Professional Learning
Registration System

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:

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

• Build an understanding of the Science domain.

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

• Identify how teachers can support children’s learning and development in science.

Expanding on last year’s theme or relationship-centered schools, the 2026 - 2027 SCOE SEL Community of Practice (CoP) will explore opportunities for deepening capacity-building and sustainability for SEL leadership and implementation. We will pull from emergent equity themes to guide our collaboration as we explore what it means to leverage SEL as a reset toward a beloved community. Community partner spotlights will enhance our knowledge-building, connections, and partnership opportunities.

9:00 am - 2:00 pm:

Lunch will be provided

The Attendance and Engagement Network is hosted by the Sacramento County Office of Education. The Network meets three times a year, with agendas developed collaboratively based on feedback from network members.

The network facilitates learning activities, guest speakers, and tools to:

• Examine and monitor data
• Enhance student attendance and engagement
• Foster collaboration between network members.

*Light breakfast will be served, we welcome you to join us for collaboration during that time, starting at 8:30A. 

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.

The California Department of Education, Special Education Division is pleased to announce trainingin preparation for the upcoming collection of data for students with disabilities in the California Longitudinal Pupil Achievement Data System (CALPADS): CALPADS Special Education Data 2026-27.

This is a hybrid training, and you may attend in person or via Zoom. 

These sessions will train local special education data coordinators and Special Education Local Plan Area (SELPA)-level staff on the updates and changes for the CALPADS Fall 1 Submission as well as other special education-related data. The training will cover:

•    Fall 1 CALPADS Data Submission and Reports
•    What’s new for Fall 1
•    State Performance Plan (SPP)/Annual Performance Report Indicators using Fall 1 data
•    Data for Annual Determinations Letter (ADL)
•    Monitoring Reports and Holding Timely Meetings

Attendees are encouraged to bring laptops if possible.

Calling all high school counselors, high school administrators, CTE directors/coordinators and CALPADS specialists! Join us for a training on the link between CALPADS and the CA Dashboard’s Graduation Rate and College Career Indicators (CCI). We will review the criteria for each indicator, how these indicators rely on your CALPADS data, and how to ensure that your data is accurate. We’ll also explore reports and tools that can help teams review, assess, and verify cohort-level and individual students’ progress towards graduation and CCI readiness.

Attendees?

• High school counselors

• High school administrators 

• CTE Directors/coordinators

• CALPADS coordinator/entry person

• SIS administrator

Join us in year four of our county-wide reading and literacy initiative designed for LEA Literacy leadership teams. Sessions will include keynote speakers, collaborative learning within and accross LEAs, district spotlights, and team time.

Sessions are designed for LEA literacy leadership teams. All members of LEAs are included: Superintendents, Assistant Superintendents, Chief Academic Officers, Site Leaders, Instructional Coaches. We also encourage LEA Elementary and Secondary leaders in Curriculum & Instruction, Equity, MTSS, Special Education, Multilingual Education, Early Learning, Expanded Learning, and Assessment & Research to attend.

OVERVIEW

In this four-day institute, participants will deepen or develop the expertise needed to design high-quality and equitable learning opportunities for K–6 Multilingual Learners/Emerging Bilinguals by implementing high-challenge, high-support instruction that supports the simultaneous development of content and language — in both Spanish and English. The institute will be led in Spanish, thus offering Dual Language and bilingual educators the opportunity to engage in professional learning experiences in Spanish. 

NOTE: participants will need to feel comfortable to engage in professional and academic conversations, readings, and writing in Spanish for 80% of the institute.

PURPOSE AND GOALS

Dual Language programs hold a powerful promise: that all students — speakers of both program languages — develop bilingualism, biliteracy, and cross-cultural competence alongside rigorous disciplinary understanding. Realizing this promise requires specialized educator expertise. This institute is designed to build that expertise so teachers can design and implement instruction that engages and supports the development of all students' full linguistic repertoire.

Through engagement in this professional learning opportunity, participants will:

• Understand the tenets of a sociocultural approach to pedagogy that promote equitable, quality learning opportunities for all students across both program languages 

• Deepen understanding of pedagogical scaffolding to support rigorous learning across both program languages, including strategies that build cross-linguistic connections and advance biliteracy

• Understand and apply QTEL’s Principles of Quality Teaching 

• Design and/or amplify lessons using QTEL's Three-Moment Lesson Architecture to build disciplinary knowledge alongside conceptual, analytic, and language practices — drawing on students' home languages and bilingual competencies as assets

• Design and implement tasks that support the development of oracy through quality interactions around relevant, powerful ideas. 

WHO SHOULD ATTEND

Bilingual teachers in K-6 Dual Language and bilingual program settings who wish to develop or deepen the expertise needed to offer rigorous, quality learning opportunities to their Multilingual Learners/Emerging Bilingual students.

This institute is well suited for educators who:

• Teach in Spanish Dual Language or Spanish bilingual elementary classrooms

• Are ready to weave language, literacy, and content instruction across both program languages (Spanish and English)

• Want to build a shared approach to biliteracy development alongside colleagues

INSTITUTE SCHEDULE 

INTENDED AUDIENCE

AUDIENCE: K-6 Spanish Dual Language Immersion Teachers, Instructional Coaches and TOSAs

Take the first steps in transforming your classroom into a Thinking Classroom!

Participants will be immersed in the BTC practices, including:
Choosing Thinking Math Tasks 

Using Vertical non-permanent surfaces 

Random Grouping

We will focus on:
Effective launch strategies

Maintaining student engagement

And various closure activities.

We will discuss:
How using the single arrow rubric to provide student feedback on engagement and collaboration shifts classroom culture and students’ view of mathematics.

Get Materials to Implement in Your Classroom Immediately!

You will receive a copy of the Building Thinking Classrooms in Mathematics Grades K-12 book, either an elementary or secondary grade task book by Peter Liljedahl, and a set of heavy-duty Wipebooks to use as your non-permanent vertical surface.

Time: 8:30 a.m. - 3:30 p.m.

Included: Light Breakfast Snacks, Lunch, Materials to start implementing in your classroom 
ONLY if you register at least a week in advance
Cost: $250.00/participant

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.

Join us in year four of our county-wide reading and literacy initiative designed for LEA Literacy leadership teams. Sessions will include keynote speakers, collaborative learning within and accross LEAs, district spotlights, and team time.

Sessions are designed for LEA literacy leadership teams. All members of LEAs are included: Superintendents, Assistant Superintendents, Chief Academic Officers, Site Leaders, Instructional Coaches. We also encourage LEA Elementary and Secondary leaders in Curriculum & Instruction, Equity, MTSS, Special Education, Multilingual Education, Early Learning, Expanded Learning, and Assessment & Research to attend.

The second of two days to provide teachers with BTC strategies to implement across multiple subject areas, such as Science, ELA, and Social Studies.  In addition to experiencing tasks, participants will also look at planning units with their adopted materials.

Participants will experience strategies that empower students to:

• Think critically and engage deeply in learning
• Collaborate effectively with their peers
• Apply thinking classroom practices across subject areas

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.

Join us in year four of our county-wide reading and literacy initiative designed for LEA Literacy leadership teams. Sessions will include keynote speakers, collaborative learning within and accross LEAs, district spotlights, and team time.

Sessions are designed for LEA literacy leadership teams. All members of LEAs are included: Superintendents, Assistant Superintendents, Chief Academic Officers, Site Leaders, Instructional Coaches. We also encourage LEA Elementary and Secondary leaders in Curriculum & Instruction, Equity, MTSS, Special Education, Multilingual Education, Early Learning, Expanded Learning, and Assessment & Research to attend.

This is an internal SCOE staff offering only.

A facilitated process of bringing together staff across divisions to make meaning of the English Learner Roadmap policy and its application to endeavors across-departments within the county office - helping to develop a shared vision and plan for infusing the Roadmap into work with LEAs. Each year of the grant, this cross-division group is reconvened to reflect upon progress and refine plans for coherent and meaningful implementation of the Roadmap across the County Office work.

Session 1: 08/17/26

9AM-11AM

Session 2: 01/25/27

9AM-11AM 

Sesssion 3: 05/24/27

9AM-11AM

The SCOE Math team invites you to participate in a county-wide Math Community of Practice funded by the California Math, Science, and Computer Science (CalMSCS)Grant. This is an opportunity for district leaders to learn about the topics shared at the State-wide Math CoP, connect with each other around hot topics (e.g., the 2023 Math Framework), adopt and implement TK-8 materials, and sustain high-quality instruction and assessments.

Join fellow educators for a dynamic science networking meeting designed to foster connections, share innovative practices, and spark collaboration across classrooms and institutions. Whether you're a classroom teacher, instructional coach, administrator, or science education advocate, this gathering offers a supportive space to exchange ideas, explore resources, and discuss current trends in science teaching and learning. Come ready to engage, connect, and grow your professional learning community.

All sesions will be held at David P. Meaney Education Center, Room C, from 10:00 AM-12:00PM

Dates:

September 17 , 2026

November 12, 2026

January 28, 2027

April 22, 2027

Select one, a few, or all of the sessions!

• The Sacramento County Office of Education (SCOE) hosts quarterly meetings for the Multilingual Education Leadership Network (mELn), serving English Learner (EL) program leaders, coordinators, and administrators throughout the Capital Central Foothills Area Consortium (CCFAC).Operating in direct alignment with GEMS (Geo-Regional Experts for Multilingual Students)—California's system of seven county office of education regional EL lead agencies, this network is built to strengthen regional capacity, deliver specialized technical assistance, and refine instructional systems. 

   

  This collective infrastructure ensures that more students successfully progress toward English language proficiency and high academic achievement.  The network focuses heavily on comprehensive English Language Development (ELD) delivered through the structural lens of the California English Learner Roadmap. These quarterly sessions provide members with timely, reliable information on evolving EL legislation and explicit state/federal accountability frameworks.

   

  A collaborative dissemination model supported by direct insights from the California Department of Education (CDE) and state subject-matter experts, participants leverage this space to share evidence-based best practices and cross-district data. Network members act as vital regional conduits, taking the tools, calibrated resources, and policy updates gained at quarterly meetings and directly disseminating them to the individual school sites within their respective districts and charters. 

  AUDIENCE

  CAPITAL CENTRAL FOOTHILLS AREA CONSORTIUM

   

  Recommended for Educational Leaders Overseeing and Supporting Multilingual-English Learner Programs

Every English Learner Student, Every Day

Geo-Regional Experts for Multilingual Students | GEMS: A CCFAC Network | Universal Supports 

For questions on content, connect with Graciela García-Torres by email at gtorres@scoe.net.

Do you like receiving feedback? Do you enjoy providing it? Do you ask for it regularly? If your answer to any of those questions was "No!" join us to learn more about feedback and pick up a few tips and tricks on how to incorporate it into your professional and personal lives more intentionally.

A Practice-Based STEAM Workshop for Early Childhood Educators

From soaring seeds to sail-powered cars, wind invites children to wonder, test, and discover. In this practice-based workshop, educators will explore playful ways to use wind as a force for learning — sparking curiosity, creativity, and problem-solving in young learners.

This interactive session follows our proven structure:

• 45-Minute Engaging Presentation — Discover how wind play connects to STEAM concepts like force, lift, motion, and design.

• 15-Minute Video Reflection — See wind-powered learning in action and discuss strategies to bring it to life.

• 60-Minute Tinker & Take — Create hands-on wind exploration tools you can bring back to your program the very next day.

You’ll leave with:

• A deeper understanding of how wind builds early science, engineering, and math skills.

• Ready-to-use activities — from flying seeds to floating balls to sail-powered cars.

• Materials and ideas you can implement right away in your classroom or program.

This professional learning opportunity provides an introduction to systems thinking and its application in the workplace. Organizations achieve better results when people understand not only what is happening, but why it is happening. Through hands-on, experiential activities and real-world application, participants will connect systems thinking to their current work, gaining practical strategies for recognizing patterns, understanding interdependencies, and identifying opportunities for meaningful change. This series also serves as the foundation for those interested in continuing their learning leadership development using a systems approach.

This training contains 3 sessions over the fall semester. Please ensure you are able to attend all three dates prior to committing to the training.

Session 1: September 28, Session 2: October 26, Session 3: January 22

If these dates cause conflict, we invite you to view our spring semester options. 

**Those who register for fall semester 1 are only expect to attend the semester 1 dates. 

If you have any questions, please contact Anuhea Manalo at 916-228-2266 or amanalo@scoe.net 

The SCOE Planning & Improvement Team invites you to our Charter School Community of Practice—a dedicated space for collaboration, innovation, and shared learning!

As passionate advocates for education, we know that the best ideas emerge when leaders, educators, and administrators come together. This is your opportunity to exchange ideas, explore best practices, and strengthen connections in our shared mission to provide high-quality education.

Agenda coming soon! 

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