As AI tools like ChatGPT become more accessible in classrooms, educators face the challenge of integrating them in ways that enhance learning without encouraging shortcuts. This two - day professional development session equips teachers with strategies to model and teach effective prompting techniques while fostering critical thinking and academic integrity. Participants will explore practical classroom applications, discuss real world examples. Learn how to guide students in using AI responsibly as a tool for exploration,  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 at Garza_Elaina@lacoe.edu.

AM L PBIS Tier 2 Year 1 Day 1- ECW 601 11 participants signed in of which 1 not in OMS - see sign in and digital sheets

AM V PBIS Tier 1 Year 1 Day 2 13 participants signed in of which 3 not in OMS - see digital & zoom sheets

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.

During this meeting, participants will: Review key updates to attendance policies and requirements Understand SB 150 changes to CSPP enrollment and need for childcare services. Learn key provisions of Immigration Model Policies (MB 26-08). Enhance monitoring practices to support compliance and program quality.

The CLASS 2nd Edition Infant–Toddler suite reflects current research, field feedback, and the need for greater cohesion across early childhood age groups. This version combines Infant and Toddler frameworks into one streamlined tool—with one certification process—making it easier to implement at scale and sustain continuous quality improvement. To ensure reliable, meaningful observation, CLASS 2008 observers must complete the new CLASS 2nd Edition Infant–Toddler Observation Training. There are no transition courses available due to the significant differences in structure and scoring in the 2nd Edition tool.

Join 21CSLA to explore Courageous Leadership Conversations. Participants will engage in the principles from three respected resources: Fierce Conversations by Susan Scott, Crucial Conversations and Crucial Accountability by Joseph Grenny, Kerry Patterson, Ron McMillian, Al Switzler, and Emily Gregory.  This series will cover:  •The connection between courageous conversations and your professional success.  •The skills to address recurring problems including attitudinal, behavioral or performance issues and how to confront tough issues with confidence and professionalism.  •The strategies to deal with violated expectations in a way that solves the problem at hand without harming the relationship - and, in fact, even strengthens it. "Our work, our relationships, and our lives succeed or fail one conversation at a time. While no single conversation is guaranteed to transform a company, a relationship, or a life, any single conversation can."  - Susan Scott, author of Fierce Conversations 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 21CSLA Secretary, Brandy Pandolini, at Pandolini_Brandy@lacoe.edu or the LACOE Title II Coordinator, Hugo Aceves, at Aceves_Hugo@lacoe.edu.

Session 1 September 30, 2026 Virtual 4 p.m. - 5:30 p.m. Session 2 October 21, 2026 In Person @ Phelan ES Whittier City SD (Spanish) 8 a.m. - 12 p.m. Session 3 December 10, 2026 Virtual 4 p.m. - 5:30 pm Session Overview: This immersive professional learning experience is designed to provide educators with firsthand insights into successful Dual Language Immersion (DLI) programs. Participants will visit exemplary school sites, observe classroom practices, and engage in reflective discussions to enhance their understanding and implementation of dual language education. Learning Objectives: Observe Best Practices: Witness effective DLI strategies in action within real classroom settings. Engage in Collaborative Learning: Share experiences and insights with peers and expert facilitators to deepen understanding of DLI methodologies. Reflect on Implementation: Analyze observed practices and discuss how to adapt and integrate these strategies into their own educational contexts. Build Professional Networks: Connect with other DLI educators and leaders to foster ongoing collaboration and support. This series is FREE OF CHARGE! Participation Guidelines: Registration includes ONE (1) site visit. Due to high demand and limited capacity at each host site, site visit placements will be confirmed through a phased process. To provide equitable access, priority consideration will be given to participants and/or LEAs who have not yet previously attended the DLI Site Visit Series, as well as host site teachers who have opened their classrooms for visitors. Participants will receive confirmation of their assigned site visit after registrations have been reviewed and finalized. Registration is non-transferable and may not be reassgined to another participant. If changes need to be made, please email MASUnit@lacoe.edu. Zoom link will be sent in advance of each virtual session to confirmed participants. Logistical information about in-person visit information will be shared at Session 1.   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.

This engaging webinar provides an overview of research-based, evidence-based, and promising practices that can be implemented across educational settings, regardless of where students receive services. Session Goal Explore a variety of inclusive instructional strategies: Evidence-based Research-based Promising Practices Dive into real world ways to implement the instructional practices. 

This 2 day training provides an overview of the Modular Approach to Therapy for Children (MATCH) equipping participants with evidence-based, flexible strategies to support children and adolescents experiencing anxiety, depression, disruptive behavior and/or trauma related symptoms. Participants will learn core components of MATCH treatment with an emphasis on practical application in school-based settings. The training also highlights culturally responsive practices, family engagement, and integration within a Multi-Tiered System of Supports (MTSS), ensuring participants leave with actionable tools to improve student outcomes and emotional well-being. Please note:  Registration will begin at 8;00.  The training will begin promptly at 8:30am.  Those paying for CEs will need to be in attendance throughout the entire training. 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.

During this meeting, participants will: Review key updates to attendance policies and requirements Learn key provisions of Immigration Model Policies (MB 26-08). Enhance monitoring practices to support compliance and program quality

Join us for the GENIUS Community of Practice, a four-part virtual learning series designed for educators and leaders who have participated in a Freedom Dreaming for Student Success experience. This Community of Practice provides an opportunity to stay connected, deepen learning, and continue advancing work aligned to the Supporting the African American Learner (STAAL) Framework. Sessions will be held virtually via Zoom from 4:00–6:30 p.m. on the following dates: July 29, August 5, 12, and 19, 2026 – Principle I: Explore Belief Systems to Begin the Work October 21 and November 4, 2026 – Principle II: Create Educational Systems that Facilitate and Support Learning January 20 and February 3, 2027 – Principle III: Ensure Culturally Relevant, Sustaining, and Revitalizing High Quality Instruction May 26 and June 9, 2027 – Principle IV: Mitigate the Accumulation of Disadvantage Participants are encouraged to attend all sessions to fully engage in the learning progression.

Location: Zoom Webinar This course is a part of the Advantage HCM Power-BI Ad-Hoc Report Creation course series. Participants will experientially explore the course topic listed below. - Creating Ad-Hoc Reports using PowerBI to support Position Control and HR Business Processes Prerequisite: None Please note that this course covers two areas: Payroll and Human Resources.

Location: Zoom Webinar This course is a part of the Advantage HCM Power-BI Ad-Hoc Report Creation course series. Participants will experientially explore the course topic listed below. - Creating Ad-Hoc Reports using PowerBI to support Deductions, Benefits and Payroll Processing Prerequisite: None Please note that this course covers two areas: Payroll and Human Resources.

This session will review the elements of an Individual Transition Plan (ITP) and a Summary of Performance (SOP). Participants will have access to a variety of research-based transition assessments and sample documents to assist with the development of legally defensible ITPs and SOP.

Family and Community Engagement (FACE) Teams, which may include site leaders, community liaisons, teachers, families, coaches/interventionists, paraprofessionals, and other support staff, will work collaboratively to deepen partnerships and refine site literacy plans. FACE teams will apply what they learn in the sessions, and the different types of information gathered from families and communities, to refine family and community engagement in the Literacy Plan through a continuous improvement model. FACE teams will explore and learn about ways to engage in partnership with their families and communities in support of effective literacy development that aligns with CDE’s Family Engagement Toolkit and other impactful resources. FACE Teams will acquire tools necessary to evaluate existing participation efforts, adjust approaches to designing inclusive events, and develop the necessary dispositions to transform participation to partnerships. 

The purpose of this event is to provide participants with resources and exemplars from the Elements of an Effective Dual Enrollment Partnership section, with a focus on outreach to underserved students and schools, and on aligning dual-enrollment programming with high-quality pathways. The learning will strengthen attendees' capacity to design, improve, and align equitable support for all students within data-informed, high-quality dual-enrollment courses. This session will focus on introducing the Toolkit for Equity-Centered Dual Enrollment Partnerships, aligning high-quality dual enrollment pathways, and developing partnership agreements. Participants will explore resources and exemplars to strengthen their capacity to design and improve equitable, high-quality partnership agreements. Flyer - 2026-27 Toolkit Sessions

PM V PBIS Tier 2 Year 1 Day 2 No participants showed up-verified both zoom and digital as well as with trainer MB

This parent training explores why consistent school attendance matters and the important role parents play in helping their children succeed. Parents will learn how absences affect learning, recognize common barriers to attendance, and identify practical strategies to establish positive attendance habits. The training emphasizes the importance of communicating with school staff, advocating for their children’s needs, and working collaboratively to address attendance challenges. Parents will leave with actionable steps to strengthen their child’s daily attendance, connect with school staff, seek support when barriers arise, and partner with their child’s school to develop solutions that promote engagement, belonging, and academic success.

Discipline in school has continued to shift over the past decade, moving from a punitive response to one of targeted supportive responses to address student behavior. This series will provide an in-depth review of the suspension and expulsion process for all students; explore the use of Other Means of Correction, Positive Behavior Interventions and Supports, and other practices related to the Multi-Tiered Systems of Support as well as laws, policies and best practices. Participants will be able to apply learned information as they work through real case scenarios. In addition, attendees will gain a better understanding of the local level suspension and expulsion process and the expulsion appeal process to the Los Angeles County Board of Education. Cost can ONLY be paid by credit card using GovPayNet/AllPay Please note: we are no longer allowed to accept personal checks or other methods of payment. More information regarding payment is provided during the registration process. Receive ONE updated locked e-publication: Educator’s Guide to School Discipline: Other Means of Correction, Suspension and Expulsion * Please note: e-publications are locked and cannot be printed or share * Purchase of printed publications may be done separately from this event

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.

The Migrant Inter-District Council (MIC) meetings, organized by LACOE Migrant Education staff, convene monthly to provide updates on policies and programs benefiting Migrant Education students. These gatherings offer a platform for district program administrators to collaborate on effective strategies for supporting and empowering the Migrant Education community.  The Identification & Recruitment Team Member Trainings are monthly network meetings hosted by LACOE Migrant Ed. to provide support, guidance, and important policy updates from the County, the California Department of Education (CDE), and the Migrant Student Information Network (MSIN).

Transformative Dialogue: Engagement Across Differences for Culture and Systems Change Transformative Dialogue is a dynamic professional learning experience designed to build participants' capacity to engage across differences, strengthen relationships, and facilitate meaningful change at the individual, interpersonal, and systems levels. Through a structured dialogue process, participants develop the skills necessary to cultivate trust, deepen understanding, navigate complex challenges, and foster collaborative action within diverse communities. Grounded in the principles of Cultural Proficiency and Transformative Social Emotional Learning (TSEL), this learning experience invites participants to move beyond discussion and into authentic dialogue, creating spaces where multiple perspectives are valued, shared understanding is built, and collective solutions can emerge. Participants learn how dialogue can serve as a powerful tool for strengthening community, transforming conflict, and advancing equitable systems and practices. Aligned with California's Local Control and Accountability Plan (LCAP) priorities, this program supports efforts to: Increase student engagement, voice, and belonging Strengthen school climate, culture, and connectedness Build authentic family, community, and stakeholder partnerships Foster inclusive decision-making and shared leadership Advance equitable practices that support historically underserved student groups Strengthen collaboration and collective problem-solving across diverse communities Participants will leave with practical dialogue frameworks, facilitation strategies, reflection tools, and community-building practices that can be immediately applied in classrooms, leadership spaces, staff teams, family engagement efforts, and community partnerships. This learning experience is especially valuable for educators, administrators, counselors, community school practitioners, family engagement leaders, facilitators, organizers, and anyone committed to building inclusive, equitable, and collaborative learning communities. Day 1: Building the Foundation for Dialogue Participants explore dialogue as a structured process for engagement and change. Through reflection, community-building, and skill development, participants examine how identity, lived experience, and perspective shape the way we communicate, listen, and make meaning. The day focuses on creating the conditions necessary for trust, psychological safety, and authentic engagement. Day 2: Dialogue Across Differences Participants deepen their understanding of how dialogue can be used to navigate differences, address conflict, and strengthen relationships. Through guided practice, participants learn strategies for facilitating conversations that honor multiple perspectives, surface collective wisdom, and build understanding across lines of difference while maintaining a focus on equity and inclusion. Day 3: Dialogue for Culture and Systems Change Participants apply dialogue practices to real-world challenges within schools, organizations, and communities. Working collaboratively, they explore how dialogue can strengthen shared leadership, improve decision-making, increase community engagement, and support sustainable culture and systems change. The experience concludes with action planning and commitments for integrating dialogue practices into participants' ongoing work. Dates: October 20-22, 2026  Times: 8:30 - 3:30pm  Location: Compton Community College

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.

Centering Student Reasoning in Science Through ATLAS Performance Tasks How do we create science learning experiences that make student thinking visible—and then use that thinking to guide instruction? In this two-day professional learning experience, science educators will engage in curriculum-embedded ATLAS performance tasks from the perspective of the learner and explore how authentic phenomena can create meaningful opportunities for three-dimensional learning. Through collaborative investigation, discourse, and reflection, participants will examine how performance tasks can surface student reasoning and support deeper sensemaking. Using the Investigate • Interpret • Act process, participants will learn to examine student-generated evidence, interpret what it reveals about student thinking, and use those insights to make intentional instructional decisions. Participants will then shift from the role of learner to facilitator, considering how instructional moves, questioning, discourse, and task design can create greater opportunities for students to reason, make sense of phenomena, and exercise voice and agency. Participants will leave with practical strategies, performance tasks, and resources they can use to strengthen three-dimensional science learning in their own classrooms and instructional contexts.

The Collaborative Structures training provides strategies designed to support collaboration in which students effectively share information amongst peers by working in various group configurations to engage with subject matter. The key to college and career readiness is the ability to work productively in a group toward a common goal. To support the development of this skill, teachers need to strategically plan and implement the regular use of collaborative structures and activities that teach students how to focus on a task, how to have authentic conversations with active listening and turn-taking, how to reach consensus, and how to be accountable to each other. 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 Analy Mendoza at mendoza_analy@lacoe.edu 

We invite all district administrators to join our community of support regarding the topic of school safety. Please save the dates listed to join us as we talk about:  Best practices around School Safety Q and A with hot topics regarding school safety Supporting LEA's with their annual CSSP Plans