Microlearning modules — brief videos led by “master teachers” who share concepts, tools and resources to support substitute teachers, para-educators and non-certificated instructional staff — were soft launched by the organization over summer and have received positive feedback. Video topics range from managing noise levels in classrooms to best practices for physical education and how to use the guided inquiry process. More modules will be available in the future.
As Deputy Executive Director Chris Hartley noted, universal preK efforts are complex and vary by community. The center has partnered with Santa Clara County Office of Education and other COE leaders throughout the state to mobilize universal training opportunities. Teams learned about universal supports in hopes there will be a consistent approach to working with districts.
The process involves collaborative work with teams from districts and COEs to produce changes both within school systems and in CCEE support. As the TLLC prepares to take on new partner LEAs, it is redesigning the SIR process to better its impact on school improvement.
The new SIR approach includes three phases: listening and learning, data gathering and quality improvement cycles. Lasting 10 to 16 weeks, the listening and learning phase involves convening district and COE members to establish a district leadership team. A technical assistance team works with the leadership team to learn the local educational agency’s current state and determine how to boost efforts to achieve Local Control and Accountability Plan initiatives around improved student outcomes.
The second phase, SIR data gathering, lasts 14 to 18 weeks and includes data collection by the leadership and technical assistance teams. The teams review the data to understand what’s working well and identify areas of improvement in the LEA’s system. The findings are used to establish goals to improve the LCAP and aid in budget development.
In phase three, quality improvement cycles, improvement coaches from TLLC and professional experts “work closely with the LEA and COE to guide and support them in deepening systems change through the quality improvement process,” according to staff. Coherence within the leadership system is built to improve systems and achieve better outcomes for students.
Direct technical assistance partners working with CCEE include Inglewood Unified School District, Oakland USD, Sacramento City USD, Vallejo City USD, Mt. Diablo USD and Salinas Union High School District.
In Vallejo City USD, the focus is on improving literacy and building capacity through learning walks with district and school site leaders. Mt. Diablo USD is working to improve instructional leadership and strengthening K-8 standards-based math instruction, while Sacramento City USD is implementing a Multi-Tiered System of Support.
The TLLC is also “getting to the classroom level around school turnaround practices” through participation in the intensive support model, according to CCEE Deputy Executive Director Stephanie Gregson.
Working with Sacramento City USD, Vallejo City USD, Inglewood USD, Madera USD and Fillmore USD, schools work with leadership and content coaches to create a collaborative culture where learning and results matter. Guiding coalitions will help solve systems issues that could be barriers to student learning.
CCEE will meet next on Dec. 1.