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This interactive session bridges the gap between social-emotional learning (SEL) and restorative practices to create a cohesive, human-centered school culture. Participants will move beyond isolated "programs" to explore how these two frameworks work in tandem to foster belonging, equity, and accountability. By aligning CASEL’s systemic SEL competencies with restorative mindsets, educators will learn to build proactive communities that can effectively navigate conflict and repair harm without relying on punitive measures.

Part 1: Deep Dive with UDL

Select one 3 hour in-person session - Integrating UDL into lesson planning & circle time

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.

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.

Dates:      Two Saturdays: 2/20/2027; 3/13/2027 (In-person) 8:30am-3:30pm (breakfast provided at 8:00 AM)

 4/8/2027  Virtual 6:00pm-7:30pm 

Location:   Ventura County Office of Education 

                    5100 Adolfo Road 

                    Camarillo, CA 93012 

Time:          8:30 AM - 3:30 PM 

Stipends:  $300 stipend available for staff supporting California State Preschool Program (CSPP) Programs attending all sessions (no partial stipends)

Capacity:   72 

Cost:           No cost to attend. Limited spaces. 

Materials:  Receive children’s books and all materials at no cost  

The institute brings together the principles of the Inclusive Early Education Expansion Program (IEEEP) and Joyful Literacy to strengthen equitable, inclusive, engaging, and developmentally appropriate practices in early learning environments. Designed for preschool educators, administrators, and support staff serving three- and four-year-olds, this initiative centers on fostering joyful, inclusive, and culturally responsive learning experiences for all children—particularly those with disabilities and diverse learning needs. 

Through a series of interactive activities, coaching and collaborative learning opportunities embedded in the professional learning sessions, participants will deepen their understanding of how to create literacy-rich environments that inspire curiosity, creativity, and a love of learning, while also embedding inclusive practices that ensure every child has access to high-quality early education. The integration of Joyful Literacy emphasizes play-based, language-rich instruction that supports emergent reading, writing, and communication skills in authentic and meaningful ways. 

Aligned with the goals of IEEEP, this initiative supports programs in expanding access to inclusive settings by equipping educators with practical strategies for universal design for learning (UDL) and collaborative teaming with families and specialists. Participants will explore how to intentionally design instruction and environments that honor children’s identities, strengths, and developmental variability. 

Key focus areas include: 

·       Creating joyful, engaging literacy experiences grounded in play and inquiry 

·       Implementing inclusive practices that support participation and belonging for all children 

·       Using strategies for universal design for learning (UDL) and collaborative teaming with families, general education, special education, and related service providers to support children’s learning and development 

By combining the strengths of Joyful Literacy with the vision of inclusive early education, this statewide effort seeks to build educator capacity, expand access to high-quality inclusive programs, and ensure every young learner thrives in a welcoming and empowering environment. 

This statewide professional learning opportunity is funded by CDE, facilitated by the Sacramento County Office of Education Early Learning Department and hosted by Ventura County Office of Education. 

For questions and additional information, please email IEEEP@scoe.net. 

Dates:  Thursday, 3/25/2027 (Mather Room); Friday, 3/26/2027 (Mather Room); 3/27/2027 (Conference Center) 

3/25/2027 and 3/26/2027

Sacramento County Office of Education 

Mather Room 

10474 Mather Boulevard 

Mather, CA 95655 

3/27/2027 

Sacramento County Office of Education Conference Center 

3661 Whitehead Street, Suite 100 

Mather, CA 95655 

Time:        8:30 AM - 3:30 PM (breakfast provided at 8:00 AM) 

Capacity:   30 

Cost:           No cost to attend. Limited spaces. 

Materials:  Receive children’s books and all materials at no cost 

The Training of Trainers (TOT) institute brings together the principles of the Inclusive Early Education Expansion Program (IEEEP) and Joyful Literacy to strengthen equitable, inclusive, engaging, and developmentally appropriate practices in early learning environments. Designed for administrators, and support staff serving preschool teachers, this initiative centers on fostering joyful, inclusive, and culturally responsive learning experiences for all children—particularly those with disabilities and diverse learning needs. 

Through a series of interactive activities, coaching and collaborative learning opportunities embedded in the professional learning sessions, participants will deepen their understanding of how to implement literacy-rich environments for reschool teachers that inspire curiosity, creativity, and a love of learning, while also embedding inclusive practices that ensure every child has access to high-quality early education. The integration of Joyful Literacy emphasizes play-based, language-rich instruction that supports emergent reading, writing, and communication skills in authentic and meaningful ways. 

Aligned with the goals of IEEEP, this initiative supports programs in expanding access to inclusive settings by equipping trainers with practical strategies to support preschool teachers in implementing universal design for learning (UDL) and collaborative teaming with families and specialists. Participants will explore how to support educators in intentionally design instruction and environments that honor children’s identities, strengths, and developmental variability. 

Key focus areas include supporting preschool teachers to – 

·       create joyful, engaging literacy experiences grounded in play and inquiry 

·       implement inclusive practices that support participation and belonging for all children 

·       Use strategies for universal design for learning (UDL) and collaborative teaming with families, general education, special education, and related service providers to support children’s learning and development 

By combining the strengths of Joyful Literacy with the vision of inclusive early education, this statewide effort seeks to provide trainers with the skills and knowledge to build educator capacity, expand access to high-quality inclusive programs, and ensure every young learner thrives in a welcoming and empowering environment. 

This statewide Training of Trainers opportunity, funded by CDE, is hosted and  facilitated by the Sacramento County Office of Education Early Learning Department. 

**Note: You may only register for one Institute in the 2026-27 year.

For questions and additional information, please email IEEEP@scoe.net. 

Dates:             Three Saturdays: 10/3/2026; 11/14/2026; 1/30/2027 (In-person) 8:30am-3:30pm   (Breakfast provided at 8:00 AM) 

                         3/4/2027 Virtual (6:00pm-7:30pm)  

Location:         Solano County Office of Education 

                         5100 Business Center Dr. 

                          Fairfield, CA 94534 

Stipends:         $300 stipend available for staff supporting California State Preschool Program (CSPP) Programs attending all sessions (no partial stipends)

Capacity:        60 

Cost:               No cost to attend. Limited spaces. 

Materials:       Receive children’s books and all materials at no cost 

The institute brings together the principles of the Inclusive Early Education Expansion Program (IEEEP) and Joyful Literacy to strengthen equitable, inclusive, engaging, and developmentally appropriate practices in early learning environments. Designed for preschool educators, administrators, and support staff serving three- and four-year-olds, this initiative centers on fostering joyful, inclusive, and culturally responsive learning experiences for all children—particularly those with disabilities and diverse learning needs. 

Through a series of interactive activities, coaching and collaborative learning opportunities embedded in the professional learning sessions, participants will deepen their understanding of how to create literacy-rich environments that inspire curiosity, creativity, and a love of learning, while also embedding inclusive practices that ensure every child has access to high-quality early education. The integration of Joyful Literacy emphasizes play-based, language-rich instruction that supports emergent reading, writing, and communication skills in authentic and meaningful ways. 

Aligned with the goals of IEEEP, this initiative supports programs in expanding access to inclusive settings by equipping educators with practical strategies for universal design for learning (UDL) and collaborative teaming with families and specialists. Participants will explore how to intentionally design instruction and environments that honor children’s identities, strengths, and developmental variability. 

Key focus areas include: 

·       Creating joyful, engaging literacy experiences grounded in play and inquiry 

·       Implementing inclusive practices that support participation and belonging for all children 

·       Using strategies for universal design for learning (UDL) and collaborative teaming with families, general education, special education, and related service providers to support children’s learning and development 

By combining the strengths of Joyful Literacy with the vision of inclusive early education, this statewide effort seeks to build educator capacity, expand access to high-quality inclusive programs, and ensure every young learner thrives in a welcoming and empowering environment. 

This statewide professional learning opportunity is funded by CDE, facilitated by the Sacramento County Office of Education Early Learning Department and hosted by Solano County Office of Education. 

For questions and additional information, please email IEEEP@scoe.net. 

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

Literacy Coaches/Reading Specialists/Interventionists/Literacy Lead Teachers will collaborate across four sessions a year facilitated by LCRSET Hub Leads to hone their literacy content knowledge and coaching skills. These sessions will provide opportunities for participants to support their sites with the implementation and monitoring of their Literacy Plan goals and actions.

Coaches/Reading Specialists/Interventionists/Literacy Lead Teachers will explore practices tailored to address the unique needs of different contexts. There will be ample time for sharing successes, collectively solving problems of practice, and networking with peers. Through this dynamic and enriching professional development experience, Coaches/Reading Specialists/Interventionists/Literacy Lead Teachers will deepen their expertise, develop strategies, and acquire specific tools to effectively guide their school sites in achieving their literacy objectives. The collaborative nature of the sessions, including opportunities for networking, will foster the exchange of ideas and collective problem-solving to drive continuous improvement in support of student literacy growth.

Who: Literacy & Dual Language Coaches/Reading Specialists/Interventionists/Literacy Lead Teachers, and/or Designee. Administrators are also welcome to attend.

Dates: 

October 5, 2026

December 14, 2026

February 2, 2027

April 5, 2027

Time: 3:00pm - 5:00pm

Date: October 22, 2026

Time: 3:00pm - 5:00pm

This four-part professional development series is focused on the literacy leadership fundamentals for supporting the coaching and teaching of reading. Administrators will gain practical strategies and tools for leaders to foster conditions for success and drive continuous improvement in reading and literacy outcomes, especially for EL/ML, at their school sites. This knowledge will empower participants to better support their literacy teams in achieving the goals outlined in the LCRSET Literacy Plan.

Who: LCRS LEA/Site Administrators and Grant Leads. 

Dates:

September 8, 2026 (Cohort 1&2 ONLY)

November 3, 2026

January 12, 2027

March 2, 2027

Time: 9:00 am - 10:30 am

Date: April 20, 2027

Time: 3:00pm - 5:00pm

Join us to wrap up the year, reflect, and celebrate! 

Literacy Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, or Designees from LCRS Sites across the state will come together to

• Celebrate coaching skills

• Review literacy content 

• Plan for the year ahead

Who: LCRS Literacy & Dual Language Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, or Designees.

Date: May 20, 2027

Time: 9:00am - 3:00pm

We invite all new and returning LCRS LEA/site Administrators, Grant Leads, and/or Designees to join us in September for a leadership session focused on setting up for success in the LCRSET Grant. Learn from an experienced Principal and Coach team who will share their story and the conditions they set up for their site to be successful to make the move to Science of Reading. Their culture and practices include evidence-based curriculum, instruction, and assessment, collaboration, and data dives.

At the December session, administrators will receive a preview of the California Reading and Literature Project's Signature Course Results: Foundational skills for teaching word recognition and fluency. By the end of the session, administrators will gain an overview of the content that their Literacy & Dual Language Coaches will be learning throughout the year.

Who: Site and LEA Administrators, Grant Leads, and/or Designees. Principal/ Coach teams are also encouraged to attend.

Date: December 9, 2026

Times: (Please choose one)  9:00am - 10:30 am OR 3:30pm - 5:00pm

The CA Reading and Literature Project’s Signature Course Results: Foundational skills for teaching word recognition and fluency  is designed specifically for LCRSET Coaches and Reading Specialists. The Results program offers an in-depth understanding of the four major components of reading foundational skills: print concepts, phonological awareness, word recognition, and fluency. Grounded in current research, Results teaches best practices in reading instruction, provides routines that will help students master Common Core State Standards, and offers assessments for determining students' reading proficiency. The Results program is taught by current classroom teachers who have demonstrated success in their classrooms and have been trained in the Results approach to literacy.

Over four sessions, we will unpack and learn:

• Best practices in early reading instruction.

• Instructional routines for teaching reading at your grade level.

• How to assess and measure your students' growth in reading.

• Specialized knowledge to support your work with students from underserved communities.

Who: LCRS Literacy & Dual Language Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, or Designees

Dates: 

January 27, 2027

February 10, 2027

March 10, 2027

April 7, 2027

Time: 8:30am - 3:30pm

The CA Reading and Literature Project’s Signature Course Results for Reading Comprehension is designed specifically for LCRSET

Literacy Coaches/ Reading Specialists/ Interventionists/ Literacy Lead

Teachers, or Designees. Over four sessions we will unpack and learn:

• Instructional strategies and routines to help all students better comprehend complex texts, with an emphasis on those students historically underserved by California schools.

• Comprehensive literacy framework that identifies the specific factors that affect overall literacy and oracy, with an emphasis on applying these factors to effective reading comprehension instruction and intervention.

• Motivational and engagement strategies that help students to successfully and independently comprehend complex text in all content areas.

• Strategies for differentiation to facilitate comprehension of core content texts for multilingual learners across levels of English language proficiency (Integrated ELD)

Who: LCRS Literacy & Dual Language Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, or Designees.

Dates: 

September 24, 2026

November 19, 2026

January 21, 2027

March 18, 2027

Time: 8:30am – 3:30pm

The CA Reading and Literature Project’s Signature Course Results for Reading Comprehension is designed specifically for LCRSET

Literacy Coaches/ Reading Specialists/ Interventionists/ Literacy Lead

Teachers, or Designees. Over four sessions we will unpack and learn:

• Instructional strategies and routines to help all students better comprehend complex texts, with an emphasis on those students historically underserved by California schools.

• Comprehensive literacy framework that identifies the specific factors that affect overall literacy and oracy, with an emphasis on applying these factors to effective reading comprehension instruction and intervention.

• Motivational and engagement strategies that help students to successfully and independently comprehend complex text in all content areas.

• Strategies for differentiation to facilitate comprehension of core content texts for multilingual learners across levels of English language proficiency (Integrated ELD)

Who: LCRS Literacy & Dual Language Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, or Designees.

Dates: 

September 22, 2026

November 17, 2026

January 19, 2027

March 16, 2027

Time: 8:30am – 3:30pm

The CA Reading and Literature Project’s Signature Course Results for Reading Comprehension is designed specifically for LCRSET

Literacy Coaches/ Reading Specialists/ Interventionists/ Literacy Lead.

Teachers, or Designees. Over four sessions we will unpack and learn:

• Instructional strategies and routines to help all students better comprehend complex texts, with an emphasis on those students historically underserved by California schools.

• Comprehensive literacy framework that identifies the specific factors that affect overall literacy and oracy, with an emphasis on applying these factors to effective reading comprehension instruction and intervention.

• Motivational and engagement strategies that help students to successfully and independently comprehend complex text in all content areas.

• Strategies for differentiation to facilitate comprehension of core content texts for multilingual learners across levels of English language proficiency (Integrated ELD)

Who: LCRS Literacy & Dual Language Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, or Designees.

Dates: 

September 23, 2026

November 18, 2026

January 20, 2027

March 17, 2027

Time: 8:30am – 3:30pm