Professional Learning
Registration System

Improve students' high school graduation rates and grades by transforming student experiences with CORE’s Breakthrough Success Community (BTSC). Co-facilitated by SCOE & the CORE Districts, BTSC schools and districts collaborate to produce breakthrough improvement.

Who Should Attend: Site Leadership, District Administrators, Counselors, 9th Grade Teacher Team

*Please note location of training (FCUSD/Cordova Lane)

(Light) breakfast & lunch will be provided.  Please contact kholm@scoe.net with any requests/accommodations.

Join us for our first 2-day in-person Community of Transformative Practice for the 2026-2027 year. A detailed agenda will be available before the convening. 

Day 1 l 8:30am -3:30pm

Day 2 l 8:30am-3:30pm

*Breakfast will be served from 8:30-9:00am, lunch will be provided. 

Join us for the Career Technical Education (CTE) Administrator Community of Practice meetings, where leaders in education from across the Sacramento region convene to exchange innovative ideas, share best practices, and collaborate on shaping the future of CTE programs.

Tuesday, September 8, 2026
11:00 AM - 3:00 PM | MOSAC

Monday, October 5, 2026 (Data Quality Workshop)
9:00 AM - 12:00 PM | SCOE Conference Center
 
Thursday, November 5, 2026 (Advisory Meeting)
8:30 - 10:30 AM | SCOE Mather Room

February 2027 (District Site Visit)

April 13, 2027 (Advisory Meeting)
8:30 - 10:30 AM | TBD

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.

California's reclassification landscape is in motion. The four state criteria still anchor local policy, three of them locally determined, while proposals to simplify those criteria continue to move through the Legislature. This series invites program administrators to steady their systems amidst that movement: to align local policy with current guidance, to build assessment practices teachers can act on, and to keep students who are at risk of becoming Long-Term English Learners (LTELs), as well as current LTELs, visible in the data. By examining reclassification pathways, ELD progress monitoring, and instructional decision-making, leaders can identify barriers earlier, strengthen supports, and create more equitable opportunities for multilingual learners to achieve English proficiency and academic success.

August 18 · In Person at SCOE

 Reclassification in a Shifting Policy Landscape

Reclassification is one of the few decisions where policy, assessment, and a student's daily experience of school converge. This working session brings administrators together with their own data to examine where local practice and state guidance meet, and where they don't. Participants will analyze reclassification trends, identify students at risk of LTEL status, examine outcomes for EL students, and explore system-level actions that can accelerate student progress. Facilitated with time reserved for collaborative problem-solving across districts.

Time: 9:00 a.m. - 3:30 p.m.

September 15 · Virtual

 From Data to Daily Practice: ELD Monitoring Structures and Formative Assessment | Part 1

This session turns to the evidence teachers generate in the course of instruction and to the structures that let educators see it in time to act. Participants will explore ELD progress monitoring practices, formative assessment strategies, and data routines that help identify multilingual learners who may be at risk of LTEL status before gaps become entrenched.

Time: 9:00 a.m. - 11:30 a.m.

October 13 · Virtual, EL Data 

 From Data to Daily Practice: ELD Monitoring Structures and Formative Assessment |Part 2 

Building on Part 1, this session focuses on intentional teacher moves, instructional planning, and intervention structures that address the unique strengths and needs of At-Risk LTEL and LTEL students. Participants will examine how ELD implementation, language-rich instruction, and strategic progress monitoring can support stronger language growth and improve reclassification outcomes.

Time: 9:00 a.m. - 11:30 a.m.

Let's work together to unlock the potential of California's Multilingual-English Learners to receive the support, instruction, and opportunities they need to thrive.

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. 

In this 5-part series will cover the following topics:

Thursday, October 1, 2026; STEAM: What, Why, How - Participants will connect with one another and begin building a strong foundation for ongoing collaboration and professional growth. We will explore the what, why, and how of STEAM , and learn practical everyday strategies for incorporation STEAM into engaging activities. Location: SCOE Room A

Thursday, December 3, 2026; Planning for STEAM - In this fun engaging session, participants will dive deeper into planning for STEAM through an interactive centers-based experience that models how centers can be used in ExL settings. Location: SCOE Room A

Thursday, February 18, 2027; Engineering - In this hands-on session, participants will explore all things engineering and discover how to bring the engineering design process to life in ExL settings. Come build your knowledge, confidence, and capacity to facilitate meaningful engineering challenges that encourage creativity, problem-solving, collaboration, and critical thinking. Location SCOE Conference Center

Thursday, April 22, 2027; Environmental Literacy - Environmental literacy and climate science is an important part of CA science standard, & ExL programs are the perfect space for students to explore and expand their knowledge. Come build your capacity around environment and climate, and explore how we can use nature as a classroom. Location: TBD

Thursday, May 13, 2027; Physics with iFLY! - In our final session, participants will take their STEAM learning to new heights at iFLY! Location: iFLY in Roseville  ***NOTE, you MUST attend a minimum of 2 other sessions to be eligible to participate.

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. 

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

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: 9:00 am - 10:30 am

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

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

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

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

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

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

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

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

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

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 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