Professional Learning
Registration System

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

Building upon the foundational learning established in the previous year, this continued professional learning series will engage returning cadre members in expanding their practice in designing and facilitating integrated Grade TK–3 STEAM learning experiences. Sessions will focus on the development of hands-on, developmentally appropriate instruction grounded in curiosity, inquiry, creativity, and real-world problem solving. Participants will deepen their understanding of effective STEAM integration through collaborative planning, reflection, and the sharing of implementation experiences to strengthen instructional practices and student engagement. The series will also continue to support the development of a STEAM growth mindset through immersive learning opportunities and ongoing professional collaboration.

This learning sequence will consist of two required in-person sessions and one required virtual touchpoint. In addition, we are excited to offer several optional virtual touchpoints throughout the year for your convenience. These optional sessions are designed to provide additional opportunities for collaboration, support, and resource sharing.

Required In Person Session Dates and Time:                                                     

October 27, 2026 - 8:30 AM - 3:30 PM   

March 3, 2027 - 8:30 AM - 3:30 PM                         

Location:   

David P. Meaney Education Center

10474 Mather Blvd

Mather CA, 95655  

Mather Room

Virtual Touch Point:

Date and Time: TBD (January 2027)  

Optional Virtual Touchpoints:

Additional dates and times will be available during registration.

Registration Reminder:

When registering, please be sure to select the required in-person sessions and the required virtual touchpoint. You are also welcome to register for any of the optional virtual touchpoints that fit your schedule and interests.

We look forward to welcoming you to another year of hands-on exploration, collaboration, and discovery! If you have any questions, please don't hesitate to reach out.

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.

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

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.

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

The first of two days designed to provide teachers with avenues to implement BTC practices in subject areas other than math, such as science, ELA, and social studies.  Participants will experience tasks as learners, then debrief as teachers to examine the BTC practices that amplify the thinking in the classroom and supports student collaboration with peers and engagement with deep learning. . These sessions are designed for participants who have some experience with BTC, although all are welcome.

You can register with a purchase order even if you do not have one in place yet. Please complete all the payment information fields and enter "Pending" for the Purchase Order number. We will bill your district unless you contact us to cancel your session. Contact Amanda Wirz (curriculum@scoe.net) for more questions.

Cancellation Policy: For a refund of pre-payments and to avoid your district being invoiced, cancellations must be received 5 days prior to the event date.

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.

Predictable, Positive, Powerful: Why Schedules & Routines Matter
A Pyramid Model Workshop for Early Childhood Educators

•       Focuses on creating predictable, positive schedules and routines that help children feel safe, confident, and ready to learn.

•       Explores how consistent daily structures support self-regulation, independence, and smoother transitions.

•       Highlights the role of visuals, modeling, and intentional practice in helping children understand “what comes next.”

Follows a 3-part structure:

•       45-Minute Interactive Presentation — Practical strategies for building and teaching classroom schedules and routines.

•       15-Minute Video Reflection — Real-world examples of children engaging in routines with guided discussion.

•       55-Minute Tinker and Take — Hands-on creation of visual schedules, transition supports, and daily routine tools.

Emphasizes how predictable routines reduce challenging behavior and build community.

You’ll leave with ready-to-use tools and strategies to bring calm, confidence, and consistency into your daily schedule.

Includes adaptable strategies for all early learning settings—centers, family child care, Head Start, and FFN.

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

The CALPADS Network provides an opportunity for sharing "best practices" while communicating updates on CALPADS business rules. Participants will be provided with resources to support the work of data quality and learn how CALPADS data impacts funding, accountability, etc. 

All sessions will be offered as a hybrid event.  Attendees who attend in person will be offered a bonus session from 11:00 A.M. - 12:00 P.M.