Every school faces moments when challenges, like staff turnover, enrollment declines, or operational strain, begin to affect performance. Recognizing these signals early is only the first step. WestEd’s Strategic System of Support helps charter schools build the capacity, access the resources, and engage the partners they need to make meaningful change before students are impacted.

To do this, we work with authorizers, charter support organizations, and state education agencies to design and implement systems that connect schools to the right help at the right time, transforming oversight into partnership. Rooted in the Indicators of Distress framework, this approach shifts the focus from reacting to problems to building aligned, proactive supports that strengthen schools and the ecosystems around them.

A Roadmap That Works for All

WestEd has applied the best practices in strategic planning to develop a customizable roadmap that helps charter authorizers build and implement a Strategic System of Support in their context. Our research-based process ensures that leaders can authentically and efficiently engage a wide range of constituents and partners in accessible and fair opportunities to shape the system.

Our process includes structured coaching and facilitated discussions with leaders to make strategic choices that align both tangible and intangible resources behind a small set of actionable statewide, districtwide, or networkwide priorities. At the heart of this work is building coalitions across the charter school ecosystem—authorizers, state entities, support organizations, and associations—so that supports are aligned rather than fragmented.

Using a template as a starting point, we guide partners through a predictable sequence: preparing with early warning data; convening ecosystem partners; imagining a shared vision; assessing patterns of distress and available assets; and then strategizing, planning, and embarking on implementation. A fuller description of this process is outlined in the callout box below.

Together, we translate this roadmap into practical routines—such as cross-partner meetings, referral pathways, and progress monitoring—so that leaders not only set a bold vision but also establish the structures and mindsets needed for continuous improvement, honoring progress over perfection.

Bringing the Roadmap to Life in Mississippi and Florida

This work has recently come to life in multiple contexts. In Mississippi, the Charter School Authorizer Board (MCSAB), led by Dr. Lisa Karmacharya, recognized the need for coordinated support for schools in its portfolio. Working through each phase of the roadmap, WestEd and the MCSAB convened ecosystem partners—including the Mississippi Department of Education, associations, and technical assistance providers—for an in-person session that marked the first time many of these groups had gathered together around a common table.

Rather than focusing only on diagnosing problems, the group emphasized asset mapping—cataloging the resources, relationships, and expertise already available across the state. This meant identifying not just where schools were showing signs of distress but also what strengths and supports could be mobilized quickly to meet those needs. As Karmacharya explained, “If you identify your areas of distress and identify your assets, you will be able to go the distance you need to go to develop that full system of support for your schools.”

For state leaders like Sonja Robertson, Executive Director of School Improvement at the Mississippi Department of Education, the coalition-building process also shifted perspectives. “Being at the table has opened my eyes and given me perspectives I didn’t have prior,” she reflected. This spirit of collaboration—authorizers, state officials, and support organizations learning side by side—was a milestone in creating a more responsive and aligned system of support for Mississippi’s charter schools.

“What a privilege it has been to work and learn alongside the WestEd team,” said Karmacharya. “I am grateful for the connections and new friends in education I’ve met along the way. Now, it’s our turn … to move forward together, building a Strategic System of Support that will provide our school leaders with the targeted resources necessary to be successful.”

In Florida, WestEd partnered with the Florida Charter Institute (FCI) on an asset-mapping initiative. The final product included categorized and linked resources from national, state, and local entities; organizations by domain and indicator (leadership, governance, operations, finance, talent, culture, instruction); and a decision matrix to guide updates so that the map remains current.

The purpose was to provide schools, boards, and authorizers with an organized repository that could be continually updated to ensure that leaders have easy access to the tools, expertise, and resources they need. This work built a shared infrastructure for capacity building and reduced the guesswork for schools seeking timely support.

Together, these examples demonstrate how a Strategic System of Support can take different forms—engaging in coalition building and asset mapping in Mississippi or building a living resource repository in Florida—but both strengthen the ecosystem’s ability to respond to early signs of distress.

Building a Strategic System of Support With WestEd

Although authorizers experience a variety of constraints on supporting schools that are signaling distress, a Strategic System of Support can provide a guided structure to uplift schools facing decline. Such a system coordinates multiple providers to facilitate access to resources that can directly alleviate the most common pressures on schools and reduce the prevalence of indicators of distress within a portfolio.

While a few traditional models of charter authorizing maintain a sanction-only approach to intervention, most charter leaders—whether an authorizer, CMO, or state agency—are considering what it means to offer support as the first rung on the intervention ladder for schools signaling distress. Providing supportive intervention, building an individual’s capacity to self-correct, and solving systemic issues are highly effective in avoiding “failure” in any context.

The Strategic System of Support is intended to offer that “first rung” intervention for charter schools in distress.

If you oversee a portfolio of charter schools as an authorizer, or are part of a CMO, state agency, or support organization and are interested in developing a Strategic System of Support with WestEd, please reach out to Aimee Evan, Senior Research Associate & School Improvement Specialist.

About Our Author

Aimee Evan is a senior research associate and school improvement specialist at WestEd, recognized for her impactful contributions to education. With a strong commitment to enhancing schools and ensuring student success, her expertise is grounded in extensive experience as a teacher, in-depth research, and a proven track record of building leadership capacity to sustain improvement initiatives.

WestEd serves as a trusted partner for leaders, providing technical assistance, research, and evaluation to improve school safety in partnership with schools, districts, and communities across the country. In this Spotlight, WestEd researchers share key insights on preventing violence in schools and communities.

Cross-Sector Collaboration Is Essential for Success

Pennsylvania’s PA Peace Alliance was established by the Pennsylvania Commission on Crime and Delinquency (PCCD) in partnership with WestEd’s Justice and Prevention Research Center (JPRC) and the Local Initiatives Support Corporation (LISC). The first statewide initiative of its kind, the alliance provides violence prevention professionals with the resources, training, and support needed to build safer, thriving communities.

In a recent Q&A, PCCD Chairman Lt. Governor Austin Davis and WestEd’s Director of Justice Technical Assistance, Lori Toscano, discussed the PA Peace Alliance’s impact on community violence intervention, the importance of state investment, and the power of cross-sector collaboration. They also highlight how WestEd’s technical assistance and data-driven strategies are empowering community organizations to reduce gun violence. 

Lt. Governor Davis reflected on how states have “stepped up” to be partners in violence prevention:

I’m really proud that Governor Shapiro and I are standing up the first-ever Office of Gun Violence Prevention and the Commonwealth to make sure we are coordinating all of our efforts across agencies to tackle these issues and to make our community safer. And I’d encourage leaders in other states to be putting their money where their mouth is to make the investments and making our community safer because we’ve proven here in Pennsylvania that it delivers real results.

Pennsylvania’s PA Peace Alliance has supported more than 240 organizations working to prevent and reduce community and gun violence.

Read our Q&A to learn more about Pennsylvania’s PA Peace Alliance.

Identifying Risk and Preventive Factors Supports Systemic Change

WestEd’s Violence Prevention Navigation Framework (VPNF) helps communities reduce gun violence using data, machine learning, and local insights. Using the framework, researchers support states by analyzing key risk and protective factors, providing tailored recommendations, and offering technical assistance to implement effective prevention strategies grounded in evidence and community input.

To look at factors contributing to or preventing violence, researchers take a holistic approach. Lori Toscano, Shaun Ali, and Kerwin Henderson of WestEd’s Justice and Prevention Research Center (JPRC) discussed this strategy on a recent Leading Voices podcast,

Looking at those different factors and then analyzing them in a way that looks at things like transportation, things like education, things like access to healthcare, even something as like mundane, you would think in terms of access, the amount of time someone has to wait to see a therapist or see a psychiatrist or receive medication. Just different factors like that, you can analyze and attribute in some type of way back to gun violence and saying whether it has contributed or are protected against gun violence.

Listen to our Leading Voices podcast to learn more.

Students Should Have a Voice in Conversations About Safety and Well-Being

In June 2023, WestEd and Futures Without Violence (FUTURES) hosted “Our Power: Making Space for What’s Possible”—a retreat at Mt. Eden High School that sparked meaningful conversations about power and themes for the upcoming Courage Museum.

Opening in San Francisco in 2026, the Courage Museum will inspire action and healing by addressing issues like racial, gender, and systemic violence, empowering communities to create change. WestEd’s Resilient and Healthy Schools and Communities team is working with FUTURES to create the museum, leveraging their expertise in violence prevention.

Lauren Trout, Senior Program Associate at WestEd, co-leads RHSC’s work on this project. Trout comments on the work of developing the museum:

This museum experience starts long before they step into the Presidio, right? It’s in classrooms, it’s in curriculum, it’s in conversations, it’s in relationships. So, how do we support people coming to that work and not having it be just one more thing for them to do? And so, in thinking about that, bringing in young people’s perspective, not just through feedback, but through different elements of like co-design and constructivist pedagogy, we have really been thinking about what is it that young people are asking for? And having their perspective and voice infused into those conversations for us has been really critical.

Read (or view) our Q&A about the Courage Museum.

How WestEd Assists Leaders in Building Safe and Secure Communities

Individuals, families, and communities impacted by violence, substance misuse, or justice system involvement often face long-term barriers to success. The lasting effects of violence and trauma disrupt healthy development, perpetuate cycles of harm, and limit future outcomes.

Learn about WestEd’s prevention-focused, evidence-based solutions designed to help address these challenges and build safe, healthy, and supportive communities for all.

Read the Transcript

Although opioid overdose deaths have recently declined, tens of thousands of families still lose loved ones to the epidemic each year. Overcoming the epidemic requires a comprehensive approach that spans education and prevention, treatment and recovery, justice reform, cross-sector collaboration, and supportive policies. How can communities integrate these areas effectively to save lives and support long-term recovery? 

In this episode of the Leading Voices podcast, host Grace Westermann speaks with Jennifer Loeffler-Cobia, Director of Justice and Public Health Policy and Practice at WestEd’s Justice and Prevention Research Center. They discuss the root causes of youth opioid misuse; the barriers that prevent schools, healthcare, law enforcement, and community organizations from working together; and the role of data in building coalitions that are more effective.  

Drawing on her expertise, Loeffler-Cobia outlines five evidence-based strategies for addressing the epidemic and explains why breaking down silos across sectors is critical to saving lives. 

Their conversation covers the following topics: 

• Why schools are critical sites for spreading awareness and reaching youth through education and prevention programs 
• How comprehensive care addresses medical, mental health, housing, and employment needs in treatment and recovery services 
• How drug courts and diversion programs balance accountability with rehabilitation as alternatives to incarceration 
• Why breaking down silos across sectors and building coalitions that share resources and use data effectively is essential 
• How supportive policies, sustained funding, and evidence-based practices can drive lasting change through legislative reform 

Resources From This Episode

• WestEd Justice and Prevention Research Center 
• Addressing the Opioid Overdose Epidemic

This Spotlight highlights seven approaches that some schools and districts are taking to promote student health and well-being.

Forging Partnerships for Lasting Mental Health Supports

Paradise Unified School District in California recently launched several initiatives aimed at creating supportive school climates, expanding students’ access to mental health services, and developing partnerships to enhance overall student well-being. The district succeeded in reducing students’ feelings of chronic sadness and hopelessness and in lowering suicide rates.

The district’s collaboration with Project Cal-Well, a program implemented by the California Department of Education in partnership with local education agencies throughout California, is a key component of the district’s success.

Download Paradise Unified School District: Building School Mental Health Systems to Support Healing and Recovery Through Project Cal-Well to learn more.

Applying Evidence-Based Solutions to Keep Schools Safe

In a recent blog post, Ashley Boal of WestEd’s Justice & Prevention Research Center discusses how schools are seeking solutions to keep students and staff safe—and how WestEd is contributing to these efforts through research and evaluation.

Boal explores solutions such as

• state school safety centers,
• school police reform,
• behavioral threat assessment,
• training for police in schools, and
• school-based firearms.

For example, findings from our evaluation of state school safety centers supported policymakers and agency leaders in developing effective systems to support school safety, including a framework to guide the development and refinement of school safety centers.

Read more about the Justice & Prevention Research Center’s research and evaluation of school safety strategies.

Creating Districtwide Policies for Student Health and Nutrition

Wellness policies that support collaboration, implementation, and evaluation lay the foundation for healthy school environments. The Los Angeles Unified Board of Education’s Blueprint for Wellness Policy guides the district’s implementation of a comprehensive health and wellness plan for students, families, and staff.

Listen to this audiocast to learn more about the blueprint.

Addressing Trauma With Trauma-Informed Practices

Trauma-informed practices aim to understand how traumatic experiences shape thoughts and behaviors and to build supportive relationships that help students overcome their negative impacts. In this blog post, experts Natalie Walrond, Robin Ahigian, Rebeca Cerna, and Jenny Betz discuss the key roles district leaders play in implementing and sustaining trauma-healing systems in schools.

They note that leaders interested in strengthening trauma-informed practices can start by providing professional learning opportunities to help all staff “understand what trauma is, how to notice and respond to it, and how it negatively impacts student success as well as the school and community culture and climate.”

Read the full blog post to learn what steps leaders can take to implement a trauma-healing, trauma-informed system.

Collaborating to Tackle Chronic Absenteeism Early

In this interview, Cecelia Leong of Attendance Works talks about the importance of collaboration as a strategy for addressing chronic absenteeism.

“One of the most effective approaches is breaking down silos and fostering collaboration across departments—such as integrating attendance, academics, and behavior supports—to address the whole child. Conducting relational home visits, engaging in respectful communication, and creating a sense of belonging have proven especially impactful in sustaining strong family engagement and student connectedness.

County offices of education and community groups can make a difference by helping coordinate services, improving access to mental health support, and reducing administrative burdens on districts.”

Read more strategies from Leong and WestEd’s Rebeca Cerna on improving student attendance and engagement.

Engaging Families as Essential Partners

In a recent webinar, family engagement expert and Senior Engagement Manager at WestEd Maria Paredes discusses how to create welcoming school environments, maintain clear and open communication, and actively engage with families. Paredes explores the following topics:

• creating a welcoming physical environment
• optimizing personal interactions
• providing families with opportunities for learning and leadership

Watch to learn how these practices can improve school culture and grow a community of dedicated educators, students, and families.

Prioritizing Educator Well-Being

Creating a Culture of Care, written by Christina Pate, Theresa Pfister, and Tye Ripma, is for education leaders at all levels—local, regional, and state—in charge of supporting their education staff. The guide offers practical information and guidance on educator well-being in these challenging times. It includes the following sections to help education leaders cocreate educational environments that are systems of well-being:

• Key Concepts: the “what” and “why,” providing background information on the ecological systems framework and the root causes of and conditions for well-being; the relationship between brains, bodies, behaviors, and environments; influences of bias and perception on educator well-being; and shifting systems
• Tips for Using the Strategies: the foundational elements of applying the guide’s strategies
• Strategies: the “how,” offering some ways to rethink and redesign education systems as well as some preventative and restorative strategies, with specific examples
• References: works cited throughout the guide

Read Creating a Culture of Care.

How We Help

WestEd partners with leaders to create responsive, safe, and supportive learning environments that foster a strong school climate and lasting conditions for students, educators, and communities to thrive.

Work with us to promote connectedness, enhance health and well-being, and increase engagement through positive learning spaces.

For over 20 years, federal accountability policy has aimed to identify schools needing support and direct resources for improvement. The Every Student Succeeds Act (ESSA) gave states flexibility to design accountability systems that reflect local priorities. But many systems still fall short: While states have expanded the measures they use, accountability often stops at labeling schools rather than driving meaningful improvement. As a result, states often struggle to connect identification with effective action and, at times, obscure inequities (EdTrust, 2024), disconnecting data from tangible improvement in outcomes.

In response, several states, including Colorado, Nevada, and Oregon, are reforming accountability systems to connect them directly with improvement efforts and resource allocation, making accountability a driver of possible change.

ESSA allows states room for innovation, and recent federal guidance encourages experimenting with new indicators, system designs, and improvement strategies. Our recent white paper introduces a four-level hierarchy to help states design fair and actionable accountability systems that result in better outcomes.

Level 1: Clarify Purpose and Vision

Every strong accountability system begins with an actionable vision of what a state’s education system is trying to achieve.

• Kentucky provides a powerful example of vision setting in action. Through its United We Learn initiative, the state engaged educators, parents, students, and community members in defining a Portrait of a Learner—a shared vision of the skills and dispositions all students should develop. This community-driven approach set the foundation for locally designed accountability pilots in which districts like Shelby and Fleming Counties are experimenting with new measures such as performance-based portfolios and student exhibitions. By starting with an inclusive vision, Kentucky has created ownership among educators and communities, laying the groundwork for accountability and improvement systems that are more coherent.
• Utah’s Lowest Quartile Growth Indicator reflects a clear vision centered on equal access for all learners. By emphasizing the growth of the lowest performing 25 percent of students in each school, the state signaled that progress for all students, not just those near proficiency thresholds, was a core goal. That vision shaped the design of the indicator and sent a powerful message that accountability must spotlight those students most in need of support.

These examples underscore the importance of starting with vision. Without clarity about what matters most, accountability systems risk trying to measure too much and losing the main message in a flood of data.

Level 2: Design the System to Serve the Vision

Once a vision is set, state leaders must ensure that their accountability systems support those goals. This involves both system design and technical decisions.

• Ohio’s Early Literacy Indicator illustrates how design can serve vision. Recognizing that reading proficiency by grade 3 is a critical milestone, the state incorporated a measure that tracks progress across kindergarten through grade 3. This approach reflects Ohio’s broader vision of equitable early learning and ensures that accountability data point toward a priority that strongly influences long-term success.
• Nebraska took a different route by developing a dual system: Its AQuESTT framework operates alongside ESSA’s requirements. AQuESTT connects indicators in the accountability system to the state’s six tenets of school improvement. By using a framework that is already familiar to schools and districts, AQuESTT creates a clear vision of how to connect school accountability information to school improvement purposes.

These design choices show that when states align system structures with their educational vision, accountability becomes a tool for reflection with direct connections to the broader purpose of improvement.

Level 3: Communicate Information Clearly

Accountability data must be accessible and meaningful to educators, policymakers, parents, and community members. Information is conveyed both explicitly (through dashboards, report cards, and public messaging) and implicitly (through the selection of indicators and the weight they are given).

• Shelby County, Kentucky’s school-based dashboards, created with input from more than 30 interest holder groups, prioritize growth and achievement and use plain language so that families can easily understand what matters most.
• Nebraska’s AQuESTT system also reflects careful communication. Instead of emphasizing competition, the system categorizes schools into support levels, signaling that the purpose of accountability is not to label winners and losers but to guide improvement conversations.

When states communicate accountability information clearly and transparently, they build public trust and create the conditions for data to drive meaningful, shared action.

Level 4: Link Accountability to Action

The purpose of accountability systems is to drive improvement. To achieve this, states must connect accountability information to coordinated actions across agencies and across system levels.

Mississippi’s literacy reforms show how this approach can work in practice. Through the Literacy-Based Promotion Act, the state aligned resources across agencies to support schools that are struggling and invested heavily in educator collaboration from the classroom to the statehouse. This resulted in measurable gains in student literacy that reflect not a “miracle” but rather years of coherent policy and practice.

• In Ohio, early literacy indicators sparked stronger data cultures in schools, with teachers using screener results and state report card metrics to drive interventions.
• Utah’s focus on the lowest quartile growth drove attention to students who had previously been overlooked.
• Kentucky’s locally designed pilots are shifting classroom conversations from test scores to student readiness, creating ownership and trust.

Ultimately, accountability systems fulfill their purpose only when they inspire and coordinate sustained action—turning data into improvement and vision into reality.

Looking Ahead

ESSA gives states room to innovate. The challenge is whether they will do so in ways that link identification with real improvement.

The path forward is clear:

• Anchor systems in a shared vision for student success.
• Design accountability intentionally to serve that vision.
• Communicate information in ways that engage and empower all interest holders.
• Connect identification to coordinated, sustained improvement.

Accountability systems should be dynamic tools that help states, districts, and schools move forward. By refining these systems with access for all learners and action in mind, states can advance ESSA’s purpose, ensuring that accountability empowers schools to better serve every student.

How WestEd Can Help Advance School Accountability

WestEd partners with states and districts to refine accountability models that go beyond compliance to actively drive improvement. We help leaders design systems that are rooted in a clear vision, responsive to local contexts, and actionable for educators and communities. Our approach combines technical expertise with a strong commitment to access for all learners, ensuring that accountability data lead to meaningful action.

At Wested’s Center for Standards, Assessment & Accountability (CSAA), we bring together state and local leaders to learn from case studies, share strategies, and pilot innovative approaches. Whether it’s supporting states in integrating new indicators, strengthening communication through dashboards and reporting, or building stronger links between accountability and school improvement, our work is grounded in practical solutions that meet the needs of educators, families, and students.

About the Authors

Mel Wylen is a seasoned expert in education strategy and accountability systems. As a research associate on WestEd’s Assessment for Learning team, she brings more than a decade of experience in partnering with state and local education agencies to turn accountability data into actionable strategies that drive smarter resource allocation and measurable academic gains. Wylen leads high-impact strategic planning, rigorous evaluation, and technical assistance initiatives, and she is a trusted facilitator of professional learning that builds real-world capacity for data-informed decision-making.

Mitch Herz is a national expert in school accountability system design and implementation with a focus on strengthening data systems that can drive school improvement and improved student outcomes. Herz helps states and districts create relevant, meaningful, and coherent accountability systems that communicate key information about student outcomes.

What is HQIM, and how do we choose the best math curriculum for our teachers and students?

We took this question to Dr. Jill Neumayer DePiper, an expert in mathematics education who leads large-scale research and evaluation studies to broaden access to high-quality instruction. Her response is as follows:

HQIM stands for high-quality instructional materials. These materials are designed to

• align with rigorous grade-level standards;
• address students’ conceptual understanding and procedural fluency; and
• provide instructional routines, detailed lesson plans, and other resources to support teachers.

To choose the best HQIM for your students, first assess student needs and current instructional practices, then evaluate the materials with others, and then dedicate time to support implementation.

Assess student needs: District leaders and educators should analyze the current state of student learning, including overall student achievement, achievement within subgroups, and subscores by content strand or mathematical practice. They should also observe and assess mathematics instruction to shed light on how teaching practices shape students’ opportunities to learn.

Evaluate and select: District leaders, in coordination with educators, can use their insights related to teacher practice and student achievement to define what they want to see in an HQIM to scaffold the types of classroom instructional interactions they think will most help learners. The best HQIM for your students and teachers depends on the alignment of the curriculum to your students’ specific needs, your math standards, your assessments, and your instructional context. Many districts utilize rubrics to assess curricula based on these areas and on other key factors, including accessibility, resource availability, and teacher training opportunities.

While selecting an HQIM and before implementing it, administrators and educators need to develop an understanding of the investment in professional learning needed to shift instructional practices.

Implement: Once the HQIM is selected, administrators and math instructional leaders should invest time supporting implementation and ensuring that teachers receive the professional development they need. Workshops, communities of practice, and continued coaching for all teachers and math instructional leaders can accelerate their collective learning. Administrators should also understand the HQIM themselves so they know what the intended instructional practices look like and can provide feedback to enhance teachers’ instructional practices. Reviewing student assessments and reflecting on instructional practice can foster continuous improvement.

How We Help

Whether you’re just starting or refining your adoption, our experts can help you analyze teacher and student data, evaluate materials, analyze implementation for continued improvement, and design professional learning pathways.

Contact us to learn more.

The Foundation of Mathematical Conversations in the Classroom 

Mathematical conversations are built on five core principles developed through more than a decade of research with diverse student populations across the country. These principles, grounded in National Council of Teachers of Mathematics research, guide how teachers facilitate student talk about math. 

The approach focuses on building mathematical discussions among students with different language backgrounds, educational experiences, and comfort levels with math. Central to this work is helping students feel comfortable with making mistakes—what Math Pathways & Pitfalls calls “Pitfalls”—and viewing them as part of the learning process. This mindset sets the stage for deeper engagement and richer dialogue among students. 

“We use the word Pitfalls, that is, being comfortable with making a mistake in math, we all do. And so, helping them see that that’s part of the learning process,” Rosenfeld explained. 

The approach also emphasizes helping students visualize math, make connections to real-world contexts, and summarize their learning in their own words. Through discussions with peers and self-reflection, students can work through challenges and deepen their understanding. 

Student talk lies at the heart of effective mathematical conversations. Teachers ask probing questions to help students clarify their thinking, justify their ideas, or get unstuck when facing challenges. 

“Math Pathways and Pitfalls is about creating a classroom where every student is engaged and has their voices heard. It’s about creating opportunities for students to talk like mathematicians, to share what they think they understand about the mathematics,” Franco said. 

Which Math Pathways & Pitfalls Tools Support Mathematical Discourse? 

Creating classrooms in which students have these rich conversations requires intentional scaffolding for both students and teachers. 

Discussion builder posters, like those available as part of the Math Pathways & Pitfalls curriculum, provide students with sentence frames and questions they can use during conversations. These posters show students how to present ideas, add to others’ thinking, and ask questions. The language supports partner discussions, whole group conversations, and self-reflection. 

“[They] provide opportunities for students to not only have partner and whole group discussions, but some of the questions actually lend themselves to self-reflection, which we know is so key in math,” Rosenfeld noted. 

Teacher scaffolding is supported through clipboard prompts—comprising questions developed over years of working with educators. These prompts help teachers facilitate conversations as they move around the classroom, offering different questions to help students understand problems, process information, or reflect on their thinking. 

Flexible Implementation and Transference to Core Curriculum 

This approach to mathematical conversations can be implemented flexibly depending on classroom and school needs. The guiding principles from Math Pathways & Pitfalls can be transferred to district-adopted curricula, making these effective teaching practices accessible across different instructional materials. 

Some schools use these lessons before introducing difficult concepts in their core curriculum. Others use them as the primary lesson or afterward when students struggle with concepts from the core program. The materials work both as part of regular instruction and as intervention in separate settings for K–8 students. 

Through intentional scaffolding, supportive tools, and rigorous mathematical conversations, these practices transform classrooms into vibrant learning environments in which all students can engage with mathematics, build confidence, and develop their voices as learners. 

Watch the full webinar and view other webinars in the Leading Together series. 

How WestEd Can Help 

Learn more about Math Pathways & Pitfalls resources and how WestEd can help with Mathematics education through collaborative learning experiences with evidence-based support. 

Classrooms should be safe spaces for students, but they have unfortunately become the backdrop to some of the nation’s most devastating tragedies. Over the years, school safety has garnered national attention, particularly following mass casualty events. Despite a unified interest in the safety of students and staff, there is still a great deal of uncertainty about which measures best support school safety.

Research and evaluation are valuable tools to help leaders better understand the implementation and impact of the strategies available to improve school safety. This post explores five school safety projects led by WestEd’s Justice and Prevention Research Center, highlighting both completed studies with actionable findings and ongoing work that continues to build evidence for safer, more supportive schools.

State School Safety Centers

State school safety centers (SSSCs) can serve as powerful, centralized hubs that provide resources, training, and technical assistance to diverse interest holders as they plan for and respond to school safety incidents. Despite their important role in supporting school safety infrastructure within states, little information exists about the origins of these centers, their structure and focus, the supports they offer, and the ways district and school leaders interact with them. To address this knowledge gap, WestEd conducted a study to develop a comprehensive understanding of SSSC characteristics and activities, as well as intended users’ awareness, use, and perceptions of their SSSC.

Evaluation results moved quickly from evidence to action, helping shape decisions at the highest levels of government and supporting the development of safer, more supportive schools nationwide.

Key Findings: Findings from this study, which was completed in 2024, provide rich information to support policymakers and agency leaders in developing effective systems to support school safety, including a framework to guide the development and refinement of SSSCs. For example, the study’s recommendations encourage SSSCs to diversify their funding streams, build multidisciplinary teams, and use data to ensure the consistent delivery of high-quality services and supports.

School Police Reform

Existing research on police in schools is mixed and largely suggests a detrimental impact on student experiences; however, there is a limited body of evidence on the impact of school-based police, and even less is known about the impact of policies to remove police. To better understand what happens when police are removed from schools, WestEd conducted a mixed-methods study to examine the impact of school police reform on student safety, behavior, well-being, and disciplinary outcomes in California schools.

Key Findings: Preliminary results from the study suggest that although police reform didn’t affect discipline rates, student behavior, or safety perceptions, removing police from schools

• enhances student–staff relationships,
• improves student engagement, and
• protects against negative outcomes linked to insufficient mental health staffing.

Behavioral Threat Assessment

Behavior threat assessment (BTA) is a systematic process to address school safety concerns by identifying, investigating, assessing, and intervening in potential safety threats. Although BTA is commonly used, implementation of this process varies widely across states, local education agencies, and schools. Given this variation and its potential impact on the effectiveness of BTA, WestEd conducted a study of BTA in Texas to develop a better understanding of the necessary elements to facilitate successful implementation—supporting BTA teams in navigating challenges to implementation and enacting structures and norms that support strong BTA implementation.

Key Findings: Successful BTA implementation requires the following key qualities:

• ample school and community resources
• a positive school culture
• consistent communication

These findings also inform the technical assistance supports WestEd provides to BTA teams across the country.

Training for Police in Schools

The use of police in schools, most commonly school resource officers (SROs), is a widely used practice across the United States for preventing and responding to crime. Although placement of SROs in schools is common, it is widely acknowledged that working in schools requires a distinct skill set and specialized training is necessary. However, there is limited research about the quality and effectiveness of such training.

To address this gap, WestEd is evaluating SRO training funded by the National Association of School Resource Officers, the largest trainer of SROs nationwide. This study examines the quality, relevance, and usefulness of training, as well as growth in trainee knowledge, skills, and ability to keep schools safe.

Findings from this study will be available in 2026 and will be used to improve SRO training and to provide important information to the field about the extent to which training improves SRO knowledge and skills.

School-Based Firearms

Previous research suggests that safe gun storage, including gun safes, trigger locks, and separate ammunition, is an effective strategy to limit unauthorized access to guns and that most Americans are supportive of safe gun storage practices. In 2023, Texas became one of the few states to legislatively mandate and hold schools responsible for communicating the importance of safe firearms storage practices to parents and guardians.

WestEd, in partnership with the Texas School Safety Center, is conducting the first empirical study to examine the potential impact of a school-based statewide legislative mandate to deliver safe firearms storage information to families.

This study seeks to fill a critical knowledge gap about the impact of such legislation, which may be used within Texas and other states and localities seeking to implement and refine such campaigns.

How We Help: Building Safe and Healthy Communities

Research and evaluation to better understand the most effective strategies to prevent and respond to school safety incidents is vital. WestEd’s Justice and Prevention Research Center builds evidence to guide school safety policies and practices that help educators, policymakers, and community leaders create safe and supportive schools.

Connect with our experts to learn how we can partner to support school safety in your state.

About Our Author

Ashley Boal is a research director with WestEd’s Justice and Prevention Research Center. She leads mixed-methods research and evaluation studies on topics such as school safety, training for law enforcement and educators, community schools, and school climate.

Led by Haiwen Chu, research director for the English Learner and Migrant Education team at WestEd, and Monique Evans, program associate for the same team, the session demonstrated how structured teacher collaboration can transform instructional practice. 

The Importance of Teacher Expertise in the Collaborative Lesson Inquiry Cycle 

The collaborative lesson inquiry cycle focuses on the combination of knowledge, practice, and reflection. Reflection serves as the main vehicle for teacher learning. 

“Reflection is going to be the main vehicle through which teacher learning happens. It happens before they teach, as they plan. It happens as they teach, as they adjust,” Chu explained. “It happens after they teach, as they look back and begin to understand what worked for whom and why and under what conditions.” 

Additionally, for these cycles to succeed, educating English Learners must be viewed as a team effort rather than the responsibility of one specialist. Teams of teachers work together to use the same strategies and tools. They plan lessons, assess student talk and thinking, and adjust instruction collectively. 

How Do Collaborative Lesson Inquiry Cycles Work? 

Collaborative lesson inquiry cycles, or CLICs, are based on the Japanese lesson study model. A team of four to six teachers works with a facilitator coach over 2 days. 

On Day 1, teachers develop a focus for observation and planning. One common focus is quality talk—moving from typical classroom interactions in which students report understanding they’ve already achieved to quality interactions in which students think through speech, explore ideas in depth, and build upon one another’s ideas. 

Teachers then identify lesson goals, including conceptual understanding, mathematical practices, and language practices. They design the lesson flow and develop student-facing materials. Before Day 1 concludes, teachers rehearse the lesson, with one or two teachers teaching it to the rest of the team to identify needed revisions. 

On Day 2, the lesson is taught twice. The team splits into Team A and Team B. Team A implements first while Team B observes students—not teachers—looking for evidence of quality talk. Each observer sits with a pair or small group and follows them throughout the lesson, transcribing what students say and do without interference or judgment. 

After the first implementation, teams debrief together. The observing team shares evidence of student talk first; then implementing teachers share impressions. The group decides what needs revision to provide more opportunities for quality talk. After refining the lesson, teams switch roles. Team B implements while Team A observes, followed by another debriefing session. Each teacher names something they learned and the next step for their practice. 

What Is the Impact of Collaborative Lesson Inquiry Cycles on Teacher Practice and Student Learning? 

Teachers shared collective lessons learned at the end of the cycle, and many described shifts in their thinking, wanting to move away from telling or modeling rote procedures toward supporting students in making sense of ideas. For example, one teacher wanted to move away from assigning individual worksheets and instead structure tasks that invite collaboration and co-construction of understanding. Teachers also wanted to shift from prioritizing completion and compliance to prioritizing conceptual focus and deep understanding. 

Through collaborative lesson inquiry cycles, teachers plan together, implement with students, and reflect to challenge and support English Learners in their classrooms. 

Watch the full webinar and view other webinars in the Leading Together series. 

How WestEd Can Help 

Learn more about WestEd’s work in English Learner and Migrant Education, supporting schools, districts, and states to promote success and enhance learning opportunities for English and Multilingual Learners and migratory students. 

WestEd is leading efforts to integrate and optimize emerging technologies across education systems. This Spotlight highlights valuable insights and resources from WestEd experts that are designed to support informed decision-making and the effective, fair implementation of AI and integrated data systems statewide.

Using a Framework to Guide Decision-Making

Welcoming AI into schools requires striking a careful balance between harnessing the transformative benefits of these technologies and proactively mitigating their risks.

Sarah Quesen, WestEd’s Director of Assessment Research and Innovation, shares that one promising strategy is regularly auditing AI tools to ensure they are used responsibly.

Starting with a single AI tool implemented within a school or a district, education leaders can rigorously evaluate its impact based on the following core principles:

• transparency
• privacy and security
• fairness
• human oversight
• student agency

Quesen emphasizes that forming a diverse committee—including teachers, students, and parents—to review AI policies ensures that systems truly support student learning and foster creativity while minimizing unintended negative consequences.

Read more about centering students while navigating AI-enhanced learning.

Trustworthy and Secure AI Systems: Guidance for Public Agencies

Education leaders and public agency leaders work to ensure that adoption of AI is both innovative and secure—protecting student data and preserving public trust. The Data Integration Support Center (DISC) at WestEd has extensive expertise in implementing secure AI environments within real-world organizational constraints.

A new comprehensive resource collection provides public agencies with the evidence-based support they need to navigate the complexities of integrating secure AI. These resources offer guidance on

• key considerations for infrastructure,
• technical approaches,
• policy frameworks, and
• decision-making tools.

By following these best practices, systems can ensure that AI solutions support all individuals while protecting sensitive information and maintaining public trust.

View the resource collection.

Developing a Technology Plan That Incorporates AI Policy

In this webinar, designed specifically for SEA leaders, DISC’s Baron Rodriguez offers insights about data in the context of AI. Rodriguez discusses

• data quality and governance,
• security and privacy concerns,
• maturity levels of organizations, and
• use cases and strategic planning.

View the webinar to learn more.

How WestEd Helps 

Explore these services, designed to enhance the capacity of all educators to leverage technology effectively and improve student outcomes. 

• AI Readiness and Integration: We support agencies through every stage of their AI journey, ensuring readiness and responsible and effective implementation.
• Privacy and Security: We provide clear guidance, hands-on technical implementation, and ongoing assistance to help agencies meet compliance requirements, strengthen security, and maintain mission effectiveness.
• Data Structures, Management, and Visualizations: Our data services provide capacity and expertise to build modern, secure data infrastructure from collection through reporting.
• Architecture, Development, and Hosting: We provide a range of tailored technology solutions—from custom applications and cloud infrastructure to professional web experiences—designed around your specific workflows, constraints, and long-term goals.