Program Evaluation

The South County Special Education Local Plan Area (SELPA) Equity, Disproportionality, and Design (ED&D) team is committed to helping SELPAs, local educational agencies, schools, and educators across the state build an equitable special education experience for all students. This report investigates the influence of ED&D’s research-based techniques and equity-driven practices to reduce disproportionality in California.

Uplift Literacy focuses on effective educator practices that are needed for understanding and implementing asset-based approaches to literacy and family and community engagement. We provide job-embedded professional learning for teachers, coaches, and leaders. 

Every Child Reads has connected over 455 teachers and over 14,937 students’ literacy data, and we developed a system for monitoring progress in important literacy skills. Our work advances literacy skills for students from transitional kindergarten through 5th grade.

The Improving Chronic Absence Network (ICAN) Impact Report examines whether interventions including nudge letters and relationship-building strategies improved chronic absenteeism rates in partner districts. We determined the impact of ICAN interventions by comparing a district’s rates of chronic absenteeism year over year.

The annual report of the National Clearinghouse data is designed to increase our understanding and decisions about college access and completion across San Diego County. The StudentTracker data provides our community with a reasonably accurate representation of the number and percentage of students who enroll, persist, and complete college annually. The SDCOE partnership with local high school districts to capture college-going data guide our efforts to support more students in attending and completing a four-year degree so they and our region can thrive.

The South County Special Education Local Plan Area and Equity, Disproportionality, and Design share the impact of our work for the 2021-2022 grant year in this annual report. The annual report includes results from statewide indicators in the areas of disproportionality, efforts to build capacity at the SELPA regional level, systems improvement through MTSS, and the impact of our EDDS data project. 

This college and career readiness report summarizes key findings across several areas of interest including seamless college transition rates, persistency, and degree attainment. Additionally, the report provides several detailed analyses examining barriers to preparedness, college enrollment, persistence, and completion.

This report examined whether differentiated assistance (DA) improved student achievement and reduced the achievement gap two years after it was put into place. We estimated the impact of DA impact by comparing districts receiving assistance to changes in districts that never received support, but were similar in terms of their performance on the California Schools Dashboard.

Brief

One-Change

Implementation Guide

This final report summarizes SDCOE and KCSOS' joint efforts to understand (1) how inequities manifest in a school system, (2) if professional learning events improve educators' understanding of equity conscious teaching and leadership practices, and (3) how teachers and school leaders enact their professional learning in their respective contexts.

This interim report serves to provide school and district leaders, classroom teachers, and other educational stakeholders an in-depth picture of how the California Equity Performance and Improvement Process (CEPIP) works and the progress CEPIP has made on the contexts of implementation, including participants, school culture, and students.

This report describes the results of the Differentiated Assistance LEA Survey examining SDCOE leaders' perceptions of the Differentiated Assistance (DA) process in an effort to understand the challenges and barriers to getting the process to work optimally. The primary purpose of this internal survey is to improve the DA process by carefully examining reasons why DA efforts may not be achieving broader goals of reducing performance gaps between student groups.

The purpose of this evaluation is to report on the outcomes of the Project M3: Mathematics, Mindset, and Mastery Department of Defense grant in Coronado. The overarching goal of the program is to improve the mathematics achievement of military students along with teachers' capacities in implementing new state standards using data-driven small group instruction and focused professional development.

This interim report describes the efforts of the San Diego South County SELPA's Equity, Disproportionality and Design (ED&D) program. The overarching goal of the ED&D program is to reduce disproportionality statewide. To accomplish this goal, ED&D focuses (1) reducing the percent of districts with disproportionate representation of racial and ethnic groups in special education from 20% to 12%, and (2) reducing the overall percent of students with disabilities suspended at least once from school from 6.2% to 5% by 2024.

This study examined the relationship between California's College and Career Index (CCI) and college matriculation for students attending two- and four-year institutions and was designed help school leaders make more informed decisions about postsecondary access and increase the college-going rate of all students.

Choosing which college to attend is one of many tough decisions students face on their path to attaining a college degree. We designed this report for school and district leaders to provide information about college readiness, college enrollment, persistence, and completion. This report also includes critical information about college retention rates, a key metric students should use in the enrollment process to ensure they have the greatest chance of attaining a college degree.

Brief

Presentation

Project Arts for Learning addresses the complex problem of supporting military transitioning students at the level of rigor called for by the Common Core State Standards (CCSS) in ELA by providing high quality integrated-arts activities. These activities led to improvements in English Language Arts achievement, greater teacher capacity to implement the CCSS with fidelity, and increased integration of Visual and Performing Arts and English Language Arts content.