News
P3CC: Transforming Learning by Transforming Systems
Aromas-San Juan USD teachers and administrators discuss the ways in which the teaching of mathematics in their district has been transformed during their three years in P3CC.
Preschool Through Third Grade Early Math at Empire Union School District
For the past three years Empire Union & California Education Partners partnered with more than 35 school districts all across the state to hardwire coherence in their systems with a focus on early math. The collaboration (P3CC) brought together multi-level teams from participating districts to address the challenge of making the transition from preschool and […]
Research Highlight: How Districts Scale Instructional Improvement That Lasts
Drawing on data from California Education Partners’ work with multiple districts, Policy Analysis for California Education (PACE) explores the role of district systems—structures and processes—in enabling successful scaling of instructional improvement across the entire district. PACE’s practice brief shares valuable insights into making lasting districtwide improvements and their summary brief for school leaders offers useful […]
Districts Build Capacity for Ongoing Learning
A fundamental for achieving systems coherence and impact is building the capacity of teachers and administrators –not just through occasional learning opportunities but through regular, intentional “job-embedded” learning. What this looks like in action is districts prioritizing instructional leadership and coaching educators in common, evidence-based instructional practices. Ongoing learning within common evidence-based instructional practices is […]
Twin Rivers USD Turns Student Data into Actionable Reteach Plans
Teachers at Foothill Ranch Middle School and Foothill High School recently tackled one of the biggest challenges in education: the race against the clock. A common hurdle for educators is the pressure to cover all curriculum materials within the school year, often leaving them feeling that they simply do not have time to stop and […]
Laying the Foundation for Sustainability
Every year, initiatives are launched in school districts with the aim of improving instruction, but often the changes don’t last. Investing in approaches to improved instruction that are effective and also sustainable must be our top priority. At California Education Partners, our approach to sustainability begins with the recognition that district work is collaborative and […]
Spotlight on Placerville: Building Precision and Rigor through PLCs
As part of the CA Ed Partners P3CC Collaboration, the Placerville School District Team at Schnell is making notable progress in strengthening the math instructional system through a clear, standards-aligned approach. By carefully analyzing how their newly adopted curriculum aligns with the depth and rigor of the California Common Core State Standards, the team is […]
Let Me Count The Ways: The Importance of Early Math
Third-grade proficiency starts in preschool. Districts often don’t realize how far behind some of their students are in math until third grade, when standardized tests kick in. The solution is not to put the best teachers in third grade to get children caught up. The solution is to begin early to make sure they don’t […]
Building Capacity and Coherence in Napa Valley USD
The educators and administrators of Napa Valley Unified School District (NVUSD) embarked on an essential dual mission when they joined the On Track collaboration two years ago: to dramatically expand college readiness by strengthening the A-G pipeline, and simultaneously building an internal system that could learn, adapt, and drive continuous improvement. Their ultimate aspiration was […]
Grades Reinforce Learning as Process, Not Event
When it comes to getting students on track for post-secondary opportunities, it’s important to inspect the role played by our grading practices. How do we actually measure and grade learning? We support teachers to ask questions like ‘Are my grading mechanisms sophisticated enough to capture when a student goes from not understanding to understanding? If […]