Open Door Sessions

In this session, the San Bernardino County Superintendent of Schools (SBCSS) shares how they tackled the critical challenge of improving student progress tracking in reading and math. Discover how they identified the gaps in their local assessment data and how they initiated the Local Assessment Project to fill this void. This session provides valuable insights into creating a secure portal of focused, interactive reports, with a comprehensive view of student status and growth at various levels – county, region, district, and school.

This session focuses on the core concepts of Balanced Assessment Systems, particularly formative assessments, and its application in the core content area of mathematics. Rincon Valley Union School District (RVUSD), a district located in Sonoma County, shares their learning journey in fostering formative assessment practices by leveraging the mathematical learning progressions from the Ongoing Assessment Project (OGAP). RVUSD leaders also share the role of progress monitoring tools such as teacher and learner surveys, as well as classroom walkthrough protocols in the implementation of Balanced Assessment Systems. 

A data dashboard can be a powerful tool when considering how to track the effectiveness of program implementation and efficacy. There are a myriad of factors to consider when deciding what dashboarding can provide your LEA. In this session, San Ramon Valley Unified School District shares how to link data dashboarding with progress monitoring to increase intervention efficacy. Ultimately, LEAs can use a data dashboard to evaluate which interventions have the highest impact to help ensure students make gains when additional supports are identified. 

This session invites leading expert practitioners from across California for an enlightening panel discussion that delves into the transformative world of Universal Design for Learning (UDL). These practitioners will share insights into the exciting developments and initiatives currently underway to support UDL in various educational settings. This discussion is designed to explore big ideas, share groundbreaking work, and discuss potential next steps to foster the implementation of UDL within the Golden State’s educational framework.

This session, led by the Los Angeles County Office of Education, is dedicated to addressing the increasing integration of AI in education. It highlights the necessity for ethical and responsible AI usage guidelines, detailing the support provided to LA County’s districts through symposiums, collaborations, and professional development. The session also covers a needs assessment survey to understand stakeholder perspectives on AI in education, offering insights on replication strategies for similar initiatives.

This session invites school principals and teacher leaders from Madera Unified School District to provide an inside look at how they are reimagining education at their schools. Through the Intensive Assistance Model pilot, these educators have implemented powerful new strategies – centered on teacher collaboration and meeting individual student needs – that are delivering remarkable results. They will be sharing how their schools are moving beyond pandemic recovery through dedicated professional learning communities and a shared commitment to continuous improvement.

This session dives deeply into the collaborative efforts between Fresno County Superintendent of Schools and Kings Canyon Unified School District to craft the Local Control and Accountability Plan (LCAP). By focusing on the vital aspects of partnerships, the local context, educational input, and needs assessments, participants will gain practical insights into how to ensure the LCAP is an effective strategic plan for the LEA. These insights will help drive lasting progress and promote equitable outcomes within educational communities. This session will also highlight the importance of consistent two-way communication, the integration of resources, and guidance to assist in identifying and addressing student needs throughout the process while ensuring compliance within the framework of the LCAP template.

Across the state, dozens of school districts (and some charter schools and county offices of education) have convened their communities to create a Graduate Profile to more holistically and equitably define student success. Once developed, a Graduate Profile serves as a lever for change that leads to a renewed vision and definition of the college and career-ready student, supports the whole child approach to learning, serves as an impetus for shifting instructional practices and engaging students in deeper learning, and requires a shift in assessments that provide students authentic ways to demonstrate their knowledge and skills. The result of this transformation is a learning process that is more equitable, student-centered, and competency-based. In this session, you'll learn how these Graduate Profiles serve as a driver for a renewed vision, improved equity, deeper learning, and student agency.

Hope Elementary School District's success is driven by its commitment to transparency, data-driven decision-making, and empowering our students to take ownership of their educational journey. This session delves into how they openly share and analyze data, fostering a collaborative environment where educators, parents, and students work together to identify strengths, address challenges, and celebrate achievements. They share how students take an active role in their learning by engaging in the data collection process, enabling them to set personal goals, track progress, and take pride in their academic growth. 

With the deluge of plans, templates, and deadlines flooding LEAs post-pandemic, County Offices are uniquely positioned to provide much-needed support to frequently short-staffed LEAs burdened with completing these critical tasks. Fresno County Superintendent of Schools (FCSS)’s LCAP and Compliance team seeks to ease this burden by providing easy-to-use organizational tools that cut to the heart of what LEAs need to do to stay compliant. The FCSS State & Federal Calendar is one such tool that has become a staple in the offices of administrators throughout Fresno County.

How has the role of county offices of education (COEs) in improving attendance changed over time? Traditionally, COEs lead the county SARB process to address truancy. This is evolving to support districts to reduce chronic absence through the LCAP and Differentiated Assistance processes. In this panel presentation, Monterey County Office of Education and Sacramento County Office of Education explore ways in which COEs are positively impacting student attendance practices. This is the third session of the Shifting Mindsets on Chronic Absenteeism series.

How can districts use attendance data to inform action to improve student engagement and reduce chronic absence? Salinas Elementary School District shares their lessons learned in leveraging data to shift from a punitive approach focused on unexcused absences to intentional investments in relationship building and positive conditions for learning. This is the second session of the Shifting Mindsets on Chronic Absenteeism series.

What does it take to improve the quality of mathematics instruction on a large scale? Merced COE has addressed this question by creating a Comprehensive Improvement Plan weaving together five key components: ambitious instruction, job-embedded coaching, PLC support, building capacity of leaders, and improvement science. Their mathematical philosophy embeds a whole child approach, considering and prioritizing the full scope of child development – social, emotional, cognitive and academic, as well as physical and mental health. This approach understands that in order to reach their full potential, students need access to safe and welcoming learning environments and rich learning experiences.

Did you know that the overuse of the “unexcused” label for student absences could deepen education inequities and interfere with efforts to improve attendance? In this session, we hear about the findings of a new PACE report, Examining Disparities in Unexcused Absences Across California Schools, and explore how to use Dataquest to examine disparities and identify bright spots in your district or county. This is the first session of the Shifting Mindsets on Chronic Absenteeism series.

In this session, Fairmont Elementary shares the work they have done over the last 10 years to redesign curriculum, instruction, assessment and accountability systems through the implementation of Student Learning Communities. Fairmont describes how it is using the Whole Child Design Framework to build authentic systems of assessment that are culturally and linguistically responsive, provide students with opportunities to demonstrate their learning and development in a variety of ways, and are designed to measure growth and progress.