In collaboration with Los Angeles County Office of Education (LACOE), California State University Northridge (CSUN), and the California Association of Science Educators (CASE), we invite you to join us for a 3-part learning series where participants will:  ​ Part 1: Introduction to CAST and assessment Deepen understanding of CAST design Explore tools, resources & sample assessments to support student success on CAST Interim assessments what are they and how to use them Reviewing CAST and State Accountability - what you need to know Part 2: Student success, supports and resources Identify accessibility resources to support High Quality (HQ) teaching & learning in science instruction Explore the different resources to identify what supports are best for your students Score some student examples to familiarize yourself with the rubrics  Investigate instructional resources in Tools for Teachers   Part 3: Using and Building assessments to support teaching and learning Unpack a performance task (PT) Learn how to use science PTs as formative assessments to support students and access PT bank resources to support instruction More on using Interim Assessment to support instructional practices Access PTs resources and sites Provide tools to support modifying & creating PTs for formative use in the classroom 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 Assessment Unit at assessment@lacoe.edu.

AM V PBIS Tier 1 Year 1 Day 3

AM V PBIS Tier 3 Day 3

EL-WIN Strong Start Community of Practice Date: Tuesday October 20, 2026 Time: 8:30-12:00 Location: Saugus Union School District (Santa Clarita, CA) in person or Virtual Rosedell Elementary at 27853 Urbandale Ave, Saugus, CA 91350 Please note that three additional dates are currently being scheduled for Community of Practice meetings as follows: January 21, 2027 at 11am to 1pm March 9, 2027 at 9:30am to 11:30am May– 8:30-12:00, Date & Location TBD Description: With funding from the Emerging Bilingual Collaborative, LACOE and TNTP are bringing together district leaders who share a common goal: ensuring our youngest multilingual learners have access to excellent PK-3 educators. Through the new English Learner Workforce Investment Initiative (EL-WIN) Strong Start initiative, we will continue our Strong Start focus on enhancing instruction for our youngest multilingual learners while also collaborating to develop pathways for current and aspiring teachers to become “ML Ready” to support our linguistically diverse student population in Los Angeles County. We invite you to join our Community of Practice to learn more about this work and, most importantly, to engage in rich learning around high-quality TK instruction for multilingual learners. Participants will have the opportunity to: Visit TK & PreK classrooms and observe strong instructional practices that support multilingual learners Engage with colleagues in reflecting on classroom observations and discussing implications for practice Learn from districts currently implementing educator pathways Explore strategies for recruiting and preparing future PK-3 teachers who are equipped to serve multilingual learner

This engagement includes one 3-hour, in-person professional learning session focused on ELSF’s ELA/ELD Curriculum Adoption Toolkit for California. The session will prepare district teams to lead MLL-centered adoptions as they respond to the state’s newly adopted ELA/ELD materials list. It will move through the toolkit’s five phases, from landscape analysis to implementation planning, and will use the Benchmarks of Quality and Materials Must-Haves to ground what districts should require of any program they consider. Recommended participants: teams of 2–4 per district, including curriculum and instruction leaders, English learner/multilingual program leaders, and a teacher leader or site administrator likely to serve on the adoption committee.  

Join us for an interactive professional learning session exploring how historical thinking skills connect to the skills measured on the CAASPP ELA assessment. Participants will examine how engaging with primary sources and informational texts develops students’ abilities to source and contextualize information, analyze perspective and purpose, corroborate evidence across multiple sources, make evidence-based claims, and communicate their reasoning. Together, we will explore how these historical thinking practices align with the skills students must demonstrate on the CAASPP ELA Extended Writing Response, including analyzing texts, evaluating and integrating evidence, developing claims, and constructing well-reasoned responses. Walk away with a clearer understanding of how History–Social Science teaching and learning can strengthen students’ textual analysis and provide meaningful, discipline-based opportunities to practice and apply skills reflected on the summative assessment. Flyer Link 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 Elaina Garza, III Coordinator III Garza_Elaina@lacoe.edu or Assessment at assessment@lacoe.edu.

Ready to supercharge your reading instruction and really get all kids reading? Register for our Getting Reading Right professional learning series to follow the science and learn more about using evidenced-aligned strategies to help mitigate reading issues. We will share data, ideas, and strategies, and work as partners in this endeavor. We will be meeting on the following dates, from 3:15-5:15 p.m.: Module 1: 8/27/26 Module 2: 9/24/26 Module 3: 10/29/26 Module 4: 11/19/26 Module 5: 12/10/26 Module 6: 1/21/27 Module 7: 2/18/27 Module 8: 3/25/27 Module 9: 4/29/27 Module 10: 5/20/27 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.

LACOE Schools Assistant Director Community of Practice

Long Beach USD Group 3- T1Y2 Day 3

Are you a PASC program candidate looking to enhance your instructional leadership skills and make a significant impact in your linguistically diverse school community? We invite you to earn a micro-credential as an Advanced Leader of Multilingual Learner Programs! This specialized certification will equip you with the expertise to effectively design, implement, and lead programs that support multilingual learners in your school or district, ensuring their academic success and equitable access to educational opportunities. Join us in championing diversity and fostering an inclusive learning environment for all multilingual learners!  Session Dates & Topics 10/29/2026@ 4:30-6 PM (VIRTUAL Session) Overview of CA EL Roadmap and Principle 1: Assets-Oriented and Needs-Responsive Schools 1/21/2027 @ 4:30-6 PM (VIRTUAL Session) CA EL Roadmap Principle 2: Intellectual Quality of Instruction and Meaningful Access 3/11/2027 @ 4:30-6 PM (VIRTUAL Session) CA EL Roadmap Principle 3: Systems Conditions that Support Effectiveness 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 our unit at MASUnit@lacoe.edu.

Prerequisite: Completed Rising Leaders Academy 1.0. Five (5) regularly scheduled sessions of the Rising Leaders Academy 2.0 will take place on Thursday afternoons in January and February 2027. A Certificate of Completion, and a total of 15 professional development hours, will be awarded to participants attending all fvie (5) sessions of the Academy.   Below are the dates and time of the Rising Leaders Academy 2.0: Rising Leaders Session 1 January 21, 2027 01:00 PM Pacific Time (US and Canada) Objectives: TBA Rising Leaders Session 2 January 28, 2027 01:00 PM Pacific Time (US and Canada) Objectives: TBA Rising Leaders Session 3 February 4, 2027 01:00 PM Pacific Time (US and Canada) Objectives: TBA Rising Leaders Session 4 February 11, 2027 01:00 PM Pacific Time (US and Canada) Objectives: TBA Rising Leaders Session 5 February 18, 2027 01:00 PM Pacific Time (US and Canada) Objectives: TBA Questions? Please contact Jael Ovalle, PDS Program Manager at ovalle_jael@lacoe.edu or (562) 401-5534

The SNOR training series will provide an orientation and overview for school nurses on school health laws and guidelines, supervision of LVNs and unlicensed assistive personnel, administration of medications, mandated screenings, immunizations, communicable diseases, school health records, and other school health topics.  Continuing Education Hours (CEH) provided by the Los Angeles County Office of Education. Provider approved by the California Board of Registered Nursing, Provider Number 17257 for 3.5 CEH for each meeting. A total of 35 CEH may be provided. Please note, this training is exclusively for Licensed RN professionals. Continuing Education Hours will ONLY be provided to RNs that attend the sessions. 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. 

School stability plays a critical role in educational success for students in foster care. This training provides an overview of school stability requirements under state and federal law, including School of Origin, enrollment notifications, Best Interest Determinations (BIDs) and transportation considerations. Participants will explore the collaborative decision-making process and best practices that support educational continuity and student success. Learning Objectives:  Understand school stability requirements under state and federal law, including School of Origin provisions. Identify factors considered during the Best Interest Determination (BID) process. Recognize the roles and responsibilities of educational and child welfare partners. Describe enrollment notification procedures, transportation considerations and EPS responsibilities that support school stability.

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.

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.