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SUMMARY:Acceleration Formula: Using Baseline Systems Studies to Advance Educational Excellence
DESCRIPTION:Achieving educational excellence and academic achievement for every student requires more than isolated initiatives—it demands a deep understanding of the systems and conditions shaping student outcomes. For many school and district leaders\, inequities persist not because of a lack of effort\, but because the root causes remain hidden within policies\, practices\, and long-standing structures. \nThe Acceleration Formula session explores how Baseline Systems Studies can help leaders surface these root causes and use evidence to drive meaningful\, system-wide change—especially for historically underserved and vulnerable student populations. \nFacilitated by Janet Hwang\, Vice President at Orenda\, this presentation highlights how a Baseline Systems Study provides districts with a clear\, comprehensive view of how existing systems are producing current results. Rather than focusing solely on outcomes\, leaders are supported in examining the conditions\, decisions\, and structures that shape student achievement. \nParticipants will also hear directly from Westminster School District’s Superintendent\, Dr. Gunn Marie Hansen\, and Chief Academic Officer\, Michelle Watkins\, who will share their firsthand experience using study findings to guide targeted\, sustainable implementation across their school communities. Their leadership story offers a compelling example of how intentional systems analysis can lead to tangible improvements in teaching\, learning\, and academic achievement for all students. \nWhat Participants Will Learn\nAttendees will leave with practical insights and tools\, including: \n\n\nHow to uncover systemic barriers to equityLearn how a Baseline Systems Study reveals the underlying systems\, policies\, and practices shaping student outcomes—particularly for historically marginalized groups. \n\n\nA real-world example of systemic transformationExplore Westminster School District’s journey from study findings to actionable strategies that drive coherent\, district-wide improvement. \n\n\nA framework to drive collective actionGain access to a replicable process for conducting systems analysis and engaging cross-functional teams in continuous improvement work aligned to shared goals. \n\n\nThis session is designed for district and school leaders committed to moving beyond surface-level change and toward equity-driven system redesign. If you are seeking clarity\, structure\, and a proven approach to accelerating achievement\, this conversation offers both inspiration and actionable guidance.
URL:https://orendaed.org/event/acceleration-formula-using-baseline-systems-studies-to-advance-educational-excellence/
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SUMMARY:Beyond Busy Work: What True Rigor Looks Like at Every Grade Level
DESCRIPTION:What does rigor actually look like in the classroom? \nIt’s a word we use often in education\, but rigor isn’t about giving students more work\, harder texts\, or longer assignments. It’s about ensuring students are consistently engaging in the kind of thinking their grade-level standards demand. \nThis November\, Dr. Sarah Mott Gonzalez\, Vice President of College & Career\, and Dr. Erica Thomas\, Achievement Specialist\, of Orenda Education will bring that conversation to the 2026 ACSA Leadership Summit in their session\, Beyond Busy Work: What True Rigor Looks Like at Every Grade Level. \nUsing California’s CAASPP Smarter Balanced Item Specifications for ELA Claim 1: Reading\, Sarah and Erica will help participants examine what grade-level rigor actually looks like in daily instruction. Through the Claims\, Targets\, and Depth of Knowledge (DOK) levels embedded in the California item specifications\, participants will have an opportunity to look more closely at the tasks students are being asked to complete and consider an important question: \nAre students being challenged to think deeply\, or are we simply keeping them busy? \nParticipants will explore the difference between surface-level work and true text-based rigor\, audit current reading tasks\, and practice redesigning assignments to better reflect the depth and complexity students are expected to demonstrate. \nMost importantly\, this is about making rigor actionable. Attendees will leave with practical tools for aligning reading instruction to Claim 1 targets so that what students are taught\, asked to practice\, and ultimately assessed on reflects the full depth of California’s grade-level expectations. \nBecause rigor isn’t about making reading harder. It’s about making sure students are doing the right kind of thinking. \nJoin us at the 2026 ACSA Leadership SummitFriday\, November 6\, 20262:15–3:15 PM PTSession P4P-06 \nWe hope to see you there!
URL:https://orendaed.org/event/beyond-busy-work-what-true-rigor-looks-like-at-every-grade-level/
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