Tailored Instructional Support
CCEE is currently engaged with six school districts, per statute, and in consultation with the associated county offices of education. While two districts were referred to CCEE because of fiscal insolvency, four of the six districts were referred due to student performance, with three or more student groups not meeting state academic performance in CA School Dashboard priorities in three out of four consecutive school years. The purpose of this section of the report is to provide LEA background information, themes for improvement, progress updates on SIR recommendation actions implementation, and next steps for each of the six districts that the CCEE provides DTA support.
DTA Support Through COVID-19
Following the Governor’s stay-at-home order issued at the onset of the pandemic in March 2020, CCEE consulted with all 58 county offices of education to determine the most urgent support for the high-need local educational agencies (school districts, county offices of education, and charter schools) identified in the California School Dashboard under Education Code §52071. The collective goal was to collaborate on the rapid response necessary to address student engagement, assess learning progress, expand professional learning and transition to the safe return for in-person instruction. This resulted in the CCEE DTA team reviewing each DTA district’s Learning Continuity and Attendance Plans and offering a custom eight-part Learning Acceleration series from August to November 2020. This series, delivered in partnership with TNTP, supported LEAs with resources and coaching to identify goals and support implementation of tailored strategies to accelerate learning for students through the varied instructional modes (in-person, hybrid, and distance learning only) that were being used by districts throughout the 2020-21 school year.
Ongoing monthly check-ins were held with DTA districts to provide guidance and assistance, such as researching graduation and college application requirements to provide current information as districts problem-solve instructional decisions and identify student supports. CCEE provided a strengths, weakness, threats and opportunities analysis of the district’s Distance Learning plans, and further guidance as LEAs implemented full-virtual or small cohort models. DTA districts were provided with the CCEE Field Guide and the Health and Safety Guidebook to further provide up-to-date guidance and resources aligned with emerging best practices around instruction and the recommendations of the CA Department of Public Health. In addition to this support provided to DTA districts, they were also offered tailored resources provided by CCEE and the Statewide System of Support.
DTA LEA Data and Trends
Of the six districts that are receiving DTA support, two – Inglewood USD and Vallejo City USD – were referred to CCEE due to fiscal insolvency (Ed. Code Section 52074 (AB 1840). The other four districts were referred to CCEE based on student group performance, as reported via the California School Dashboard (Ed. Code Section 52064.5). The Dashboard contains reports that display the performance of local educational agencies (LEAs), schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement. The Dashboard uses color-coded categories to report on each of the indicators, with the red category representing the lowest performance level and blue representing the highest performance level.
A trend that emerged across the four districts referred to CCEE through their Dashboard results was the performance level for students experiencing homelessness was at a red level for chronic absenteeism. In addition to this, three of the four districts performed in the lowest (red) performance level and one performed in the second-lowest (orange) performance level in the Dashboard English Language Arts (ELA) and math indicators for students experiencing homelessness. Other student groups contributing to the district’s referral to CCEE due to performance on state indicators were foster youth, students with disabilities, English learners and African American students. (See chart below)
Progress Monitoring to Support the Path to Attaining Pupil Achievement Outcomes
As part of CCEE’s role of assessing ongoing progress and providing advice to the local education agency and county office of education, CCEE hosts quarterly meetings that include the LEA and county office of education to monitor district progress implementing the SIR recommended actions. During this time, CCEE facilitates a SWOT -Strengths, Weaknesses, Opportunities, Threats - analysis of the implementation of SIR recommended actions and provides guidance and assistance in their cycles of improvement. Additionally, CCEE provides LEAs with the SIR Progress Monitoring Report so they may share the number of recommended actions that are completed, in progress, or not started with their stakeholders. Lastly, the SIR progress monitoring report is shared with the California Department of Education, California State Superintendent of Public Instruction, and the State Board of Education.
The LEA SIR Progress Monitoring handout is a roadmap for LEAs to prepare for their quarterly update and ways that CCEE can provide guidance and assistance. More about the SIR process and tools can be found on the CCEE website.
As of June 2021, here are the SIR implementation progress data for each of the six DTA LEAs: