Navigating state and federal program requirements can be complex! To support your work and keep you informed, SCOE offers the State and Federal Programs Network.

These virtual sessions are designed to serve as a collaborative space for both district and charter leaders. Sample topics include:

• Timely Regulatory & Funding Updates: Key guidance regarding Title programs, LCAP alignment, grant management, and compliance timelines.
• Peer Collaboration: Dedicated time to share effective practices, resources, and strategies across districts and charter schools.
• Q&A & Direct Technical Assistance: Live opportunities to clarify guidance, address common compliance questions, and request focused support.

Meetings are held via Zoom the week following the CDE State and Federal Directors meeting. A calendar invite and Zoom link will be shared upon registration.

The Parent Café Host Community of Practice (CoP) is a supportive, collaborative space designed for Parent Café hosts to connect, share strategies, and build their leadership skills. Grounded in the core agreements of mutual respect, active listening, and non-judgmental support, the CoP provides peer inspiration and continuous learning to help Hosts effectively strengthen their Parent Cafe teams and support the families in their communities. Participants engage in interactive activities—such as community conversations and team-building exercises around key operational areas like coordination, outreach, and logistics—to foster deep social connections, refine their hosting practices, and expand their local community networks.

*Please note, this CoP is open to certified Parent Café Hosts. If you are interested in becoming a certified Parent Café  Host, please contact earlylearning@scoe.net.

Session Focus:

•Discuss the purpose of the Responsive Early Education for Young Children and Families Experiencing Homelessness publication through reading and discussion.

•Explore the various definitions of homelessness.

•Discover the diversity of families experiencing homelessness and practice critical reflection.

•Identify specific teaching strategies in communication and classroom practice to support young children and families experiencing homelessness.

The Capital Regional Assessment Network (CRAN) is more than just a meeting—it’s a vibrant community of assessment and accountability professionals from across the 14-county Capital Central Foothill Area Consortium (CCFAC) and beyond.

Led by the Sacramento and Placer County Offices of Education—with support from COE partners and local educational agencies (LEAs)—CRAN brings together smart minds, shared challenges, and fresh ideas.

Each meeting is a chance to learn, laugh, and connect. Whether you're troubleshooting tricky testing logistics or celebrating a new data dashboard, CRAN is the place to bring your questions, swap stories, and spark ideas with fellow coordinators. Come for the updates, stay for the camaraderie—and leave with tools, insights, and maybe even a few new friends.

• All meetings are at SCOE.
• Each meeting begins with a bring-your-own Networking Lunch from 12-1 PM.
• Meetings run from 1:00 PM to 3:30 PM. 
• This community meets six times a year.

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.

Module 3 Focus:

• Discuss the importance of culturally responsive practice as a foundation for working with Boys of Color

• Introduce suggestions for arranging environments to support Boys of Color learning preferences

• Acknowledge external stressors and the importance of implementing trauma-informed practices

• Provide guidance for directors and program administrators including the need to develop transparent behavior plans

• Describe realistic timelines for program leaders and administrators

Chill Skills: Teaching Our Children to Manage Big Emotions
A Pyramid Model Workshop for Early Childhood Educators

Big feelings can be overwhelming for young children — and for the adults supporting them. Learning to calm down and manage strong emotions is a critical life skill. This workshop helps educators teach and model self-regulation strategies, using Tucker Turtle resources and other calming activities to support children in developing the skills they need to cope with stress and frustration.

This is a practice-based workshop with a hands-on structure:

• 45-Minute Interactive Presentation — Explore evidence-based strategies for teaching calming techniques, supporting children through intense emotions, and embedding Tucker Turtle practices into daily routines.

• 15-Minute Video Reflection — Watch examples of calming strategies in action and reflect on what makes them effective.

• 60-Minute Tinker and Take — Create calming toolkits, Tucker Turtle visuals, and classroom materials to help children practice their chill skills.

You’ll leave with:

• A deeper understanding of why self-regulation is essential for children’s emotional well-being and learning.

• Practical strategies to guide children through strong emotions with calm, supportive responses.

• Ready-to-use visuals, calming tools, and Tucker Turtle resources you can bring to your classroom right away.

Dates:  Thursday, 3/25/2027 (Mather Room); Friday, 3/26/2027 (Mather Room); Saturday, 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. 

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 5

Date: 4/29/27

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

Based on The 6 Types of Working Genius, this session introduces a simple, practical framework for understanding how people naturally contribute to work. Participants will learn about the 6 geniuses, complete a self-evaluation to identify their own working geniuses, then explore the strengths of each type and how they show up across different phases of a project.

You’ll leave with a clearer understanding of your own strengths, greater appreciation for how others contribute, and practical ideas for assigning tasks based on team strengths.

Module 4 Focus:

• Describe the limitations of the traditional approaches to parent education that have positioned families of color through deficit and led to distrust of educational institutions. (We share data and reflection questions to dispel common stereotypes and myths about families of color.)

• Introduce a strength-based framework for family engagement.

• Describe effective strategies for building respectful, responsive, and reciprocal relationships with families of color and early childhood teachers and staff, including an emphasis on the importance of involving fathers.

This professional learning experience will support participants in integrating NGSS and inquiry-based learning into outdoor education by analyzing strategies that align science instruction with meaningful outdoor experiences. Educators will develop activities that foster student engagement with nature through observation, discussion, and reflection, while also exploring how AI-powered tools can enhance outdoor learning by supporting inquiry and deepening connections to the local environment.

This session is being offered under the California Regional Environmental Education Community (CREEC) North Hub Grant from CDE. 

April 3, 2027

David P. Meaney Education Center 

10474 Mather Blvd. 

Mather CA 95655

Room C

9:00 AM- 3:30 PM 

Looking for targeted, hands-on PD? Join our CPE/STEAM Workshops on art in STEAM, designed for all early childhood educators (center-based, family child care, Head Start, FFN).

This 2-Hour In-Person Workshop Includes:

• Interactive presentation on a STEAM topic

• Real classroom video + reflection

• Hands-on Tinker and Take session

• Tools you can use right away

• Aligned with CA Preschool Learning Foundations (PTKLF)

A gathering of practitioners to share, discuss, ask questions, network about all things Building Thinking Classrooms.

Additional Meeting Information
Time: 8:30 a.m. - 3:30 p.m.

Included: Light Breakfast Snack & Lunch

ONLY if you register at least a week in advance
Cost: $50.00

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.

OUTCOMES:

• Review the Visual and Performing Arts domain for children aged three to five-and-a-half years.

• Build an understanding of the Visual and Performing Arts 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 visual and performing arts.

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.

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.

In this training, participants will explore the data requirements associated with each stage of a student's Special Education transition. Topics include transitions from an Individualized Family Service Plan (IFSP) to a student's first Individualized Education Program (IEP), from preschool to school-age services, and from high school to postsecondary transition planning. Participants will review program settings, CALPADS reporting requirements, and SEIS searches used to monitor key transition timelines and support data accuracy and compliance.

 Educators will gain a broad perspective of the role of the brain, nervous system, and hormones in reacting to stressors, for both young people and adults. Participants will explore the various ways stress affects our physical health, emotional well-being, and cognitive function, recognizing the importance of social and emotional learning for students, families, and educators.