Conclusion

Across the six districts, CCEE has advised and assisted districts to create systemic coherence by supporting a strong focus on instruction, developing collaborative cultures, enhancing deeper learning, and utilizing continuous improvement cycles to address pupil achievement and growth, and engage in accountability throughout the system. These recommended actions are intended to serve the district as a roadmap to systemic instructional improvement, and serve to address the common themes and areas of need presented in the June 2021 progress monitoring cycle.

Four of the six LEAs completed their SIR during the COVID-19 pandemic and all six LEAs continued engaging in their SIR process despite school closures and constant pivots in response to student needs. The disruptions from COVID-19 pandemic required CCEE and the four LEA’s (SUHSD, SCUSD, OUSD, MDUSD) to adjust SIR activities in response to the crisis, such as pivoting to virtual stakeholders input sessions, interviews, and classroom observations. 

From the SIRs, common themes and areas of need emerged across the six districts: 

  1. The need for coherence building to advance achievement, through foundational structures like instructional plans that include common instructional expectations, identified instructional strategies, and clearly defined student learning targets 
  2. The need to engage in data-driven discussions and decisions through short cycles of continuous improvement to inform instructional decisions 
  3. The need for two-way communication structures that provide clear and efficient implementation of guidelines, progress updates, and ongoing opportunities for stakeholder input and engagement. 
  4. Lastly, it is important and necessary to define the parameters of the connected/bounded autonomy that is given to school sites in order to define and connect how the district and schools are operating towards common outcomes.

The key that allowed LEAs to continue to examine teaching and learning needs amidst the pandemic is fostering relationships grounded in the use of cycles of continuous improvement, and a focus on instructional priorities to address student needs using Multi-Tiered Systems of Support (MTSS)

Additional learnings include the importance of matching the right supports with the right expertise and personality to meet district needs. Using the findings from the Systemic Instructional Review, CCEE will utilize the resources available through California’s Statewide System of Support, including county offices of education, and its own resources to support implementation of the SIR recommended actions to accelerate pupil achievement. This matching of resources primarily took the form of CCEE professional experts, partner agencies, a bench of experienced educational professionals, and content experts. The partnership with the county offices of education throughout the SIR and progress monitoring process has been extremely beneficial to the local education agencies and CCEE. When this partnership is utilized as part of the System of Support it has allowed an opportunity to leverage the resources from the county offices of education and inform the Differentiated Assistance process to further advance pupil achievement. CCEE looks forward to directly advising and assisting these districts in 2021-22.