This is an open meeting for anyone interested in the Migrant Education Program.  Esta es una junta abierta para miembros de la comunidad. The Education Code (Sections 54444.4) establishes the work objectives for the Migrant Education Program parent council. The purpose of the Regional Council is to collaborate with the administration of Region 10 to:   a) Establish goals, objectives and priorities of the Migrant Education Program.    b) Develop policies related to regional activities and programs.   c) Review the annual assessments and needs and individualized educational plans.   d) Participate in advising on the selection, development, and reassignment of personnel in the migrant education program.   e) Actively participate in the planning and negotiation of program requests and service agreements in the region sec. 54441.1.   El Código de Educación (Secciones 54444.4) establece los objetivos de trabajo para el concilio de padres del Programa de Educación Migrante.  Así que el propósito del Concilio Regional es colaborar con la administración de la Región 10 para:   a)      Establecer las metas, objetivos y prioridades del Programa de Educación Migrante.   b)     Revisar las evaluaciones anuales y necesidades y actividades del programa para cada escuela y una revisión de los planes educativos individualizados.   c)       Participar en el asesoramiento sobre la selección, desarrollo y reasignación del personal del programa de educación migrante.   d)     Participar activamente en la planificación y negociación de las solicitudes del programa y acuerdos de servicios del distrito.

AM L PBIS Tier 2 Year 1 Day  ECW Conference Center B

AM V PBIS Tier 3 Day 2

Greetings Bellflower Educators! We are excited to support your learning about structured literacy and the science of reading research about how the brain learns to read, especially as it pertains to our older students! We'll drill down into the elements of effective Tier 1 reading instruction and look at both the research and practical strategies for teaching reading to upper-elementary and middle school students. Here are the dates and times:  Modules 1 & 2: August 26 (8:15 am-12:45 pm) Modules 3 & 4: September 30 (8:15 am-12:45 pm) Modules 5 & 6: October 21 (8:15 am-12:45 pm) Modules 7 & 8: November 18 (8:15 am-12:45 pm) Modules 9 & 10: December 2 (8:15 am-12:45 pm) LACOE does not discriminate against individuals on the basis of age, actual or perceived race, actual or perceived gender, ethnicity, national origin, religion, disability, or sexual orientation. LACOE complies with the Americans with Disabilities Act to ensure equal access to all qualified individuals with a disability. If you are disabled and require assistance in accessing this event, please contact Silvia Trinidad at Trinidad_silvia@lacoe.edu or the LACOE Title II Coordinator, Hugo Aceves, at Aceves_hugo@lacoe.edu.

We are looking forward to your participation in the Blues Program training. The training will be virtual on Wednesday, November 18, 2026 and December 9, 2026, from 8:30am - 12:30pm, for two four-hour training sessions. Your Zoom link for this training is listed below.  To have the best training experience, participants should log into the training from a computer (not an iPad or phone), and each participant should have their own device, not sharing with others – this allows us to take accurate attendance and see who is speaking.  Please Note:  The interactive Blues Program training prepares you to facilitate the program with fidelity.  All participants are required to be present and engaged with their cameras turned on.  zoom link: https://lacoe-edu.zoom.us/j/81723449277

Join us monthly to learn about how to build an effective Tier 1 reading program at your school. Learn about the science of reading research and how to design, monitor and sustain an evidenced-aligned reading program that gets every student reading. Meet other administrators who are doing the work and receive tools, strategies and resources for getting your reading program off the ground! LACOE does not discriminate against individuals on the basis of age, actual or perceived race, actual or perceived gender, ethnicity, national origin, religion, disability, or sexual orientation. LACOE complies with the Americans with Disabilities Act to ensure equal access to all qualified individuals with a disability. If you are disabled and require assistance in accessing this event, please contact Silvia Trinidad at Trinidad_silvia@lacoe.edu or the LACOE Title II Coordinator, Hugo Aceves, at Aceves_hugo@lacoe.edu.

Learn how to streamline your note-taking process, ensuring accuracy and efficiency, and elevate the quality of your CLASS observations. This session will equip you with strategies for capturing precise and detailed observations quickly. Faciliatated by Teachstone

What is Conscious Leadership? This training equips directors and leadership teams with the skills to create resilient staff, consistent systems, and supportive environments where educators, children, and families can thrive.   It means understanding the Brain State Model in your leadership. This is a series. You must commit to attend all of the following training dates In-Person: 9 a.m.-4:00 pm Oct. 28, 2026 Dec. 10, 2026     Feb. 17, 2027    March 10, 2027 April 16, 2027 April 28, 2027 **Virtual: 10am-Noon Nov. 18, 2026     Jan. 13, 2027 March 3, 2027 April 8, 2027

This session is for LACOE Staff Only. Through the 2026-2027 LACOE Canvas/Canva Workshop Series, users will receive in-depth support over Zoom. Instructors will go through the process step by step and answer your individual questions, equipping attendees with the knowledge to create comfortably and confidently in Canvas. If you are unable to attend, a recording of the workshop will be made available on the Series Home Page, linked below.

Head Start and Early Head Start programs are responsible to fully implement the performance standards set by the Department of Health and Human Services Administration for Children and Families to engage and support parents in their children’s education. At this VIRTUAL meeting, Family and Community Engagement (FCE) Coordinators will: Received current information and clarification of the health requirements and processes Have clear expectations of LACOE monitoring  Have a better understanding for Tier 1 monitoring Receive details related to the December 16, 2026 Father Engagement Conference  All HS/EHS FCE Coordinators are invited to register on or before: Monday November 16, 2026. All registrants will receive a confirmation email prior to the scheduled VIRTUAL meeting.

Session Summary This professional learning session explores the role of assessment within a comprehensive system designed to improve student outcomes. Participants will examine the purpose and use of formative and summative assessments, explore assessment cycles across instructional timeframes, and consider how universal screening, diagnostic, and progress-monitoring tools support data-informed decision-making. Through reflection and application, educators will strengthen their understanding of how assessment practices can be used to identify student needs, monitor growth, and guide instructional planning. Learning Objectives Develop an understanding of the components of a balanced and comprehensive assessment system, including the roles of formative and summative assessments in supporting teaching and learning. Explore short-, medium-, and long-cycle assessment practices and examine how different assessment types support instructional decision-making across classroom, school, and system levels. Examine the purpose and use of universal screening, diagnostic, and progress-monitoring assessments to identify student needs, monitor growth, and inform intervention planning in literacy and mathematics. https://canva.link/kb07i6ogy05xz3t  Accessibility and Accommodations Participants requiring accommodations, assistive technology, language support or other accessibility-related services are encouraged to contact the facilitator in advance of the session at laas@lacoe.edu Artificial Intelligence (AI) Guidance Please note that LACOE policy does not permit the use of external AI tools to attend meetings or take notes on behalf of participants. Media Notice Photographs and/or video recordings may be taken during this event. Participants who do not wish to be photographed or recorded should notify the facilitator upon arrival.

Long Beach USD Group 2- T1Y2 Day 2

LACOE Division of Special Education presents a 3-part professional learning series designed to strengthen the development and implementation of meaningful IEPs. Participants will explore writing strong present levels, implementing practical accommodations to maximize classroom inclusion, and facilitating authentic parent/guardian participation. Each application-focused session will provide practical strategies and tools that educators can immediately use. Attend one session or complete the full series to create IEPs that move beyond paperwork and guide meaningful practice throughout the year. Wednesday, October 28th 3-4pm Where the IEP Begins: Writing Present Levels That Drive Meaningful Goals and Services Strong present levels of academic achievement and functional performance provide the foundation for every major decision in an IEP. This session focuses on using current, relevant, and understandable data to clearly describe a student’s strengths, needs, baseline performance, and the educational impact of the disability. Participants will examine how well-written present levels connect logically to goals, accommodations, services, supports, and progress monitoring. Practical examples will help participants identify vague or incomplete statements and replace them with individualized descriptions that support defensible, educationally meaningful decisions. Wednesday, November 18th 3-4pm Practical Accommodations for Maximizing Inclusion  A student’s Least Restrictive Environment (LRE) is supported by the accommodations we put in place. In this professional learning session, we will explore practical, easy-to-implement accommodations that support attention, behavior, and academic access in the general education setting. We will focus on collaborative strategies between case managers and general education teachers to ensure supports are effective, sustainable, and promote student independence. Wednesday, December 9th 3-4pm From Invitation to Influence: Facilitating Meaningful Parent and Guardian Participation in the IEP Process Meaningful participation means ensuring that parents and guardians are not only present at an IEP meeting but are respected and engaged as essential members of the team. This session examines practices that promote transparency, understanding, collaboration, and shared decision-making before, during, and after the meeting. Participants will explore strategies for explaining complex information clearly, eliciting family input, responding thoughtfully to questions and concerns, and documenting the team’s consideration of parent perspectives. The session will also highlight ways to reduce barriers and build trust with families from diverse cultural, linguistic, and educational backgrounds. LACOE does not discriminate against individuals on the basis of age, actual or perceived race, actual or perceived gender, ethnicity, national origin, religion, disability, or sexual orientation. LACOE complies with the Americans with Disabilities Act to ensure equal access to all qualified individuals with a disability. If you are disabled and require assistance in accessing this event, please contact the LACOE Title II Coordinator at (562) 803-8297.

Our training and discussion will focus on the identification of Doubled-Up families and the complexities of the identification process.  We will navigate identificaiton markers of a doubled-up family while also determining if there are doubled-up families that are not McKinney-Vento eligible.  

Register and attend all 6 training sessions to receive a discounted rate* Dates(s) Training Session September 23 & 24 Peer Program Development 101 October 27 & 28 Peer Program - Restorative Justice Practices November 18 Peer Program - Beyond Differences January 13 and 14, 2027 Peer Program - Conflict Resolution March 31, 2027 Peer Program - Trauma Informed Resilience April 26, 2027 Peer Program - LGBTQIA+: Allyship in Action In partnership with Peer Advocates Training and Consulting, this 6- part learning experience is designed to build participants’ capacity to effectively engage and empower youth. Each session provides in-depth learning, skill development, and actionable tools to strengthen, and sustain meaningful youth engagement efforts. Participants enrolled in the full series will receive exclusive access to virtual Office Hours with the trainers throughout the year and a certificate of completion.

In this highly interactive workshop, you will explore culturally responsive concepts and topics related to working with a diverse student body. Participants will walk away with a deeper understanding of diversity, inclusion and cultural responsiveness, and how to respond with greater awareness to improve school culture, climate, and student achievement. This highly interactive training will focus on: Reflecting on your own life experiences and sharing these experiences with others in a safe, supportive and highly engaging environment Diversity, inclusion, micro-aggressions, unconscious bias, social identity groups, inter-sectionality, privilege, and next steps Practical tools for recognizing personal biases, engaging in courageous conversations, and creating more equitable and inclusive school communities

Restorative Practices: Building Belonging, Repairing Harm, and Strengthening Community The Restorative Practices Institute is a transformative three-day professional learning experience designed to strengthen educators' capacity to build inclusive, relationship-centered learning environments where every student and adult feels valued, connected, and supported. Through an inside-out approach grounded in Cultural Proficiency, participants explore how beliefs, assumptions, lived experiences, and mental models influence the ways we build relationships, respond to conflict, and create conditions for belonging. Participants examine how personal narratives and organizational systems shape school culture, discipline practices, and community engagement. By developing greater self-awareness and cultural responsiveness, participants learn how restorative practices can serve as a powerful framework for building trust, strengthening relationships, repairing harm, and creating equitable learning environments where all members of the community can thrive. Aligned with California's Local Control and Accountability Plan (LCAP) priorities, this institute supports efforts to: Increase student engagement, connectedness, and belonging Strengthen positive school climate and culture Reduce exclusionary discipline practices and strengthen relationship-centered responses Improve student wellbeing and social-emotional development Build culturally responsive and restorative school communities Strengthen family, community, and stakeholder engagement Advance equitable outcomes for historically underserved student groups Participants will leave with practical restorative tools, facilitation strategies, community-building structures, and implementation plans that can be immediately applied in classrooms, schools, leadership teams, and community settings. This learning experience is ideal for educators, administrators, counselors, student support staff, community school practitioners, and community partners committed to creating schools where relationships are at the center of learning and growth. Day 1: The Inside Journey: Examining Beliefs, Relationships, and Identity Participants begin by exploring the internal systems that shape how we engage with others. Through the lens of Cultural Proficiency, participants examine identity, bias, trust, assumptions, and the stories we tell ourselves about people and communities. Together, they explore how these narratives influence relationships, belonging, and our responses to conflict and harm. The day focuses on developing self-awareness and understanding how our internal beliefs impact the cultures we create. Day 2: Examining Systems: Building Community and Understanding Harm Participants shift from the individual to the collective, examining how school systems, policies, and practices can either strengthen connection or contribute to exclusion and harm. Through restorative and culturally proficient frameworks, participants explore the role of storytelling, empathy, and community voice in building stronger relationships across differences. Participants experience Community Circles firsthand and learn how restorative structures can foster trust, elevate marginalized voices, strengthen collective responsibility, and create pathways for addressing harm in meaningful ways. Day 3: Designing for Action: Implementing Restorative Practices for Sustainable Change Participants apply their learning to the design and implementation of restorative systems that support prevention, intervention, and repair. Through collaborative planning and problem-solving, participants explore how restorative practices can be embedded across multiple tiers of support, including proactive Community Circles, responsive Harm Circles, restorative conferences, and mediation processes. The institute concludes with action planning focused on creating sustainable systems that strengthen belonging, accountability, healing, and equity within schools and communities. Dates: November 17-18, 2026  Times: 8:30am-3:30pm  Location: TBD   

Students and caregivers receive hands-on assistance completing the FAFSA or CADAA. Participants also learn about CalKIDS, Chafee Grant, HOPE, scholarships and other financial aid opportunities that support postsecondary education and career training.

Termination training for interns to review and discuss strategies, tips, and clinical skills to implement in their work with students.   LACOE does not discriminate against individuals on the basis of age, actual or perceived race, actual or perceived gender, ethnicity, national origin, religion, disability, or sexual orientation. LACOE complies with the Americans with Disabilities Act to ensure equal access to all qualified individuals with a disability. If you are disabled and require assistance in accessing this event, please contact the LACOE Title II Coordinator at (562) 803-8297. 

How do you manage threats? What do you do? What are your district policies and procedures? What screener do you use to determine a threat level? Threat Screening training is a new LACOE training for the implementation of a threat screening process. It aligns with the requirements for threat notification and school safety planning. The training is relevant for all TK-12 schools and districts. The training will increase your capacity to build a threat screening process using a multidisciplinary team approach. Learn how to use the P.R.O.T.E.C.T. Response Framework, determine threat level, and develop and implement a student safety support plan. Participants will receive a Threat Screening Operational Guide and handouts

A hands-on train-the-trainer for school counselors and administrators to deliver WPDI’s Inner Spark high-school SEL curriculum. Participants learn to facilitate Inner Spark’s three modules—Understanding Me, Building Healthy Relationships, and Building Community—so students can develop resilience, manage stress and trauma, and serve as peer-to-peer mentors on their campuses. The session aligns with WPDI’s Domestic Harmonizer Program and prepares attendees to launch student leadership and peer-support efforts that complement schoolwide SEL and peer mediation initiatives. LACOE does not discriminate against individuals on the basis of age, actual or perceived race, actual or perceived gender, ethnicity, national origin, religion, disability, or sexual orientation. LACOE complies with the Americans with Disabilities Act to ensure equal access to all qualified individuals with a disability. If you are disabled and require assistance in accessing this event, please contact the LACOE Title II Coordinator at (562) 803-8297.