Initiative and how to join Cohort II of our Peer Leading and Learning Networks. Attendees will also learn how to tap into resources and tools developed by Californians Together to support LEAs in developing more inclusive Learning Continuity and Attendance Plans.
Resource Type
Media
Type of Audience
Other, Parent, Systems Leadership
Topic Area
English Learners, Equity, Family and Community Engagement, LCAP
KEYWORDS
Community Engagement Initiative (CEI)
PRESENTERS
Xilonin Cruz-Gonzalez – Californians Together Manuel Buenrostro – Californians Together Laurie Olsen – EL RISE!
In this session, attendees will learn more about Orange County Department of Education (OCDE)’s supplementary support distance learning modules for TK-8th grade.The 6-week units are intended for use by all California schools and districts highlighting essential ELA and math standards organized around engaging science and history/social science topics.
PRESENTER
Trish Walsh, Holly Steele, Rhonda Marriott – Orange County Department of Education
Resource Type
Media, Professional Learning
Type of Audience
Site Administrator / Instructional Coach, Systems Leadership, Teacher
CCEE is partnering with TNTP to provide an eight-part learning series (each session 2.5 hours for instructional teams to design strong teaching and learning experiences in the coming year. Drawing on lessons from TNTP’s Learning Acceleration Guide and aligned to the requirements of the Learning Continuity and Attendance Plans, this learning series focuses on the critical pieces necessary for an accelerated learning approach.
For the LEAs that participated in the series, TNTP provided support to instructional leaders at every level of the system to develop the knowledge, skills, and mindsets they need to develop an accelerated learning approach, regardless of whether students are learning in the school building or in their living room.
At the end of this session, you will be able to:
Examine specific examples of instruction that accelerated learning by using just-in-time supports to ensure all students can engage with grade-level content.
Articulate the importance of aces, implementation and quality goals in accelerated learning work.
Explain how your system will create a plan to accelerate student learning over the next two years.
Come and learn about the 21st Century California School Leadership Academy (21CSLA)! Participants will be introduced to the partners and scope of the 21CSLA initiative. This will also be an opportunity to provide feedback that informs the design and future work.
PRIMARY PRESENTER
Rebecca Cheung, Ed.D. – UC Berkeley
CO-PRESENTER
Nancy McTygue – UC Davis
Resource Type
Media
Type of Audience
Site Administrator / Instructional Coach, Systems Leadership
Topic Area
English Learners, Equity, LCAP, Special Education, Unduplicated Student Groups
PLEASE NOTE: Slides have been updated to reflect system updates. Please refer to the slides, rather than the recorded webinar, for updated information.
DESCRIPTION
CCEE and CCSESA invite county offices of education, districts, charter schools, and private schools to join this overview of the registration and data submission process for the School Reopening Status Reporting, as required in the January 14 Public Health Directive on Reporting Details of In-Person Instruction (also Appendix 4 of the Consolidated School Reopening Guidance).
Many schools are making decisive actions to accelerate learning, improve assessments, attendance, and better engage students. In partnership with Creative Leadership Solutions, CCEE is offering a FREE, three-part synchronous series that will focus on understanding, identifying, evaluating, and applying formative assessment practices to accelerate learning. In this session, participants will: 1) learn about effective practices with the greatest impact on student achievement, 2) identify barriers to improved practices, 3) evaluate alternative practices to accelerate learning, and 4) apply the learning to their individual contexts.
In addition to the synchronous sessions, Creative Leadership Solutions Associates will be available to provide follow-up support to participants to discuss and/or support the implementation of all learning by phone, email, or video conferencing.
PRESENTER
Dr. Douglas Reeves, Founder, Creative Leadership Solutions
The global pandemic will continue to affect schools long after schools reopen. Changes will be required in schedules, student support, faculty support, state standards, and assessments. In this session, participants will: 1) learn about the new model of change leadership, 2) identify the failures of previous change leadership models, 3) evaluate alternative leadership practices, and 4) apply the new model of change leadership to their individual contexts.
The global pandemic has left in its wake traumatized students, families, and educators and fear has been the dominant emotion. The essence of fearless schools is the building of psychologically safe environments where students and educators can learn together, make mistakes with transparency, learn from those mistakes, and engage in consistent innovation, experimentation, and learning. In this session, participants will 1) learn about the impact of psychological safety on learning and leadership, 2) identify the barriers to psychological safety and fearless schools, 3) evaluate alternative practices that lead to or detract from fearless schools, and 4) apply the learning to their individual contexts.
