Professional Learning
Registration System

This four-day series moves from the "what" of DLI structures to the "how" of high-quality biliteracy instruction and coaching.

Day 1: Strategic Cross-Linguistic Transfer

Intentional Instructional Moves for Phonetic and Semantic Connections

Day 2:  Writing Development through a Biliteracy Lens (K-6)

Addressing the "Other Side" of the Literacy Coin

 Day 3: Analyzing Biliteracy Trajectories

Interpreting Data to Strategically Plan Instruction

Day 4: Coaching in Dual Language Settings

Strengthening Instruction through Targeted Feedback

Who: LCRS Literacy & Dual Language Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, or Designees, educators interested in becoming literacy coaches and/or reading specialists, site administrators, EL Program Coordinators/ Directors, and Curriculum Directors supporting Spanish-English Dual Language Programs.

Dates: 

September 15, 2026

November 10, 2026

January 26, 2027

March 30, 2027

Time: 8:30am - 3:30pm

Join fellow Dual Language/ Bilingual/ Heritage schools that have received LCRS funds to strengthen biliteracy programs! Come together to learn, share, and enhance your programs as you connect with others.

Who: LCRS Literacy & Dual Language Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, or Designees, educators interested in becoming literacy coaches and/or reading specialists, site administrators, EL Program Coordinators/ Directors, and Curriculum Directors.

Dates: 

October 6, 2026

January 27, 2027

April 6, 2027

Time: 3:30pm - 4:30pm

The LCRSET Grant, in partnership with Glean Education, will be hosting a four-part Expert Webinar Series featuring Jim Knight, author of the books, The Impact Cycle, Better Conversations, and The Definitive Guide to Instructional Coaching.

**Please note you are registering for all four sessions in the series.

Who: LCRS Literacy & Dual Language Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, or Designees, educators interested in becoming literacy coaches and/or reading specialists, and site administrators. 

Dates: Thursdays

September 17, 2026

November 12, 2026

January 14, 2027

March 11, 2027

Time: 3:30pm - 4:30pm

Gather your Site Literacy Team (grant lead, site administrators, grade level representatives, literacy coaches, reading specialists) and join us for a three-part virtual series focused on writing your site Literacy Plan. Teams will engage in a root cause analysis and needs assessment using local data to collaboratively write the plan.

Each session will be followed by a Hub follow up meeting, please see your specific Regional Hub dates and registration links in the Regional Hub section.

Who: Site Literacy Teams. Teams include but are not limited to LCRS Grant Lead, Site Administrators, Grade Level Leads, Literacy & Biliteracy Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, Parents.

Dates: 

September 10, 2026

October 8, 2026

November 5, 2026

December 3, 2026

Time: 3:30pm - 5:00pm

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

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, 202

March 2, 2027

Time: 3:30 pm - 5:00 pm

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 9, 2026 (Cohort 1&2 ONLY)

November 4, 2026

January 13, 2027

March 3, 2027

Time: 3:30 pm - 5:00 pm

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 9, 2026 (Cohort 1&2 ONLY)

November 4, 2026

January 13, 2027

March 3, 2027

Time: 9:00 am - 10:30 am

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 a PDSA bootcamp to learn about the PDSA process.

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 & Biliteracy Coaches/ Reading Specialists/ Interventionists/ Literacy Lead Teachers, Parents

Date: May 4, 2027

Time: 3:30pm - 5:00pm

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

Following each Literacy Plan Writing session, Site Literacy Teams will have an opportunity to gather with other sites within their Regional Hub to work together and learn from each other as they prepare to write the Literacy Plan.

Who: Site Literacy Teams (grant lead, district office leadership, site administrators, grade level representatives, Literacy & Dual Language Coaches, reading specialists)

Dates: 

September 22, 2026

October 20, 2026

November 17, 2026

December 15, 2026

Time: 3:30pm - 4:30pm

Join us at the LCRSET 2026-2027 Spring Technical Assistance Session!

Topics include:   

• Overview of the LCRSET Grant

• Professional Learning plan and registration information

• LCRSET Incentive Plan + attendance expectations

• Literacy Plan Writing Boot Camp

• Annual Reporting Requirements

Who: LCRS Grant Leads, LEA/Site Administrators, Literacy & Dual Language Coaches, Reading Specialists, and Lead Teachers.

When (Choose one. Sessions Repeat): 

May 18, 2027

9:30am - 10:30am, or

3:30pm - 4:30pm

 Make every dollar count! Explore allowable uses of ELOP funding, strategic budgeting, braiding funding sources, and long-term sustainability planning. Review practical examples and leave with ideas to maximize resources while maintaining high-quality programming.

• 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.

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

This professional development session provides educators with a brave space to explore the intersection of social-emotional learning (SEL) and educational equity. Participants will shift the focus from student behavior to adult self-awareness, examining how personal identities and implicit biases shape school culture. By strengthening their own emotional intelligence, educators will learn to create more inclusive, culturally responsive environments where every student feels seen and valued.  

This professional development session provides educators with a brave space to explore the intersection of social-emotional learning (SEL) and educational equity. Participants will shift the focus from student behavior to adult self-awareness, examining how personal identities and implicit biases shape school culture. By strengthening their own emotional intelligence, educators will learn to create more inclusive, culturally responsive environments where every student feels seen and valued.

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

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.

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.