CCIL 2.0: Inclusive Learning Beyond the Classroom

Project Description

The California Coalition for Inclusive Literacy (CCIL) project supported the design and delivery of Universally Designed professional learning in literacy development, equipping teachers and paraeducators with tools and strategies to provide students with disabilities with access to grade-level content standards in inclusive classroom environments.

From 2023 to 2025, CAST provided training, expertise, support, and evaluation on the CCIL 2.0 project, funded through the State of California and led by Placer County Office of Education. This initiative built upon the successful CCIL 1.0 project, which CAST led from 2019 to 2023, to provide targeted support and services to Local Educational Agencies (LEAs) across California and lead statewide efforts to deepen educators’ understanding and application of Universal Design for Learning (UDL) at both classroom and systems levels.

Through a tiered service model of universal, targeted, and intensive technical assistance, the CCIL project fostered inclusive educational and literacy practices in general and special educational settings, increasing educators’ capacity to provide supports for students with overlapping educational needs. As part of this project, CAST led monthly technical assistance workshops for County Offices of Education across California and partnered with county staff to develop content and materials to extend their learning, including lesson planning guides and instructional strategies. CAST also facilitated instructional rounds and lesson design studies at school sites, while the Research and Development team supported data collection and analysis of efforts to advance inclusive practices.

CCIL’s repository of materials is free and publicly available to all educators at www.ccil.cast.org.

Project Goals

The CCIL 2.0 project aimed to achieve three primary outcomes:

1. All regional teams, districts, and schools engaged in the initiative would receive training and ongoing coaching support.
2. County Offices of Education (COEs) would develop their capacity for long-term UDL implementation, and schools and districts would receive sustained coaching to refine their long-term UDL implementation plans.
3. These efforts were expected to result in increased rates of inclusion, access, attendance, educator and student agency, and academic achievement.

Summary of Key Findings

The evaluation of CCIL 2.0 demonstrates significant progress toward these outcomes:

• Implementation tracking data indicate that regional teams, districts, and schools received ongoing training and coaching throughout the duration of the project.
• Quantitative survey data indicate that trainings provided educators with tangible tools and resources to improve their teaching practices.
• Survey data also indicate that through CCIL trainings, counties, schools, and districts have strengthened their capacity to support long-term UDL implementation.
• Qualitative data analysis showed evidence of educators’ increased capacity for long-term UDL implementation and increased educator and student agency.
• Case study data indicate that at select sites, training implementation impacted educator practices, school culture, and student outcomes.