Professional Learning
Registration System

Family and Community Engagement (FACE) Teams, which may include site leaders, community liaisons, teachers, families, coaches/interventionists, paraprofessionals, and other support staff, will work collaboratively to deepen partnerships and refine site literacy plans.

FACE teams will apply what they learn in the sessions, and the different types of information gathered from families and communities, to refine family and community engagement in the Literacy Plan through a continuous improvement model. FACE teams will explore and learn about ways to engage in partnership with their families and communities in support of effective literacy development that aligns with CDE’s Family Engagement Toolkit and other impactful resources. FACE Teams will acquire tools necessary to evaluate existing participation efforts, adjust approaches to designing inclusive events, and develop the necessary dispositions to transform participation to partnerships.

Who: LCRS Grant Lead, Site administrator(s), Literacy & Dual Language Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, Community Liaisons, Families, Paraprofessionals, Teachers, and others involved in FACE initiatives.

Dates: 

October 19, 2026

December 7, 2026

February 16, 2027

April 19, 2027 

Time: 3:30pm - 5:00pm

Date: October 22, 2026

Time: 3:00pm - 5:00pm

We invite all new and returning LCRS LEA/site Administrators, Grant Leads, and/or Designees to join us in September for a leadership session focused on setting up for success in the LCRSET Grant. Learn from an experienced Principal and Coach team who will share their story and the conditions they set up for their site to be successful to make the move to Science of Reading. Their culture and practices include evidence-based curriculum, instruction, and assessment, collaboration, and data dives.

At the December session, administrators will receive a preview of the California Reading and Literature Project's Signature Course Results: Foundational skills for teaching word recognition and fluency. By the end of the session, administrators will gain an overview of the content that their Literacy & Dual Language Coaches will be learning throughout the year.

Who: Site and LEA Administrators, Grant Leads, and/or Designees. Principal/ Coach teams are also encouraged to attend.

Date: December 9, 2026

Times: (Please choose one)  9:00am - 10:30 am OR 3:30pm - 5:00pm

The CA Reading and Literature Project’s Signature Course Results: Foundational skills for teaching word recognition and fluency  is designed specifically for LCRSET Coaches and Reading Specialists. The Results program offers an in-depth understanding of the four major components of reading foundational skills: print concepts, phonological awareness, word recognition, and fluency. Grounded in current research, Results teaches best practices in reading instruction, provides routines that will help students master Common Core State Standards, and offers assessments for determining students' reading proficiency. The Results program is taught by current classroom teachers who have demonstrated success in their classrooms and have been trained in the Results approach to literacy.

Over four sessions, we will unpack and learn:

• Best practices in early reading instruction.

• Instructional routines for teaching reading at your grade level.

• How to assess and measure your students' growth in reading.

• Specialized knowledge to support your work with students from underserved communities.

Who: LCRS Literacy & Dual Language Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, or Designees

Dates: 

January 27, 2027

February 10, 2027

March 10, 2027

April 7, 2027

Time: 8:30am - 3:30pm

The 2026-2027 Transitional Kindergarten/Kindergarten Educator Network Cohort serves as a professional learning community where educators collaborate to strengthen literacy instruction, share effective teaching strategies, and exchange high-quality resources. The network supports teachers in meeting the academic and social-emotional needs of young learners, with an emphasis on building strong foundational literacy skills through shared expertise and ongoing dialogue.

Session Fascilitators: Kou Vang, Deirdre Marsh-Girardi, and Steven Hicks.

Date: February 23, 2027

Time: 3:00PM - 4:30PM

Date: April 20, 2027

Time: 3:00pm - 5:00pm

The Plan-Do-Study-Act cycle is at the heart of successful implementation of Literacy Plan action steps in order to achieve your overall literacy goals for your students. You will engage a PDSA bootcamp to learn about the PDSA process.

By actively engaging in this iterative PDSA process and collaborative planning, you and your site literacy teams will develop the skills to effectively implement change and make data-driven decisions to support student literacy growth in your system.

Who: LEA/Site Literacy Team. Teams include but are not limited to LCRS Grant Lead, Site Administrators, Grade Level Leads, Literacy & Biliteracy Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, Parents

Date: May 4, 2027

Time: 3:30pm - 5:00pm

Join us at the LCRSET 2026-2027 Spring Technical Assistance Session!

Topics include:   

• Overview of the LCRSET Grant

• Professional Learning plan and registration information

• LCRSET Incentive Plan + attendance expectations

• Literacy Plan Writing Boot Camp

• Annual Reporting Requirements

Who: LCRS Grant Leads, LEA/Site Administrators, Literacy & Dual Language Coaches, Reading Specialists, and Lead Teachers.

When (Choose one. Sessions Repeat): 

May 18, 2027

9:30am - 10:30am, or

3:30pm - 4:30pm

The 2026-2027 Transitional Kindergarten/Kindergarten Educator Network Cohort serves as a professional learning community where educators collaborate to strengthen literacy instruction, share effective teaching strategies, and exchange high-quality resources. The network supports teachers in meeting the academic and social-emotional needs of young learners, with an emphasis on building strong foundational literacy skills through shared expertise and ongoing dialogue.

Session Fascilitators: Kou Vang, Deirdre Marsh-Girardi, and Steven Hicks.

Date: May 18, 2027

Time: 3:00PM - 4:30PM

Join us to wrap up the year, reflect, and celebrate! 

Literacy Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, or Designees from LCRS Sites across the state will come together to

• Celebrate coaching skills

• Review literacy content 

• Plan for the year ahead

Who: LCRS Literacy & Dual Language Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, or Designees.

Date: May 20, 2027

Time: 9:00am - 3:00pm

Outcomes

1. Gain an understanding of phonological awareness.

2. Determine the development of phonological awareness in children aged three to five-and-a-half years.

3. Identify practices to support the development of children’s phonological awareness.

Outcomes

• Identify how play supports social and emotional development and self-regulation.

• Understand how the environment supports children’s behavior.

• Discuss how big body play supports social and emotional, cognitive, and language development.

Outcomes

• Identify the connection between language and social and emotional development.

• Explore strategies to integrate into practice.

• Reflect on the role of adults in modeling and encouraging communication.

We will discuss the purpose of this publication through reading and discussion.

• Review content through group activities and readings.

• Identify and discuss components of the reflective planning cycle.

• Describe planning opportunities for individualization and scaffolding within the reflective planning cycle.