Description

The local educational agency (LEA) places a strong value on culture and climate for all stakeholders through the implementation of district-wide professional learning opportunities that teach, promote, and practice inclusivity and diversity. LEA members implement culturally reflective practices and policies designed to create coherence around an inclusive instructional mission and vision achieved through continuous improvement practices and processes. The LEA has a robust culture of accountability in regard to the academic, social, and emotional development of each child. Achievement outcomes guide coherent and collaborative work while fostering knowledge of expectations around teaching, learning, and accountability.

Data gathering methods

CCEE members will review collected artifacts and interview focus groups.

Focus Groups: cabinet members, students, teachers (elementary and secondary; special ed/general ed), administrators, paraeducators, parents, board members

Sample artifacts

• Strategic Plan
• LEA Mission and Vision Statement
• LEA and instructional related organizational charts
• Meeting calendars with sample agendas
• Instructional related policy and procedure manuals (i.e., special education, EL Master plan, etc.)
• District Communication Plan
• A copy of teacher surveys used in the last 3 academic years

Curriculum, Learning, and Support

Objective

The school district uses a standards-aligned curriculum and a comprehensive assessment system that is culturally and linguistically appropriate for the learners in its community and meets the needs of all learners.

Description

The LEA has an MTSS framework that documents and assesses the implementation of all standards-aligned materials, curricula, learning, and social-emotional and behavioral supports (e.g., differentiation options, tiered support options, integrated aligned ELD supports). The LEA uses a coherent, standards-aligned curriculum, instruction, and assessment system that is culturally and linguistically responsive and meets the needs of all learners (e.g., gifted, English learners, students with disabilities, and homeless and foster youth). Evidence-based programs and instructional materials reflect the diverse needs of the student population and provide equitable access for all learners.

Data gathering methods

CCEE members will review collected artifacts, interview stakeholders, and conduct school/classroom observations.

Stakeholder Interviews: curriculum and instruction staff, principals, teachers, paraeducators, and instructional leadership teams

Sample artifacts

• Curriculum Lists (what curriculum is being used for what span or student group)
• Professional Learning Calendars/schedule with the topics
• Data Monitoring Process; LEA performance management resources

Instructional Practice and Strategies

Objective

The school district has implemented evidence-based teaching methods that are rigorous, standards-aligned, culturally inclusive, and meet the needs of all learners.

Description

The LEA has established and defined instructional practices and strategies that are culturally inclusive, differentiated, rigorous, coherent, and standards aligned. Instructional technology, project-based learning, and other experiences beyond the textbook are  regularly utilized. Instructional practices and strategies positively support students in developing self-agency and building metacognitive skills. The LEA maintains a district-wide intentional focus on providing a rigorous teaching and learning experience that uses Universal Design for Learning principles for improving and extending differentiated instructional practices that increase student engagement.

Data gathering methods

CCEE members will review collected artifacts, interview stakeholders, and conduct school/classroom observations.

Stakeholder Interviews: curriculum and instruction staff, principals, teachers, students, paraeducators, and instructional leadership teams

Sample artifacts

• Professional learning schedule/calendar with the topics
• Technology Student Ratio
• LEA-wide promoted Instructional practices and strategies
• School data plan (artifacts referring to the use of data, frequency, purpose, etc.)
• Instructional-related communications to teachers, principals, families, and departments, etc.

Social-Emotional and Behavioral Health & Development

Objective

The school district supports the social-emotional and behavioral well-being of every learner through the curriculum, specific instructional practices and resources, and intentional modeling by adults in the school community.

Description

Social-emotional and behavioral (SEB) well-being of the whole child is a critical component in the LEA’s mission and vision. Identified social-emotional and behavioral skills are integrated into the curriculum, instructional practices, and resources identified for student support and school capacity building. Social-emotional and behavioral health is embedded in LEA policies and practices and is modeled by adults.

Data gathering methods

CCEE members will review collected artifacts, interview stakeholders, and conduct school/classroom observations.

Interview curriculum and instruction staff, coaches, principals, paraeducators, parents, students, and teachers

Sample artifacts

• SST & MTSS handbooks 
• MTSS/PBIS/RTI (Artifacts reflecting SEL skill integration and curriculum, and continuum of social-emotional and health support, processes for referrals support, flow charts, etc.
• Professional learning schedule with topics
• LCAP and LCAP process artifacts

Assessment and Accountability

Objective

The school district has a cohesive process to measure and analyze student data, which includes data on academic, behavior, and social-emotional learning. The data is used to support accountability and continuous improvement.

Description

The LEA has a systemic process to measure and analyze student data—academic, behavior, and Social Emotional Learning—that drives the accountability system for all stakeholders (classroom to boardroom and home) and informs a continuous improvement process. The LEA’s system of assessment ensures that all students are provided with, know, and understand clear learning targets in all courses and at all grade levels with the goal that each student comprehends precisely what and how to attain mastery of key skills and concepts. The system includes targeted and on-going assessment of ELs to ensure they are moving toward advanced levels of English, reclassification, and closing the academic language gap.

Data gathering methods

CCEE members will review collected artifacts and interview stakeholders about the utilization of the assessments for instructional practice and student performance.

Stakeholder Interviews: curriculum and instruction staff, coaches, principals, parents, students, and teachers

Sample artifacts

• SST & MTSS handbooks 
• LEA Assessment Calendar(s) and any PD map aligned to the assessment matrix for diagnostic, formative, and summative
• School data plan (artifacts referring to the use of data, frequency, purpose, etc.)
• Special education IEP timeline and English learner compliance data (reports from PIR or CPR)
• Data Monitoring Process; LEA performance management resources

Student and Family Engagement

Objective

The school district practices two-way communication that reflects the cultural and linguistic needs of families in the community. The district uses resources and activities to promote student leadership and organizes active family and community engagement.

Description

The LEA practices two-way communication that reflects the cultural and linguistic needs of families in the community and provides resources and activities that give students agency, promotes student leadership, and provides a space for active family and community engagement. The district has both systems and supports in place to successfully engage families and students in an adaptive learning environment (e.g., distance learning, blended learning, flipped classroom), internet connectivity, devices, orientation, and guidance on hybrid learning environments. Clear two-way communication is used with families and cultivates a clear understanding of steps and progress required for students to show mastery of skills, concepts, and grade-level and graduation requirements.

Data gathering methods

CCEE members will review collected artifacts and interview stakeholders.

Stakeholder Interviews: principals, parents, students, and teachers 

Sample artifacts

• LCAP and LCAP process artifacts
• Family and Student Survey Data and a copy of the Survey used
• Family and Student event Calendar(s)
• Family and Student Handbook/documents
• Internal complaint procedure
• School Site Council meeting calendar/schedule with the topics
• Translation services evidence (written and oral)

School-based Instructional Leadership Teams

Objective

Every school in the district has educators organized into Instructional Leadership Teams that focus on professional learning and make culturally responsive, data-driven decisions to design instruction for all students.

Description

Instructional Leadership Teams (ILTs) exist in every school in the LEA and are representative across grades and disciplines with members that make culturally responsive data-driven decisions to design instruction for all students and their needs. ILTs facilitate site-based professional learning and support the implementation of district and site programs and efforts. The LEA has written expectations for ILTs roles, responsibilities, and team membership and provides professional development on the purpose, process, facilitation, and outcomes for leadership teams.

Data gathering methods

CCEE members will review collected artifacts and interview stakeholders.

Stakeholder interviews: curriculum and instruction staff, coaches, principals, and teachers

Sample artifacts

• Documents reflecting expectations and role of ILTs
• Professional learning schedule/calendar and topics (district and school level)

Administrative Coaching and Leadership

Objective

The school district has systems in place across the district to support, promote, and enhance a collaborative culture for administrator effectiveness in management and instructional leadership.

Description

Infrastructures across the LEA support, promote, and enhance a collaborative culture for district and site administrator effectiveness in management and instructional leadership. Data (academic, social- emotional, and behavioral) are consistently used to monitor instruction and inform stakeholders’ engagement. Consistent leadership coaching and mentoring provides principals the opportunity to reflect on, monitor, adjust, and increase effectiveness of their roles in strengthening instructional practices to meet the needs of diverse learners.

Data gathering methods

CCEE members will review collected artifacts and interview stakeholders.

Stakeholder Interviews: curriculum and instruction staff, coaches, principals, parents

Sample artifacts

• Professional learning schedule/calendar and topics (district and school level)
• Document(s) reflecting expectations and the role of school and administrative leaders
• Schedule of 1:1 meetings and coaching sessions with supervisors

Professional Learning and Coaching

Objective

The school district has a data-driven professional learning plan focused on effective teaching methods that improve student academic, social-emotional, and behavioral learning.

Description

There is a professional learning plan that cultivates the development of a teaching and learning culture through the eyes of a student and reflects the needs of all teaching staff. The LEA-wide data- driven professional learning plan designed for all stakeholders focuses on effective instructional practices that improve student academic, social-emotional, and behavioral learning. The data-based professional learning opportunities the LEA provides are grounded in student performance and foster collective responsibility for improving student outcomes. Instructional coaches support the implementation and improvement of the tiered instructional practices.

Data gathering methods

CCEE members will review collected artifacts and interview stakeholders on the utilization of the assessments for instructional practice and student performance.

Stakeholder Interviews: curriculum and instruction staff, coaches, principals, parents, students, and teachers

Sample artifacts

• Professional learning schedule/calendar with the topics
• Evidence of coaching structures (i.e., content)

Data Management & Use and Student Information Systems

Objective

The school district effectively uses a student information system that stores and tracks all student data, including grades, attendance, and discipline.

Description

The LEA has a student information system (SIS) that actively stores and tracks all individual student data (e.g., grades, attendance, discipline). The SIS provides LEA-wide appropriate access for teachers, administrators, and parents/caregivers, which allows for aggregate data use for school-based planning and also meets federal/state/local reporting requirements. The LEA has an early warning system for students’ academics, behavior, and attendance at the district, school, and classroom levels. A suite of reports through the SIS that is readily available and customized for the end-user (e.g., principal, teacher, board member, assistant superintendent, parent/caregiver, etc.) and reflect the areas identified as needing improvement for each student.

Data gathering methods

CCEE members will review collected artifacts, interview stakeholders on accessibility, usability, compatibility.

Stakeholder Interviews: technology and information SIS system at the district level, accountability staff, principal, ILT members, HS department leads

Sample artifacts

• List of Data Management and Student Information Systems and their purpose for use
• Data Monitoring Process; LEA performance management resources
• School data plan (artifacts referring to the use of data, frequency, purpose, etc.)

District and Leadership Capacity

Objective

The school district has a multi-level organizational structure that ensures goals related to the district’s overarching mission and vision are aligned. Each member of the school and district leadership is supported in fulfilling their role.

Description

The LEA contains strong multi-level (school and district leadership) organizational capacity and processes to make coherent, coordinated decisions that ensure goals and metrics are mission and vision aligned across sites and departments. District and school leadership develop and facilitate collaborative and transparent processes to implement shared goals regarding teaching and learning, effective leadership, and accountability and commitment to equity. Established processes ensure each member, regardless of position, is supported and can fulfill their role and responsibilities. Each department’s strategic workflow, metrics and benchmarks are verified with data, aligned with district goals and vision, and reviewed regularly.

Data gathering methods

CCEE members will review collected documents and interview stakeholders.

Stakeholder Interviews: cabinet members, superintendent, curriculum, and instruction leaders without supervisors

Sample artifacts

• Professional Learning Calendars/schedule with the Topics
• Schedule of: 1:1 meetings and coaching sessions with supervisors

Governance Support with Instruction

Objective

The school district’s governing board has clearly established written policies, processes, and protocols to help implement robust instructional practices and educational supports for every student.

Description

The LEA’s governing board has clearly established written policies, processes, and protocols to assist in the implementation of strong instructional practices and educational supports for each and every student. The board’s policies support the goal that all students are provided with, know, and understand clear learning targets in all courses and at all grade levels. The district’s governing board has a delineated function and members have a clear understanding of their roles and responsibilities in improving district, school, and student outcomes. The district’s governing board members demonstrate conflict resolution, effective communication, and interpersonal respect for each other, the district leadership, staff, and the community they serve.

Data gathering methods

CCEE members will review collected documents and interview select board members.

Sample artifacts

• Board handbook and training (i.e., CSBA conference, board retreats)
• Board Meeting schedule calendar and minutes

RESOURCES