Rising From The Margins: Episode Six

In the final chapter of Fillmore Unified’s journey, Rising from the Margins explores how the power of meaning is driving transformational change across the district. Building on the Intensive Assistance Model, this episode examines how redefining meaning in education is creating sustainable systems, fostering teacher empowerment, and improving student outcomes.

What You’ll Hear

  • Meaning and Energy: How the meaning we assign to actions, systems, and relationships influences energy, intention, and outcomes.
  • Teacher and Student Empowerment: Stories of educators and students questioning traditional approaches to grading, remediation, and learning to create equitable opportunities for all.
  • Flash Forward: Fillmore’s innovative intervention and enrichment model, providing dedicated time within the school day for reteaching, relearning, and advancing student success.
  • Transformational Leadership: Insights from Superintendent Christine Sheffer Lee, Principal Keith Derrick, and educators at Fillmore Unified on shifting from transactional to transformational improvement.
  • District-Wide Alignment: How Fillmore is ensuring coherence and equity across all schools through shared standards, common assessments, and a unified commitment to high expectations.

Key Highlights

  • Rethinking Remediation: By eliminating remediation classes and embedding interventions during the school day, Fillmore has increased Algebra I enrollment from 30% to 92% in just one year.
  • Grading with Purpose: Teachers are reexamining grading policies to eliminate practices that discourage students, such as the punitive use of zeros, and focusing on fostering growth.
  • Collaboration at All Levels: Fillmore’s Professional Learning Communities (PLCs) are fostering trust, shared practices, and data-driven decision-making to create consistency across classrooms and schools.
  • Student-Centered Culture: Through intentional system design and transformational language, Fillmore is creating an environment where students feel supported, valued, and inspired to succeed.

Why It Matters
This episode challenges educators and leaders to reflect on the meanings embedded in their systems and practices. By asking better questions and embracing intentional change, Fillmore Unified is demonstrating how districts can transform from within, ensuring every student has the opportunity to thrive.

Listen Now
🎧 Tune in to Rising from the Margins: Episode 6 to hear how Fillmore Unified is redefining education through the power of meaning.

Listen Here

Stay Connected
For more episodes and resources, visit CCEE. Next time, we’ll head to Bakersfield, California, to explore the Community Engagement Initiative and its impact on local schools and communities.

Rising From The Margins: Episode Five

Episode 5 of Rising from the Margins takes us to Fillmore Unified School District in California, where educators and administrators are questioning old traditions and creating new systems for success. Through the Intensive Assistance Model, Fillmore is pioneering district-wide transformation by focusing on collaboration, teacher empowerment, and student-centered results.

What You’ll Hear

  • Stories of educators and leaders, including Superintendent Christine Sheffer Lee and Principal Keith Derrick, reflecting on dismantling ineffective traditions and embracing change.
  • The transformative journey of Fillmore High School, which reduced math D and F rates from 62% to 24% in just one year and earned recognition as a California Distinguished School.
  • How Fillmore Unified’s Flash Forward program reimagines intervention by embedding opportunities for reteaching and reassessment within the school day.
  • The district’s shift from focusing on challenges to uncovering opportunities, redefining their approach to education with sustainable practices and teacher-led innovation.

Key Highlights

  • District-Wide Transformation: Fillmore Unified is the first district profiled to implement the Intensive Assistance Model across all schools, setting a new standard for collaborative improvement.
  • Teacher Leadership and Empowerment: By fostering trust and creating structured collaboration time, teachers are leading the change and redefining professional expectations.
  • Focus on Impact: A commitment to intentionality and data-driven decisions has led to remarkable improvements in student outcomes, with fewer students performing below grade level and stronger teacher-student relationships.
  • Challenging “Good Enough”: Educators at Fillmore are reexamining long-standing practices, asking tough questions, and striving for systems that work for all students.

Why It Matters
Fillmore Unified’s story is one of courage and vision—of educators willing to ask, “What if we’re the problem?” and finding solutions by dismantling systems that no longer serve their students. The district’s focus on collaboration, clarity, and purpose demonstrates the potential for transformation when communities unite around a shared commitment to growth.

Listen Now
🎧 Tune in to Rising from the Margins: Episode 5 to hear how Fillmore Unified is redefining what’s possible in education.

Listen Here

Stay Connected
For more episodes and resources, visit CCEE. Don’t miss Part 2 of Fillmore Unified’s story, where we’ll explore their Flash Forward program and hear from the teachers and students driving the change. Model district-wide with transformative results.

Rising From The Margins: Episode Four

In Episode 4 of Rising from the Margins, we explore the transformative journey of Harkness Elementary in Sacramento, California, a school striving for coherence amidst challenges. The focus on intentional collaboration and clarity through the Intensive Assistance Model is reshaping their culture and outcomes. This episode dives into the heart of what it means to move from fragmentation to unity and from tradition to innovation.

What You’ll Hear

  • The challenges of navigating educational systems in a low-performing school with deep community roots.
  • How Harkness Elementary applies the four essential questions to build coherence and focus on essential standards:
    1. What do we want students to learn?
    2. How do we know if they’ve learned it?
    3. What will we do if they’ve learned it?
    4. What will we do if they haven’t learned it?
  • Stories from educators like Principal Scheeline and 22-year veteran teacher Miss Martinez, who share the impact of fostering collaboration and shared ownership among staff.
  • A look at their visual data wall, a tool for tracking student progress in real time and celebrating wins that foster motivation for both students and teachers.
  • The power of stripping away distractions and focusing on the fundamentals to create meaningful, sustainable change.

Key Highlights

  • Teacher Empowerment: Educators at Harkness are building a culture of “we” rather than “I,” fostering collaboration across grade levels and embracing shared leadership.
  • Data-Driven Impact: Real-time data tracking and collaboration are helping teachers identify challenges, celebrate successes, and focus on solutions that matter.
  • Sustainable Practices: The Intensive Assistance Model is paving the way for long-term transformation, equipping teachers with the tools to sustain progress even amidst funding uncertainties.
  • Community and Clarity: Harkness’ focus on essential standards ensures every student is prepared to succeed in their current and future grade levels.

Why It Matters
This episode highlights the human side of educational transformation, showcasing how schools like Harkness are not just implementing systems but reshaping their culture. The Intensive Assistance Model offers a framework for collaboration, clarity, and empowerment, reminding us that change begins with teachers and their dedication to their students.

Listen Now
🎧 Tune in to Rising from the Margins: Episode 4 for an inspiring look at how one school is rewriting its story and paving the way for a brighter future.

Listen Here

Stay Connected
For more episodes and resources, visit CCEE. Don’t miss the next episode, where we explore a district that has implemented the Intensive Assistance Model district-wide with transformative results.

Rising From The Margins: Episode Three

In this compelling episode of Rising from the Margins, we take an in-depth look at Highland Elementary in Inglewood, California, as they navigate the challenges of receivership and embrace the transformative power of the Intensive Assistance Model. Through the voices of teachers, administrators, and educational leaders, this episode highlights the critical role of collaborative leadership, culture building, and coherence in driving meaningful change.

What You’ll Hear

  • The reality of teaching in a system under receivership and the resilience of educators at Highland Elementary.
  • The foundation of the Intensive Assistance Model: 51 days of coaching focused on leadership, collaboration, and content.
  • The power of Professional Learning Communities (PLCs) to rebuild leadership, culture, and coherence from the ground up.
  • Insightful commentary from educational leaders like Dr. Stephanie Gregson, Deputy Executive Director of CCEE, and Dr. Bernadette Lucas, Chief Academic Officer for Inglewood, on shifting school culture and empowering teachers.
  • How shared meaning and a common language create sustainable systems of support for students and educators.

Key Highlights

  • Resilience in Adversity: Despite systemic challenges, teachers at Highland continue to innovate and support each other, demonstrating unparalleled commitment to their students.
  • Shared Leadership: The PLC model fosters teacher agency, empowering educators to lead and collaborate to solve classroom and schoolwide challenges.
  • Sustainability and Coherence: Through a focus on essential standards and structured collaboration, Highland is embedding sustainable practices that will thrive beyond the three-year project.

Why It Matters
This episode underscores that change is not just about implementing new systems—it’s about creating a process that empowers individuals to take ownership and lead transformation from within. The Intensive Assistance Model offers a blueprint for how schools can shift from fragmented efforts to unified, coherent systems that support students and educators alike.

Listen Now
🎧 Tune in to Rising from the Margins: Episode 3 to hear the inspiring stories of Highland Elementary’ s educators and their journey toward creating a thriving school community.

Listen Here

Stay Connected
For more episodes and resources, visit CCEE. Don’t miss the next episode, where we explore a district in Sacramento implementing the Intensive Assistance Model.

Universal Design for Learning (UDL) Data Toolkit

DESCRIPTION

The Universal Design for Learning (UDL) Data Toolkit is your essential resource for enhancing inclusive and effective educational practices. Developed collaboratively with educators and experts from across California, this toolkit empowers local education agencies (LEAs) to collect, analyze, and use data to monitor UDL implementation and its impact on students, educators, and systems.

Drawing from the recommendations in the UDL memo, the toolkit focuses on leveraging data at three levels—large, medium, and fine grain—and triangulating insights to provide a comprehensive view of UDL effectiveness. With guidance on data collection, tools for measuring progress, and strategies for driving continuous improvement, this toolkit supports a data-driven approach to creating equitable learning environments.

Explore the UDL Data Toolkit to access:

  • Practical tools like surveys, rubrics, and observation guides
  • Strategies for data analysis and visualization
  • Insights to align UDL implementation with broader goals such as equity and student success

Start your journey toward impactful UDL implementation today by using this robust resource, co-designed with our dedicated partners, including Riverside County Office of Education, Placer County SELPA, and WestEd.

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

WEBINAR VIDEO 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

WEBINAR VIDEO 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

WEBINAR VIDEO 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

ARCHIVED VIDEO

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

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.