A Partnership That Works

SEL Simplified for Streamlined Success

Supporting SEL through connected practices is a helpful and easy to use resource aimed at connecting educators with aligned practices to support their students' social emotional learning. This resource highlights the interconnectivity of High Leverage Practices (HLPs), Universal Design for Learning (UDL), California Standards for the Teaching Profession (CSTP), and the Collaborative for Academic, Social, and Emotional Learning (CASEL) in supporting Social Emotional Learning.

Tools to Support Root Cause Analysis

These resources are designed to support the process of root cause analysis and range from supports for effective meetings to summarizing and planning.

State Performance Plan (SPP) Indicator Guide

The SPPI Guide provides convenient access to information on the California State Performance Plan Indicators. This resource includes a collection of individual handouts for each of the 14 State Performance Plan indicators reported in the local-level Annual Performance Report (APR). Each handout will outline the essential elements of the specified indicator including definition, data source, calculation, targets, and connections to related processes. The goal of this guide is to support school leaders in analyzing the wide range of valuable data provided within the APR in order to improve the quality of education for all students, with an emphasis on students with disabilities.

Improvement Data Center (IDC): Data Tools Visual How-to Guides

The Improvement Data Center (IDC) Data Tools assists SELPAs and LEAs to identify patterns, trends, and data trajectories in order to better understand and monitor State Performance Plan Indicator (SPPI) data. The handouts below will support the user in locating and maximizing the IDC Data Tools Dashboard.

Facilitators Toolkit

The facilitator’s toolkit contains protocols to support improvement conversations and meetings. This set includes protocols to facilitate consensus building, problem solving, teaming and synthesizing.

Plan-Do-Study-Act... to Reopen Schools Effectively

Just over a year since the global pandemic of COVID-19 forced school closures across the country, California is working hard to reopen. The challenge of meeting student needs while maintaining safety protocols, and getting it all done rapidly, is a daunting task for administrators and teachers alike. In many ways, reopening feels like just as much of a crisis in managing our education system as the transition to virtual learning environments did one year ago.

Utilizing High Leverage Practices as Change Ideas to Improve Outcomes for Students with Disabilities

In an effort to build capacity around the implementation of High Leverage Practices (HLPs), the SIL Team has developed a guidebook titled Utilizing High Leverage Practices as Change Ideas to Improve Outcomes for Students with Disabilities. This guidebook was designed to assist LEAs in utilizing HLPs as change ideas to improve outcomes for students with disabilities, and focuses on the elements of the Special Education Plan, including State Performance Plan Indicators 1 through 14, as well as Chronic Absenteeism and Child Find.

Improvement in Times of Crisis

Brandon Bennett, a Senior Fellow at the Carnegie Foundation for Improvement Science, describes the challenge educational leaders are faced with in responding to the COVID-19 crisis. Bennett suggests that educational leaders can use improvement science to manage their systems and pivot toward rapid learning. The utilization of Plan-Do-Study-Act (PDSA) cycles to test out and gain information can allow for a focus on investing in new resources or maintaining existing ones in order to meet the emerging needs in our current reality.

Improving Performance of Students with Disabilities Handbook

A Handbook for Providing Technical Assistance to Local Education Agencies

The handbook is divided into four sections. Section One provides an overview of the key components of California’s accountability system with implications for Students with Disabilities (SWDs). Section Two includes background information on California’s Students with Disabilities. Models and frameworks for supporting SWDs are explored including Multi-Tiered System of Supports (MTSS), Universal Design for Learning (UDL), and Evidence-Based Practices (EBPs). Section Three offers specific guidance for developing leadership teams that use data to monitor progress, identify interventions, and adapt instructional practices and behavioral supports to promote success for all students. Section Four provides a toolkit that includes rubrics, templates, tools, and links to a variety of resources that support the technical assistance and guidance strategies presented.