Professional Learning
Registration System

Elementary, middle, and high school educators, in all subject areas, are invited to attend this Institute to learn how to civically engage young people in their community. Learn how YOUR students can be formally recognized by the Sacramento County Office of Education and be prepared to earn the State Seal of Civic Engagement in high school.

NO COST TO ATTEND

Choose from 2 session start dates: October 7, 2026 OR January 13, 2027

Follow-up for both groups: March 3rd, 2027.

Time: 8:30 a.m. - 3:00 p.m.

Location: Sacramento County Office of Education, 10474 Mather Blvd., Mather, CA.

Four 1.5-hr virtual sessions will be held on the following dates: 10/7/26, 12/2/26, 2/24/27, 4/7/27

The Capitol Area Regional Transformational Assistance Center (R-TAC) provides a virtual workshop for district staff who are implementing community schools through the California Community Schools Partnership Program (CCSPP). These sessions provide district leaders with a collaborative space to navigate the complexities of scaling community schools systems. Grounded in the Community Schools Framework, participants will engage in practical problem-solving, peer learning, and continuous improvement cycles to address local challenges, test strategies, and refine solutions aligned to district goals. 

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 in four PDSA sessions throughout the year with your site literacy teams to refine a change idea that addresses the problem of practice identified in your Literacy Plan. 

During these collaborative sessions teams will identify and plan for a change idea and how to measure its impact, implement the change and collect data, analyze the results, and decide whether to adopt, adapt, or abandon the idea based on your findings and learnings.

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 & Dual Language Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, Parents.

Dates: 

October 12, 2026

December 2, 2026

February 9, 2027

April 12, 2027

Time:  3:30pm - 5:00pm

Five 2-hr virtual sessions will be held on dates: 10/14/2026, 12/9/2026, 1/13/2027, 3/10/2027, 4/14/2027

The Capitol Area Regional Transformational Assistance Center (R-TAC), co-facilitated with the Community Schools Learning Exchange (CSLX), provides a virtual learning series focused on the key components of the Community Schools Framework and the foundational practices needed to implement and sustain community schools. The series offers grounding in the Community Schools Framework and capacity-building strategies, along with hands-on tools, opportunities to learn from experienced community school leaders, and networking with fellow community school grantees working toward school and community transformation.

Recommended for Community Schools Partnership Program (CCSPP) grantees and specifically site leads and community school staff.

Four 1.5-hr virtual sessions will be held on dates: 10/15/2026, 12/17/2026, 2/18/2027, 4/22/2027

Capitol Area Regional Transformational Assistance Center (R-TAC) provides community schools workshops for county office of education (COE) staff from the 12 Capitol Area counties (Alpine, Colusa, El Dorado, Nevada, Placer, Sacramento, San Joaquin, Sierra, Solano, Sutter, Yolo, Yuba). The goal of the COE Network for Community Schools is for COE staff to learn about strategies to support California Community Schools Partnership Program (CCSPP) grantees in their counties, receive state and regional updates, share highlights of community schools implementation, and network on problems of practice.

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

Four 1.5-hr virtual sessions will be held on dates: 10/22/2026, 12/20/2026, 2/4/2027, 3/18/2027

The Capitol Area Regional Transformational Assistance Center (R-TAC) provides a virtual workshop series designed to foster a collaborative learning environment where participants engage in new learning while advancing their community schools implementation efforts. The network brings together site teams that are developing and demonstrating promising community schools practices, creating opportunities for shared learning, reflection, and collaboration across sites.

Participants identify and work through contextualized problems of practice informed by local needs and assets assessments, as well as qualitative and quantitative data. Through a year-long improvement process, site leads and their teams engage in focused learning, test solutions through short improvement cycles, and share strategies and lessons learned with peer cohorts aligned around similar goals and challenges.

These virtual sessions are intended for grantees who would like support with implementing components of their community school implementation plans. 

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.

Join local Curriculum/Literacy Directors and Coordinators, LEA/Site Literacy Coaches and other Literacy Leaders as we learn together, tackle challenges, and share solutions. 

Newcomer students are a deeply diverse group arriving with a wide range of academic backgrounds, immigration circumstances, and prior schooling experiences. To succeed in school and acclimate to the American educational system, this unique population needs targeted, intentional support. In response to Assembly Bill 714 (2023), the California Department of Education (CDE) created a centralized resource webpage to support the success and well-being of these multilingual learners. This workshop provides a collaborative space to explore these new CDE tools, discuss recent policy updates, and strategically plan how to implement these resources within your school system.

DATE: October 27, 2026

TIME: 9:00 - 11:00 AM

LOCATION: In-Person at SCOE Conference Center 

AUDIENCE

K-12 ML-EL directors, coordinators, program specialists, instructional leaders; county office staff supporting ML-EL programs

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

Ready to level up your AI skills? This intermediate-to-advanced session builds on the foundational concepts from AI 101 and dives deeper into the practical use of AI tools in educational and professional settings. Attendees will explore advanced prompt engineering, compare the capabilities of leading AI platforms, and learn how to integrate AI into workflows for increased productivity and creativity. The session will also address ethical considerations and best practices for responsible AI use at SCOE and beyond. Whether you're looking to streamline tasks, enhance communication, or improve decision making, this course will equip you with the tools and techniques to make AI work for you.

This meeting will be IN PERSON at Natomas High School and will give us an up-close look at strategies the school has implemented in collaboration with its Community-Based Partners. We’ll have the opportunity to hear directly from school staff and community partners about their journey, collaboration, and the ways they have worked together to better serve and support students. You will also have the opportunity to ask questions regarding their journey and implementation!

Address: Natomas High School, 3301 Fong Ranch Rd, Sacramento, CA 95834

Join us for an interactive workshop to deepen your understanding of the SPSA and its role in school planning.

Learning outcomes include: conducting a comprehensive needs assessment, establishing measures and write smart goals, determining resource inequities, monitoring and evaluating the school plan, collaborating with educational partners and establishing and maintaining a collaborative School Site Council and English Language Advisory Council.

CDE’s California School Dashboard is scheduled for release on October 15, 2026. Bring your laptop to this interactive session to deepen your understanding of what the Dashboard reveals about the LEAs we serve. We’ll explore high-level trends, unpack the underlying business rules, highlight key updates, and provide time for you to examine data specific to the schools and districts you support. You’ll leave with greater insight into their progress and areas for growth, equipping you to support informed, data-driven decisions.

This class provides employees the knowledge and skills to handle the following emergencies: scene safety, primary patient assessment, Adult CPR, choking, the use of an AED, bleeding control, shock management, diabetic emergencies, heart attacks, strokes, traumatic injuries, sprains, strains, and fractures.  The certificate is good for two years.

This class provides employees the knowledge and skills to handle the following emergencies: scene safety, primary patient assessment, Adult CPR, choking, the use of an AED, bleeding control, shock management, diabetic emergencies, heart attacks, strokes, traumatic injuries, sprains, strains, and fractures.  The certificate is good for two years.

Join us for an interactive workshop to deepen your understanding of the SPSA and its role in school planning.

Learning outcomes include: conducting a comprehensive needs assessment, establishing measures and write smart goals, determining resource inequities, monitoring and evaluating the school plan, collaborating with educational partners and establishing and maintaining a collaborative School Site Council and English Language Advisory Council.

Neurodivergent Affirming Support for Students with Extensive Support Needs (New!)

Students with extensive support needs often have complex learning profiles that include differences in communication, sensory processing, regulation, and cognitive development. When these differences are not well understood, student behavior can be misinterpreted or difficult for teams to interpret, making it challenging to identify the supports students need to successfully participate in school. This training introduces a neurodivergent-affirming framework for supporting Extensive Support Needs (ESN) students by examining how communication, predictability, meaningful engagement, and supportive instructional design influence behavior and participation. Participants will explore practical strategies for interpreting behavior, strengthening proactive supports, and designing classroom environments that increase access, autonomy, and engagement for students with complex learning profiles.

Presenter(s)

• Jandy Pastore, M.A., BCBA, Education Specialist and Behavior Analyst

Intended Audience

• Special Education Teachers
• Service Providers
• Administrators
• Paraprofessionals

Sessions

11/2/26

1:30-3:30 PM

• Virtual (2 hours)

Participants Will

• Recognize how complex learning profiles influence behavior, communication, and engagement for students with ESN
• Identify environmental and instructional barriers that impact regulation and participation
• Implement proactive supports that increase communication access, predictability, and meaningful engagement
• Apply neurodivergent-affirming strategies that support autonomy, regulation, and learning in ESN classrooms