AM V PBIS Tier 2 Year 1 Day 1 34 participants signed in of which 5 not in OMS - see digital & zoom sheets **Due to Zoom & QR Code issues some names might not have registered**

AM V PBIS Tier 2 Year 2 Day 1 19 participants signed in of which 2 not in OMS - see digital sheet **Due to Zoom & QR Code Issues some names might not have registered and Zoom sheet not available**

AM V PBIS Tier 3 Day 1 31 participants signed in of which 6 not in OMS and 4 in team not identified - see zoom and digital sheets **Due to Zoom & QR Code Issues some names might not have registered**

Ready to strengthen your positive behavior support toolkit? This part 1 of a four-part training academy will help early childhood educators deepen their understanding of children's behavior, reflect on the influence of culture and bias, build meaningful relationships, and implement effective Tier 1 practices that support success for every child. During this session we will: Recognize how personal beliefs, experiences, culture, and bias can influence perceptions of children's behavior. Identify strategies for building positive relationships with children, including those with challenging behaviors or differing temperaments. Understand age-appropriate behaviors for children 1-5 years old Utilize a Universal Tier 1 checklist to evaluate and strengthen classroom practices. This is Part 1 of a 4-part series on alll things positive behavior supports. Save the dates for upcoming sessions: October 20, 2026-Virtual December 2, 2026- In person January 27,2027- Virtual

During ChildPlus Data Entry for Application & Enrollment ver. 3.22, participants will: Receive training including general navigation, review of menu structure and configuration of data entry defaults Learn how to add/edit family application Learn how to edit participant enrollment records and add location preferences Learn how to use Entry Express to waitlist-accept-enroll-drop participants Learn how to transfer children Learn how to enter full-day participants with more than one funding source Learn how to enter biological/foster children within same family application Audit data using ChildPlus Reports  

Join us virtually for the 2026–27 CLASS System Plan Orientation on September 22, 2026, from 9:00 a.m. to 12:00 p.m., designed to provide CLASS-certified staff and Observation Team Members (OTMs) with important updates and revisions to the CLASS System Plan GIM. Participants will explore the CLASS 2nd Edition Environment Tool, strengthen quality assurance and capacity-building practices, enhance effective debriefing practices, and review data entry and documentation requirements.

As part of the AWARE grant, building resiliency through arts integration in the classroom- Iovine and Young Center

This Community of Practice is open to all LEAs and charter schools participating in LACOE’s Billing Consortium for the Children and Youth Behavioral Health Initiative (CYBHI) Fee Schedule. Through regular virtual sessions, this space offers ongoing support, resource-sharing, and technical assistance as LEAs and charters work toward operational readiness and implementation of the CYBHI Fee Schedule. Participants will: Receive step-by-step guidance on onboarding requirements Understand staffing roles and billing responsibilities Learn how to submit SPI files, student batch registrations, and documentation Get support on MBT systems, ORP services, and required forms Stay informed about compliance expectations, timelines, and updates from DHCS Collaborate with fellow districts and charters, navigating the same process Ask questions, share challenges, and access expert support from LACOE and partners Whether you're just getting started or already gathering documents, this Community of Practice is designed to help you build internal systems, stay aligned with DHCS requirements, and ultimately implement sustainable, equity-centered mental health services across your school communities. Accessibility Notice: 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 require assistance in accessing this event, please contact the LACOE Title II Coordinator at (562) 803-8297.

The Cultural Proficiency Mini Certification is a transformative three-day professional learning experience designed to strengthen educators' capacity to create inclusive, equitable, and student-centered learning environments. Through an engaging inside-out approach, participants examine the beliefs, assumptions, experiences, cultural biases and mental models that shape decision-making, relationships, and system design. By deepening self-awareness and understanding how personal and organizational narratives influence educational outcomes, participants develop the skills to identify barriers to access, strengthen belonging, and create conditions where all students (and adults) can thrive. Aligned with California's Local Control and Accountability Plan (LCAP) priorities, this certification supports efforts to: Increase student engagement and belonging Strengthen school climate and culture Improve family and community partnerships Advance equitable access to opportunities and supports Build culturally responsive and inclusive practices that improve outcomes for historically underserved student groups Participants will leave with practical tools, reflection protocols, and action strategies that can be immediately applied to leadership, teaching, coaching, family engagement, and systems improvement efforts. This learning experience is ideal for educators, administrators, counselors, student support staff, and community partners committed to advancing equity, wellbeing, and success for every student. Day 1 | Inside-Out Journey: Identity & Culture We’ll begin with identity, culture, community, and lived experience, exploring how the stories, histories, and unwritten rules we carry shape how we understand ourselves and engage with others. JANM and Little Tokyo will become part of the classroom as we consider the relationship between place, memory, history, and belonging. Day 2 | Examining Systems: Identifying Systems of Oppression & Removing Barriers We’ll move from individual awareness to examining systems and institutional conditions. Through JANM’s collection, conversation with a camp survivor, and culturally responsive frameworks, we’ll explore how policies, practices, narratives, and institutional choices can either create or remove barriers to belonging, agency, learning, and opportunity. Day 3 | Learning Becomes Action: Planning for Transformative Shifts We’ll bring the learning together by examining how institutions evolve, what solidarity requires of us, and how we move from reflection to action. Participants will develop a Cultural Proficiency Action Roadmap identifying immediate, intermediate, and long-term shifts they can take back to their own schools, districts, and organizations.

Part of contracted work for Glendora Unified for UDL Implementation

CDOL Strategies

LACOSS Parent Orientation

Excel 1 - We will work on the following essential Excel skills: Workbook vs worksheet  Ribbon, tabs and groups Quick access toolbar Rows, columns, and cells Navigating sheets Formatting sheets Formatting rows/columns New Window Sheet Protection Workbook protection

Hosted by LACOE Library Services, this workshop provides library technicians, clerks and other classified library paraprofessionals with the foundational knowledge needed to effectively support students, staff and library services in a school library setting.  We will be covering such topics as: Library Standards Support Collection Development Library Environment Reading and Research Support Wellbeing through the School Library and much more! If you are new to providing library services, you are strongly encouraged to attend, but continuing library practitioners are more than welcome to join. Everyone will learn more about their important roles in the school library, and the library's importance to teachers and students. 

Please join us for our Local SARB Chairpersons meeting to kick off the 2026-27 school year! This collaborative platform is a space where you can meet your fellow SARB Chairpersons representing Districts across LA County and receive relevant updates and resources.    This meeting will focus on essential strategies SARB Chairs may implement to promote strong attendance from the outset of the academic year. Participants will receive the framework of a structured approach for assisting site leaders and support staff throughout the initial months of school.  We will also provide CDE State SARB updates, review the requirements for truancy notifications per SB 691, provide a brief review of LACOE’s Attendance Awareness Month Campaign Toolkit and share helpful resources. 

Long Beach USD Group 3- T1Y2 Day 1 9 participants signed in - see digital sheet **Due to QR Code Issues - some names might not have registered so all participants will be confirmed as attended**

Creating rigorous academic experiences for students with extensive support needs requires thoughtful planning and collaboration. This webinar will explore three tools for planning rigorous instruction.  Session Goals Align instruction to standards and individual goals Plan for rigor and academic engagement

PTR Huddle #1 Cohort 1 Year 2 6 participants signed in of which 1 not in OMS - see zoom & email sheet

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 in foster care often experience school mobility that can impact credit accumulation and graduation progress. This training explores partial credit requirements, graduation exemptions and best practices that help students remain on track for graduation. Participants will gain strategies to effectively support and advocate for the academic success of students in foster care. Learning Objectives: Understand partial credit requirements. Identify graduation exemption eligibility criteria. Apply credit review and evaluation practices. Support students in developing graduation plans.

After our summer sessions of W@1 wrap up on September 16, join us Tuesdays for the launch for the Book Talk—a dedicated space for assessment leaders to reflect, share insights, and grow together. For this session we’re diving into Salman Khan’s Brave New Words to explore how artificial intelligence is reshaping teaching, learning, assessment, and leadership. Our Philosophy: The goal of this book club isn't about finishing a book, but to create a space where assessment leaders build a strong, shared understanding. Together, we will share critical ideas and insights into effective, practical assessment solutions—strengthening our entire Los Angeles County learning community in this evolving digital landscape. Reserve your spot today! SPECIAL NOTE: 9/22, 10/6 and 10/20 we'll start at 2 PM September 29 and October 13th we will start at 1pm and end at 2pm. Book Delivery Details: Complimentary copies of the book will be mailed via Jet Mail to everyone who registers before we run out of books.  If you register after this date, you are still welcome to join us, but you will need to procure your own copy to follow along with our discussions. 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.