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Gain a deeper understanding of the Individualized Education Program (IEP) process and the important role preschool educators play in supporting young learners with disabilities. In this interactive professional learning session, participants will explore the key components of the IEP journey, including referral, assessment, eligibility, implementation, and ongoing collaboration with families and service providers. 

The Impact of Trauma at School: Understanding, Assessment, and Intervention

According to data published in 2020 by the National Survey of Children's Health, an estimated 33 percent of children in every state have experienced at least one Adverse Childhood Experience (ACE). Individuals working in schools are becoming increasingly aware that many students are struggling with the psychological aftermath of exposure to trauma. By default, schools have become the frontline defense. They are tasked with recognizing students who have trauma-related symptoms and supporting them in overcoming their distress in order to promote academic learning and healthy social and emotional development. This training provides information about the impact of trauma on students' capacities to benefit from their educational programs, the signs and symptoms to look for when screening students for trauma-related problems, and assessment tips to help determine the extent to which a particular student's difficulties are likely related to traumatic experiences. A brief overview of evidence-based strategies to address trauma through school-based mental health services is also included along with resources to assist in service planning.

Presenter(s)

• Kristin Moore, Psy.D., Clinical Psychologist

Intended Audience

• School psychologists
• General education and special education teachers, especially those who serve students with emotional/behavioral problems
• School-based mental health professionals

Session

• 10/27/26
• 9:00-10:30 AM 
• Virtual (1.5 hours)

Participants Will

• Learn to screen for possible trauma-related problems and recognize some major signs and symptoms consistent with trauma which may be observed in students
• Learn about evidence-based practices for addressing trauma through school-based mental health interventions
• Gain an increased awareness of emotional functioning in order to help guide teams towards appropriate goals and interventions

The Paraprofessional Role: Supporting Instruction, Behavior, and Student Success (New!)

Paraprofessionals play a critical role in supporting students with diverse learning and behavioral needs in special education settings. This training provides foundational knowledge and practical strategies to help paraprofessionals effectively support instruction, behavior, and student independence. Participants will learn how disabilities impact learning, clarify their roles and responsibilities within the classroom, and understand how to support students using proactive strategies, prompting, and consistent communication. This training emphasizes teamwork and consistency to ensure all staff are working together to support student success.

In Short- Learn how disabilities impact learning, clarify their roles and responsibilities within the classroom, and understand how to support students using proactive strategies, prompting, and consistent communication.

Presenter(s)

• Samson Mai, M.A., School Psychologist

Intended Audience

• Paraprofessionals/Instructional aides
• Special education staff
• General education teachers working with paraprofessionals

Sessions-  Virtual (1.5 hours)

Participants Will

• Understand how disabilities and developmental levels impact student learning
• Identify the roles and responsibilities of paraprofessionals within the classroom
• Apply prompting strategies to support student independence and engagement
• Recognize how behavior communicates student needs and how to respond effectively
• Implement proactive strategies to support student success during daily routines
• Describe how data collection supports student progress and instructional decisions
• Use effective communication strategies to collaborate with teachers and support staff

Establishing a supportive learning environment requires more than just good intentions; it requires consistent, predictable routines. This interactive professional development session introduces the CASEL Three Signature Practices, a versatile framework designed to foster belonging, increase engagement, and build community in any adult or student-facing setting. Participants will explore the purpose of each practice and learn how to integrate them seamlessly into their daily work to create a culture of safety and connection.

This will be a combined session of our September 7 & 8 sessions.

The Federal Monitoring Process provides an opportunity to deeply understand the minimum requirements to meet the needs of students who are English Learners/Multilingual Learners and students who have barriers that may get in the way of accessing an equitable education. The Sacramento County Office of Education is pleased to host representatives from the Technical Assistance Monitoring Office (TAMO) and the Title I Monitoring Support Office (TIMSO) from the California Department of Education to delineate effective ways to provide these supports.  

Participants will:

• Obtain the latest information regarding English learner monitoring process including EL Program Evaluation, ELD, student placement, ELAC, and more. 

• Review frequent findings on the English Learner (EL) and the Compensatory Education (CE) instruments and understand how to avoid these findings.

• Learn more about the current requirements in the FPM instrument for the EL and CE programs, including the parent notifications with program options requirements. 

• Have the opportunity to ask CDE staff questions about EL and CE compliance-related issues, and to ensure quality of evidence.

October 1, 2026

Title I and Title III Technical Assistance Workshop

9:00 -12:00 PM

Location:  SCOE Board Room 

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

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

Transformative Social and Emotional Learning (tSEL) is a process whereby young people and adults build strong, respectful, and lasting relationships to co-learn and create more equitable school communities. This approach moves beyond traditional SEL by focusing on identity, agency, and social justice.

Join us for an immersive professional development session designed to bridge the gap between SEL theory and equitable classroom practice. Participants will explore the five core competencies of Transformative SEL and learn how to foster environments where students feel seen, heard, and empowered to lead.

Transformative Social and Emotional Learning (tSEL) is a process whereby young people and adults build strong, respectful, and lasting relationships to co-learn and create more equitable school communities. This approach moves beyond traditional SEL by focusing on identity, agency, and social justice.

Join us for an immersive professional development session designed to bridge the gap between SEL theory and equitable classroom practice. Participants will explore the five core competencies of Transformative SEL and learn how to foster environments where students feel seen, heard, and empowered to lead.

This session will highlight key Social and Emotional Learning constructs that support a safe and positive school and classroom culture. We will examine how an increased sense of belonging supports a positive school climate, which decreases incidents of bullying, and engage in discussion and collaboration around braiding SEL with bullying prevention and response.

 This session will highlight key Social and Emotional Learning constructs that support a safe and positive school and classroom culture. We will examine how an increased sense of belonging supports a positive school climate, which decreases incidents of bullying, and engage in discussion and collaboration around braiding SEL with bullying prevention and response.

After attending this session, educators and leaders will engage in discussion and activities to help build their skill sets in preventing, supporting, and repairing with students and adults in crisis. Participants will understand some of the neuroscience behind stress, conflict, and crisis, and will explore the seven stages of the crisis cycle. 

After attending this session, educators and leaders will engage in discussion and activities to help build their skill sets in preventing, supporting, and repairing with students and adults in crisis. Participants will understand some of the neuroscience behind stress, conflict, and crisis, and will explore the seven stages of the crisis cycle. 

Universal Design for Learning - Part 2: Engagement, Representation, and Assessment Choice Boards

Take your understanding of Universal Design for Learning (UDL) to the next level by exploring practical strategies that increase student engagement, accessibility, and success. In this hands-on session, participants will dive deeper into the three pillars of UDL and learn how to design meaningful choice boards that support diverse learning needs. You'll leave with ready-to-use templates, examples, and access to a comprehensive UDL resource Padlet filled with tools to enhance instruction for all learners.

Presenter(s)

• Joey Chapman, M. Ed., Education Specialist

Intended Audience

• Special education teachers (transitional kindergarten - high school)
• General education teachers (transitional kindergarten - high school)
• Administrators

It is recommended that participants have a fundamental understanding of UDL to participate in this training. Participants are encouraged to take "Introduction to Universal Design for Learning (UDL)" prior to this training.

Session 2 of 2

• Tuesday, September 29, 2026
• 3:30–5:30 PM
• Virtual   Part 1 requires a separate registration. 

**NOTE** Part 1 requires a separate registration @  https://proflearn.scoe.net/Home/Register/1283

Participants Will

• Describe the three pillars of UDL (engagement, action & expression, and assessment)
• Explore a variety of choice boards and discover how important they are in the UDL framework
• Engage in instruction on how to create choice boards in all three pillars (engagement, action & expression, and assessment)
• Receive access to a UDL Padlet that is full of resources, templates, examples, videos, and suggested reading materials

Module 2 Focus:

• Define equitable early childhood environments where all children, including Boys of Color, can thrive

• Describe the different aspects involved in working to improve racial equity in early childhood programs and schools

• Introduce love as a critical foundation for responsive and equitable early education for Boys of Color

• Explain the need to change the conversation about Boys of Color and “challenging behaviors”

• Describe what it means to “love” our early childhood teachers and why this matters