Resource Category: Type of Audience

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!

Levers for System Change

Introducing our powerful tool designed to assist local education agencies (LEAs) in California, as well as LEAs in other states, who are dedicated to creating an exceptional Local Educational Agency system that effectively serves all students. Our tool provides invaluable guidance by outlining six fundamental components that are crucial for a successful Local Educational Agency program.

But it doesn’t stop there. We go beyond just providing information. Our tool offers a comprehensive evaluation feature that allows you to assess the extent to which these essential components are present in your system. This evaluation acts as a vital starting point for identifying areas of improvement and determining the most effective strategies to enhance your educational system.

Are you ready to take your Local Educational Agency program to the next level? Get started with our tool today and pave the way for a more inclusive and successful educational experience for all students. Take the first step towards transforming your system by accessing our powerful evaluation tool now!

Launch Levers for System change

If you have any questions, please contact Mindy Fattig, Senior Advisor, Statewide System of Support at [email protected].

Data Research Learning Network: Phase 1 Summary

DESCRIPTION

In January 2023, the I3 Center launched the Data Research Learning Network (DRLN) to support districts and counties in innovating their data and assessment practices. In Phase 1 (Planning), seven select districts and county offices of education conducted deep data dives to identify challenge areas; generate problems of practice that are measurable, achievable, and relevant; and develop innovative action plans. This brief provides an overview of the lessons learned that emerged from the collaborative work of the DRLN throughout the six-month Planning Phase.

PHASE 1 BRIEF

LAUNCH BRIEF 

Independent Study Professional Learning Network

Description

Due to the ongoing pandemic, districts are reassessing their learning options and choosing between traditional independent study and course-based independent study to meet students’ needs. The California Collaborative for Educational Excellence (CCEE) facilitated Professional Learning Community (PLC) from 2021 to 2023 for districts to collaborate. Independent Study Professional Learning Network (ISPLN) meetings focused on addressing independent study challenges, sharing best practices, and problem-solving. Key findings from these convenings include district inconsistencies in understanding policy recommendations, the need for quarterly meetings with State representatives, encouraging information sharing among districts, implementing outreach campaigns, and building statewide partnerships. Feedback from these independent study leads identifies key aspects of independent study policy that other districts may use to improve individual programs and the statewide initiative.

Key Findings and Call to Action

Provide clarification: Address inconsistencies in understanding and interpreting policy recommendations by offering clear guidance and support.
Establish quarterly meetings: Organize regular meetings between district leads and State representatives to ensure clear understanding of policy updates and allow for clarifying questions.
Foster collaboration: Develop and share a comprehensive list of local independent study contact information to facilitate collaboration and resource sharing among districts.
Conduct outreach campaigns: Inform county, district, and charter school independent study leads about policy changes and their impact at the local level.
Build partnerships: Strengthen partnerships with county offices of education to create a statewide professional learning infrastructure and support underserved locales.
Collect feedback: Gather input from independent study leads to identify opportunities for sharing best practices and improving the quality of individual programs and the statewide initiative.
Taking these actions will enhance independent study programs, improve student outcomes, and promote collaboration and knowledge-sharing among districts.

Launch report

African-American Student Success Network

DESCRIPTION

With the launch of CCEE’s Research Practice Partnership (RPP) initiative, five of the original CAAASA Professional Learning Network (PLN) partners have rejoined the network to continue their work to support Black student achievement through their LEA-specific problem of practice, focusing on progress monitoring activities to support the measurement of student outcomes in the coming year. 

Resources

CAAASA-CCEE RPP Handout

RESOURCE TYPE

Reports & Publications

TYPE OF AUDIENCE

Board, Site Administrator / Instructional Coach, Systems Leadership

TOPIC AREA

Systems Leadership

Field Guide 12: Rebounding from Unfinished Teaching and Learning

Description

In Field Guide #12: Rebounding from Unfinished Teaching and Learning (the “Learning Loss”), we aim to guide school district decision-making and resource allocations in such a manner that all students and especially African American students and students from other communities of color will indeed rebound rapidly from the learning loss that resulted from the unprecedented COVID-19 pandemic.

DEVELOPED IN PARTNERSHIP WITH

California Association of African-American Superintendents & Administrators (CAAASA)

Launch

UDL for Educator Empowerment

Description

This learning path’s goal is to empower California educators with the needed knowledge and skills to apply Universal Design for Learning (UDL) holistically to their practices as professionals. Designed in partnership with teachers, for teachers, this path contains 6 modules of multimedia content, opportunities for reflection and community, and links to resources to deepen your learning and practice.

DEVELOPED IN COLLABORATION WITH

California Teachers

Launch

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