Professional Learning
Registration System

Description: This training includes vetted tools and resources, evidence-based strategies, and a like-minded network!

Time: 3:30 PM – 5:30 PM

Thursdays: August 20, 2026, September 24, 2026, October 15, 2026, November 19, 2026, December 10, 2026, January 21, 2027, Feb 18, 2027, March 18, 2027, April 15, 2027, May 20, 2027

Our Aim:

·        - Build educator knowledge on the research behind what works for ensuring student literacy proficiency

·       -  Center knowledge on the Simple View of Reading and Scarborough’s Reading Rope

·       -  Hone Tier 1 and Tier 2 literacy instructional practices to get all students reading

Who should Attend:

·         6-12 Educators

·         Instructional Coaches

·         TOSAs

·         Administrators

·         District-level personnel.

Two university credits for $100 are available through the University of LaVerne upon course completion. Attendance and course requirements will be tracked.

Cost: $300 Per Participant. Pay during registration. Registration closes August 17, 2026.

Refund if cancellation is 1 week prior to day 1. After the series begins, no refunds will be issued.

For registration questions, please contact Lauren Werner at Lwerner@scoe.net

For content questions, please contact Christine Anderson at Canderson@scoe.net

Brought to you by the Sacramento County Office of Education, the Los Angeles County Office of Education, and Sacramento County READS.

Who Should Attend

All members of the District Adoption Leadership Teams are invited to all sessions. Given the capacity of teacher leaders and the cost for substitutes, we understand if they can only attend the virtual sessions.

Pilot Planning Session (August 17, 2026 @ Conference Center)

During this full-day, in-person session facilitated by UnboundEd, hosted by SCOE, Adoption Leadership Teams will refine the purpose and goals of their instructional materials pilot, solidify meaningful survey and feedback tools, and plan supports for educators throughout the piloting process. District teams will collaborate across districts to share lessons learned and identify best practices for effective piloting. Teams will leave with a clear plan for how pilot data and shareholder feedback will be analyzed and used to inform final materials selection decisions.

Session Objectives

Participants will:

• Refine and clarify the purpose and goals of their instructional materials pilot.

• Solidify aligned survey questions and feedback tools to gather meaningful shareholder input.

• Plan educator and leadership supports needed for successful pilot implementation.

• Collaborate across districts to identify and share effective piloting practices.

• Determine how pilot evidence and shareholder feedback will be analyzed and used to inform final instructional materials selection decisions.

• Leave with a clear and actionable pilot plan, including timelines, roles, and next steps.

Virtual COP Check ins (September 16, 2026 and October 19, 2026 - Zoom link will be emailed)

• Allow districts to share successes and challenges in the process

• Opportunity to ask questions about next steps and/or best practices

• Collaboration time with folks outside your district to exchange learnings. 

• Can serve as a status check in the bigger process. 

Pilot Wrap Session (November 10, 2026 @ SCOE Main Building - Mather Room) 

During this full-day, in-person session facilitated by UnboundEd, hosted by SCOE, Adoption Leadership Teams will explore best practices for organizing and synthesizing pilot and adoption data in preparation for final decision-making. Teams will plan for consensus-building conversations, prepare for Board/CMO presentations, and begin developing implementation plans grounded in the six conditions for successful implementation. Throughout the day, districts will have opportunities to collaborate across districts, refine their pilot wrap-up and decision making process, and learn from one another’s approaches to supporting a strong launch of new instructional materials in the following school year.

Session Objectives

Participants will:

• Learn best practices for organizing and synthesizing pilot and adoption data.

• Prepare for final consensus-building and decision-making conversations.

• Develop plans and key messages for Board/CMO presentations and recommendations.

• Begin planning for successful implementation using the six conditions. 

• Collaborate across districts to refine pilot wrap-up processes and learn from peer approaches.

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

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.

Join us for monthly virtual sessions with John Friedrich and Van Lay to allow teachers to collaborate and share experiences.  Each 45-minute session will give teachers an opportunity to learn the latest research from Peter Liljedahl and his team, discuss challenges and successes with grade-level breakout groups, and engage with an aspect of the California Mathematics Framework.

We are offering 10 sessions for you to choose from - attend them all or a few.

The SCOE Community Schools Initiative team designs and facilitates a monthly community of practice focused on the Community Schools Forward Framework to support the planning and implementation of community schools. The Community of Practice (CoP) is an opportunity to build community, highlight  right spots, bring forward problems of practice, receive transformational assistance, share resources, and learn about statewide updates.

Recommended for Sacramento County educators, including principals, teachers, paraeducators, coordinator, and district leaders.

Virtual Sessions from 9am-10am

• 9/2 (Virtual)
• 10/28 (In-person)*
• 11/18 (Virtual)
• 1/27 (In-person)*
• 2/17 (Virtual)
• 3/17(Virtual),
• 4/21 (Virtual)
• 5/19 (In-person)*

*In-Person Micro-Visits from 9am-11am and will have separate registration links for each in-person session. 

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.

Professional Learning in the Science of Reading

California READS (CA READS) is a TK–6 literacy professional learning program that builds capacity among certificated and classified TK–6 educators to implement evidence-based, standards-aligned literacy instruction for all learners, with an emphasis on English learners, students with reading difficulties, and students with or at risk for dyslexia.

What you can expect from CA READS:

• 12-module series (each module is 2.5 hours)

• 1 hour pre- and post-assessment

• 33 hours of synchronous learning

• 6 hours of asynchronous “Give It a Try!” activities

• Approximately 40 total hours of professional learning

• Digital badges through Credly, the digital badging system, are awarded upon completion

What we expect from participants:

• Attendance at all virtual synchronous sessions

• Completion of asynchronous “Give It a Try!” activities

• Participation in pre- and post-assessments

Cost:
The total cost is $500 per participant for the full year-long series. This includes facilitation, materials, and access to aligned instructional resources. 

**If you have already taken Getting Reading Right for the 2025-2026 school year with the Sacramento County Office of Education, please reach out to lwerner@scoe.net for a separate registration process and a $200.00 discount.

Space is limited. Participants will be accepted in the order registrations are received.

A zoom link will be sent to your registration email a week before the session.

Dates: September 2, 2026, September 23, 2026, October 21, 2026, November 18, 2026, December 16, 2026, January 20, 2027, February 17, 2027, March 17, 2027, March 31, 2027, April 21, 2027, May 5, 2027, May 19, 2027, May 26, 2027

Registration Questions? Contact Lauren Werner at lwerner@scoe.net

Content Questions: Stephanie Dobkin at sdobkin@scoe.net

Session Focus:

• Discover the purpose of this publication The Powerful Role of Play in Education through reading and discussion.

• Explore the research-based connections between play and learning through group activities and readings.

• Experience the benefits and debunk common myths about play and learning.

• Consider planning opportunities for individualization and scaffolding within the reflective planning cycle.

We invite all new and returning LCRS LEA/site Administrators, Grant Leads, and/or Designees to this Literacy 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.

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

When: 

September 3, 2026 

3:30pm - 5:00pm

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

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

The 2026-2027 Transitional Kindergarten/Kindergarten Educator Network Cohort serves as a professional learning community where educators collaborate to strengthen literacy instruction, share effective teaching strategies, and exchange high-quality resources. The network supports teachers in meeting the academic and social-emotional needs of young learners, with an emphasis on building strong foundational literacy skills through shared expertise and ongoing dialogue.

Session Fascilitators: Kou Vang, Deirdre Marsh-Girardi, and Steven Hicks.

Date: September 8, 2026

Time: 3:00PM - 4:30PM

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

In education, change is constant. This interactive session helps employees explore how to adapt and stay resilient when “the cheese moves.”  Drawing on the principles from Who Moved My Cheese? by Dr. Spencer Johnson, participants will reflect on their own responses to change, share stories with colleagues, and discover ways to lead with optimism, flexibility, and purpose even when times are uncertain.

Participants will engage in reflection activities, team discussions, and a group puzzle challenge to strengthen adaptability, problem-solving, and collaboration skills.

Join us for our first in-person Community of Transformative Practice for the 2026-2027 year - kicking off the 2026 CA Community Schools EMPOWER Summit. A detailed agenda will be available before the convening. Save the date and see you soon! 

Breakfast and lunch will be provided—please indicate if you have any dietary restrictions.

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

Noticing What Matters: Positive Feedback that Builds Up
A Pyramid Model Workshop for Early Childhood Educators

•       Focuses on using Positive Descriptive Feedback (PDF) in playful, practical ways to show children what they did right, why it matters, and how it connects to classroom expectations.

•       Highlights how descriptive feedback is more powerful than generic praise and how it strengthens skills, relationships, and confidence.

Follows a 3-part structure:

•       45-Minute Interactive Presentation — Fun strategies and examples for noticing, describing, and reinforcing positive behaviors.

•       15-Minute Video Reflection — Real-world clips of Positive Descriptive Feedback in action with guided discussion.

•       55-Minute Tinker and Take — Hands-on practice where you’ll create ready-to-use feedback prompts, visuals, and classroom reminders.

Emphasizes cultural responsiveness, intentional language, and equitable use of feedback across all children.

You’ll leave with fresh ideas, easy tools, and strategies you can try the very next day in your classroom.

Includes adaptable activities and supports for all early learning settings—centers, family child care, Head Start, and FFN.

Designed for current and aspiring LEA administrative designees, this training provides a practical understanding of the administrative designee's role before, during, and after the IEP meeting. Participants will assess their readiness and learn strategies to facilitate legally compliant, collaborative, and student-centered IEP meetings. Grounded in IDEA and aligned with California Education Code, the training strengthens both the technical knowledge and leadership skills needed to serve effectively as an LEA representative. 

Presented by Heather Edwards, Attorney at Law

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

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. There is a prerequisite video to watch before attending and suggested data to bring to the sessions will be sent ahead of time.

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

Shine & Shadow: Illuminating STEAM Learning
A Practice-Based STEAM Workshop for Early Childhood Educators

Light and shadow capture children’s curiosity — from the glow of a flashlight to the dance of shadows on the wall. In this practice-based workshop, educators will explore playful ways to use light and shadow to spark investigation, storytelling, and problem-solving in young learners.

This interactive session follows our proven structure:

• 45-Minute Engaging Presentation — Discover how light and shadow support STEAM concepts such as observation, comparison, and creative expression.

• 15-Minute Video Reflection — Watch real-world examples of children experimenting with light and shadow, then reflect on what you notice.

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

You’ll leave with:

• A deeper understanding of how light and shadow build science, math, and creative thinking skills.

• Ready-to-use activities — from shadow drawing to colored light play to story-based light boxes.

• Materials and ideas to implement immediately in your classroom or program.

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.