Professional Learning
Registration System

Discover practical strategies to align expanded learning and community schools, strengthen collaboration, braid funding streams, and create a seamless system of supports that improves outcomes for students and families.

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. 

Special Education Legal Updates
Presented by Heather Edwards, Attorney at Law

Receive timely updates on changes in special education law, recent court decisions, legislative developments, and legal guidance affecting special education practice. Includes a live Q&A to address participant questions and real-world scenarios.

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. 

The California School Dashboard provides information on school and district progress that can highlight what’s working and reveal areas for improvement. The 2026 Dashboard contains three new state indicators and other changes that impact how performance colors are calculated. This session for school and district leaders will introduce attendees to the Dashboard, unpack how Dashboard measures are calculated to produce performance colors, and provide an update on changes in 2026. 

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

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

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

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.

Session Focus:

• Define STEM components in an early childhood classroom.

• Experience dynamic planning for developmentally appropriate STEM environments and interactions/ conversations.

• Learn how this approach includes universal design for learning.

• Explore how this approach supports dual language

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 training will cover:

• Child Development and Learning: The following are the outcomes of this training: Review the PTKLF Mathematics domain for children aged three to fiveandahalf years.Discuss how all children come with diverse mathematical experiences.Recognize the PTKLF Mathematical Practices.

• Culture, Diversity, and Equity

• Family and Community Engagement

• Dual-Language Development

• Observation, Screening, Assessment, and Documentation

• Special Needs and Inclusion

These virtual sessions will offer an opportunity to learn from guest speakers in the education field, collectively discuss current trends and relevant data related to inclusion topics, and collaboratively network with other educators

Audience: Staff who directly support in early learning settings with students between 0-5 years of age

Registration for future CoPs can be found below:

CoP 3

Date: 1/19/27

Registration: https://proflearn.scoe.net/Home/Event/1305

CoP 4

Date: 3/16/27

Registration: https://proflearn.scoe.net/Home/Event/1306

CoP 5

Date: 5/4/2027

Registration: https://proflearn.scoe.net/Home/Event/1307

Outcomes

• Review the PTKLF History–Social Science domain for children aged three to five-and-a-half years.

• Build an understanding of the History–Social Science domain.

• Discuss how the PTKLF are representative of children's cultures, languages, and lived experiences.

• Identify how teachers can support children’s learning and development in the History–Social Science domain.

These virtual sessions will offer an opportunity to learn from guest speakers in the education field, collectively discuss current trends and relevant data related to inclusion topics, and collaboratively network with other educators

Audience: Staff who lead in early learning settings with students between 0-5 years of age.

Registration for future CoPs can be found below

CoP 3

Date: 1/14/27

Registration: 

https://proflearn.scoe.net/Home/Event/1298

CoP 4

Date: 3/11/27

Registration: https://proflearn.scoe.net/Home/Event/1299

CoP 5

Date: 4/29/27

Registration: https://proflearn.scoe.net/Home/Event/1300

Overview: The New Coordinator Support Sessions will provide an opportunity for new California Assessment of Student Performance and Progress (CAASPP) and English Language Assessments for California (ELPAC) coordinators (in their job for three years or less) to receive small group support from experienced coordinators.

The LEA assessment coordinator position has a huge learning curve, including many deadlines and few, if any, ‘job alikes’ within a district. The sessions will be guided by the activities listed in the Coordinator Checklist and will include other timely activities. The support sessions will be offered monthly via Zoom. These sessions will be co-facilitated by SCOE and PCOE LEA coordinators. The facilitators will help address questions and offer support. These support sessions are designed to provide new LEA assessment coordinators an opportunity to connect with other coordinators, build community and to ask questions related to their job in a small group setting.

Explore strategies to create welcoming, inclusive environments where multilingual learners thrive. Learn how to strengthen family partnerships, support language development, and design culturally responsive programming in Expanded Learning Programs.

This training will cover:

• Child Development and Learning: The following are the outcomes of this training: Review the PTKLF Mathematics domain for children aged three to fiveandahalf years.Discuss how all children come with diverse mathematical experiences.Recognize the PTKLF Mathematical Practices.
• Culture, Diversity, and Equity
• Family and Community Engagement
• Dual-Language Development
• Observation, Screening, Assessment, and Documentation
• Special Needs and Inclusion

Overview: The New Coordinator Support Sessions will provide an opportunity for new California Assessment of Student Performance and Progress (CAASPP) and English Language Assessments for California (ELPAC) coordinators (in their job for three years or less) to receive small group support from experienced coordinators.

The LEA assessment coordinator position has a huge learning curve, including many deadlines and few, if any, ‘job alikes’ within a district. The sessions will be guided by the activities listed in the Coordinator Checklist and will include other timely activities. The support sessions will be offered monthly via Zoom. These sessions will be co-facilitated by SCOE and PCOE LEA coordinators. The facilitators will help address questions and offer support. These support sessions are designed to provide new LEA assessment coordinators an opportunity to connect with other coordinators, build community and to ask questions related to their job in a small group setting.

Part 2: UDL Refresher

Select one 1.5 hour virtual session - Reflecting on UDL & renovating learning centers with UDL in mind

In this 2-part series you’ll sharpen your UDL skills during lesson planning to support ALL students in your inclusive classroom. Consortium members receive a $300 stipend for completing parts 1 and 2.