Resource Category: Professional Learning

Amplifying Community Engagement for Continuous Improvement

DESCRIPTION

Embark on a journey into the transformative impact of the Community Engagement Initiative (CEI) in California, explored through the principles of the Dual Capacity-Building Framework and the Participatory Systems Change for Equity Approach. This session navigates the pivotal role of capacity building in fostering meaningful conversations and relationships within communities and districts, emphasizing trust and mutual respect for enhanced pupil outcomes, utilizing real-life case studies from CEI.

Delving into the Participatory Systems Change for Equity Approach, the session highlights the significance of peer-to-peer partnerships in driving systemic change, focusing on building robust networks between school districts and communities to address educational disparities. Attendees will glean strategies to cultivate and sustain such partnerships in their own contexts.

In the session’s final segment, explore CEI’s statewide efforts in scaling effective practices for community engagement, drawing insights from the Peer Leading and Learning Network (PLLN) and how these initiatives can be expanded for broader community involvement and integrated into continuous improvement endeavors.

PRESENTERS

David Toston, Senior Advisor, CCEE

Amber Valdez, Senior Program Associate, WestEd

SESSION MATERIALS

Slides

RESOURCES – Coming December 1!

Supporting Black Student Achievement: Lessons Learned from Year 1 of the African American Student Success Network

DESCRIPTION

In collaboration with the California Association of African-American Superintendents and Administrators (CAAASA), the California Collaborative for Educational Excellence (CCEE) initiated a professional learning network (PLN) in 2017 to address disparities faced by African American students in K-12 schools.

This session revisits the PLN’s progress, focusing on five LEA teams—Fresno Unified, Lynwood Unified, Pittsburg Unified, Napa County Office of Education, and San Diego County Office of Education—as they tackle specific challenges hindering the academic and socio-emotional growth of Black students.

Attendees explored the strategies, challenges, and lessons learned from these teams, engaging in Q&A sessions and smaller group breakouts to delve deeper into each LEA’s approaches and outcomes. All participants received a summary brief encompassing the latest data and insights from this ongoing network’s efforts to improve educational outcomes for African American students.

PRESENTERS

Sujie Shin, Deputy Executive Director, CCEE

Italo Ciccarelli, Program Specialist, Data & Impact, CCEE

Dwight Bonds, Executive Director, CAAASA

Tracy R. Thompson, Executive Director, Juvenile Court & Community Schools, SDCOE

Deborah Hernandez, Director, Continuous Improvement LCAP, SDCOE

Leilah Kirkendoll, Director, Equity, LCAP, MTSS, and Categorical Funds, SDCOE

Allison Wulf, Coordinator, Juvenile Court & Community Schools, SDCOE

SESSION MATERIALS

Slides

RESOURCES – Coming Soon!

Balanced Assessment Systems: A Case Study of One District’s Journey to Rebalance their Assessment System for Improved Student Outcomes

DESCRIPTION

In the 2022-2023 school year, the California Collaborative for Educational Excellence (CCEE) introduced the Data Research Learning Network (DRLN) aimed at transforming data and assessment practices in districts across California. The DRLN, structured into three strands, emphasizes Deeper Learning, Data Review, and Data Dashboards to enhance educational strategies.

As part of the Deeper Learning strand, Rincon Valley Union School District (RVUSD) shared their experiences in cultivating a more balanced assessment system, particularly focusing on formative assessment practices in mathematics. The session dissected the crucial elements of a Balanced Assessment System and the role of Formative Assessments, underlining coherence, comprehensiveness, and continuity as key features.

RVUSD leaders detailed their journey of re-balancing the assessment system, starting with a needs assessment and action plan, shedding light on the pivotal role of formative assessments in math. Attendees gained a toolkit for Balanced Assessment Systems and access to CCEE’s MicroLearning courses, providing valuable resources for their own educational innovation.

RVUSD’s research, a part of CCEE’s Data Research Learning Network, concentrated on formative assessment in mathematics, drawing insights on enhancing assessment systems based on the collaborative work with the Center for Assessment. The DRLN serves as a conduit for sharing these innovative experiences to inspire and guide other districts venturing on their innovation journeys.

PRESENTERS

Ingrid Roberson, Assistant Director, Research Learning, CCEE

Dorcas Kong, Senior Specialist, Executive Projects, CCEE

Hilary Kjaer, Director, Teaching and Learning, RVUSD

Tasha Lopez, Teacher on Special Assignment, RVUSD

SESSION MATERIALS

Slides

RESOURCES – Coming Soon!

Graduate Profiles: Redefining Student Success

DESCRIPTION

Across the state, dozens of school districts (and some charter schools and county offices of education) have convened their communities to create a Graduate Profile to more holistically and equitably define student success. Once developed, a Graduate Profile serves as a lever for change that leads to a renewed vision and definition of the college and career-ready student, supports the whole child approach to learning, serves as an impetus for shifting instructional practices and engaging students in deeper learning, and requires a shift in assessments that provide students authentic ways to demonstrate their knowledge and skills. The result of this transformation is a learning process that is more equitable, student-centered, and competency-based. In this session, you’ll learn how these Graduate Profiles serve as a driver for a renewed vision, improved equity, deeper learning, and student agency.

PRESENTERS

Roman Stearns, Executive Director, Scaling Student Success

Rody Boonchouy, Superintendent, Winters Joint Unified School District

Christine Olmstead, Assistant Superintendent, Vista Unified School District

Olympia Kyriakidis, Senior Director of Multilingual Education and Global Achievement, San Diego COE

VIDEO

SESSION MATERIALS

Launch Slides
Launch Q&A Responses

RESOURCES

Interactive Map: 50+ Graduate Profiles across California

WestEd Report: Graduate Profiles Brief

Stories about CA districts on a journey to operationalize their Graduate Profiles

Bringing a Graduate Profile to Life: A Blueprint

Scaling Student Success Website

Vista USD: Strategic Planning Webpage

NGLC: Portrait of a Graduate in Practice (5 case studies)

Envision Learning Partners: Quality Standards for a Graduate Profile

Resources from Learner-Centered Collaborative:

Open Door Session: Empowering Success: The Path of Transparency, Data-Driven Decisions, and Student Ownership

DESCRIPTION

At Hope Elementary School District, our success is driven by our commitment to transparency, data-driven decision-making, and empowering our students to take ownership of their educational journey. At Hope Elementary, we firmly believe that transparency in data is the cornerstone of academic excellence. By openly sharing and analyzing data, we foster a collaborative environment where educators, parents, and students work together to identify strengths, address challenges, and celebrate achievements. We empower our students to take an active role in their learning by encouraging them to be active participants in the data collection process, enabling them to set personal goals, track progress, and take pride in their academic growth. With transparency, data-driven decision-making, and student ownership of their data at the heart of our approach, the Hope Elementary School District is dedicated to nurturing a community of lifelong learners and fostering a bright future for all our students.

PRESENTERS

Melanie Matta, Superintendent/Principal, Hope Elementary School District

Flor Martinez, 5th/6th Grade Math and Science Teacher, Hope Elementary School District

Samantha Alonzo, 7th/8th Grade ELA and History Teacher, Hope Elementary School District

Archived VIDEO

SLIDES

LAUNCH SLIDES 

RESOURCES

Individual Growth Chart

Student Goal Setting Form (template)

6th Grade SMI Reflection Forms (Template)

5th Grade SMI Reflection Forms (Template)

6th Grade SMI – Individual Progress Student Reflection

5th Grade SMI – Individual Progress Student Reflection

IAB Pre Assessment (Template)

Student Data Tracker (Template)

Independent Reading Tracker

SRI Individual Progress Reflection

Open Door Session: Simplifying LEA Compliance: How Our County Office Streamlines Support for LEAs

DESCRIPTION

With the deluge of plans, templates, and deadlines flooding LEAs post-pandemic, County Offices are uniquely positioned to provide much-needed support to frequently short-staffed LEAs burdened with completing these critical tasks. FCSS’s LCAP and Compliance team seeks to ease this burden by providing easy-to-use organizational tools that cut to the heart of what LEAs need to do to stay compliant. The FCSS State & Federal Calendar is one such tool that has become a staple in the offices of administrators throughout Fresno County.

PRESENTERS

Cathy Troxell, Associate Director, LCAP & Compliance, Fresno County Superintendents of Schools

Dana Budd, Associate Director, LCAP & Compliance, Fresno County Superintendents of Schools

Corey Greenlaw, Ed.D, Executive Director of Accountability, Compliance & Grants, Fresno County Superintendents of Schools

Archived VIDEO

SLIDES

LAUNCH SLIDES 

RESOURCES

2023-2024 FCSS State & Federal Calendar

FCSS LCAP & Compliance Electronic Pamphlet

Q&A from Session

Open Door Session: Supporting Better Attendance Practices – The Evolving Role of COEs

DESCRIPTION

How has the role of county offices of education (COEs) in improving attendance changed over time? Traditionally, COEs lead the county SARB process to address truancy. This is evolving to support districts to reduce chronic absence through the LCAP and Differentiated Assistance processes. In this panel presentation, Monterey County Office of Education and Sacramento County Office of Education explore ways in which COEs are positively impacting student attendance practices.

This is the third Open Door session of the Shifting Mindsets on Chronic Absenteeism series and is targeted towards everyone who cares about improving school attendance, including policymakers, educators, advocates, community partners, families, students, researchers, and the groups helping to build capacity in schools.

PRESENTERS

Caryn Lewis, Assistant Superintendent, Educational Services, Monterey County Office of Education

Rachel Perry, Executive Director, Center for Student Assessment & Program Accountability, Sacramento County Office of Education

Cecelia Leong, Vice President of Programs, Attendance Works

VIDEO

SLIDES

LAUNCH SLIDES 

RESOURCES

Session 1: A Tale of Two Systems – Responding to Unexcused and Excused Absences

Session 2: Renewing Our Minds – Transforming How We Approach Attendance

California DataQuest

Brief: Successes and Challenges in Reducing Chronic Absenteeism

Q&A from Session

Open Door Session: Renewing Our Minds – Transforming How We Approach Attendance

DESCRIPTION

How can districts use attendance data to inform action to improve student engagement and reduce chronic absence? In the second Open Door session of the Shifting Mindsets on Chronic Absenteeism series, Salinas City Elementary School District shared lessons learned and discussed how the district has leveraged data to shift from a punitive approach focused on unexcused absences to intentional investments in relationship building and positive conditions for learning.

PRESENTERS

Aldo Ramirez, Associate Superintendent, Educational Services, Salinas City Elementary School District

Hedy Chang, Executive Director, Attendance Works

VIDEO

SLIDES

LAUNCH SLIDES 

RESOURCES

Session 1: A Tale of Two Systems – Responding to Unexcused and Excused Absences

California DataQuest

Brief: Successes and Challenges in Reducing Chronic Absenteeism

Microlearning Modules

DESCRIPTION

CCEE’s microlearning resources are short 5-7 minutes videos developed to support immediately applicable strategies, ideas, and resources for substitute teachers and other instructional staff who may not have access to more robust professional learning opportunities.

These are not meant to introduce complex ideas or lessons, but to focus on a single resource or activity to support student learning in a variety of settings.

Learn more here:

MICROLEARNING Modules Website

RESOURCE TYPE

Professional Learning

TYPE OF AUDIENCE

Teacher, Site Administrator / Instructional Coach, Systems Leadership

Community Engagement Initiative

DESCRIPTION

The Community Engagement Initiative (CEI) is a five-year effort intended to strengthen the System of Support by building the capacity of school districts to authentically engage one another.

This includes identifying effective models of community engagement, developing metrics to evaluate those models, having difficult conversations, building trusting relationships and participating in the Local Control and Accountability Plan (LCAP) development process.

In the 2022-23 school year the CEI represents 44 Local Education Agencies (schools, school districts, and county offices of education) from as far north as Shasta County to as far south as Imperial County.

As part of the 2022 Budget Act, the Legislature and the Governor appropriated $100 million to expand Community Engagement Initiative (CEI) that will now continue through the 2026-2027 school year.

Resource

Community ENGAGEMENT INITIATIVE Website

RESOURCE TYPE

Professional Learning

TYPE OF AUDIENCE

Board, Site Administrator / Instructional Coach, Systems Leadership

TOPIC AREA

Community Engagement