Join us for a 2-part training—presented in partnership with LACOE's own divisions of Learning Acceleration and Academic Support and Special Education & Inclusion to bring you the most up to date information. These sessions are focused on understanding the importance of accessibility resources available for CAASPP, CAST, ELPAC, and daily instruction. In this series, we will explore the accessibility resources themselves, a practical process for matching students with the appropriate supports, and ways to integrate these tools into both daily instruction and statewide assessments. Participants will also take a deeper dive into how Universal Design for Learning (UDL) strategies enhance accessibility and empower students to demonstrate their knowledge in a variety of ways.  Part 1 – Making Sense of Accessibility Supports for All Students Part 2 – Accessibility Resources in California Assessment that Match Supports to Students’ Needs. 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.

Our Subregional Community of Transformational Practice (CoTP) sessions are led by each subregion’s R-TAC Coordinator. Sessions provide grantees of the California Community Schools Partnership Program (CCSPP) a regional space to put learning into practice through hands-on activities, collaborative problem-solving and peer learning.

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.

Compton USD Group C- Tier 2 Year 1 Day 1 33 participants signed in of which 3 not in OMS - See digital & sign in sheets

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.

Our Subregional Community of Transformational Practice (CoTP) sessions are led by each subregion’s R-TAC Coordinator. Sessions provide grantees of the California Community Schools Partnership Program (CCSPP) a regional space to put learning into practice through hands-on activities, collaborative problem-solving and peer learning.

Regular school attendance is one of the strongest predictors of academic success. This training highlights the importance of attendance, explores barriers that may contribute to chronic absenteeism and provides practical strategies for supporting consistent school engagement. Participants will learn how attendance impacts educational outcomes and ways to foster positive attendance habits. Learning Objectives: Understand the relationship between attendance and student achievement. Identify common barriers that contribute to absenteeism. Explore strategies that promote school engagement and attendance. Recognize the role of families, schools and community partners in supporting student success.

Excel 3 - We will work on the following Excel skills: Excel Aggregation Functions Format as a Table Sorting vs Filtering Lookup Formulas Pivot Table

The FOCUS Resilience Curriculum provides training for children and teens in five core resilience skills (emotional regulation, communication, managing stress, problem-solving, and goal setting)through a nine-module curriculum that can be adapted for individual, classrooms or small groups. This training includes curriculum appropriate for students in grades 3-12. Use interactive activities to engage students and bring resilience skills to life for students. Apply a strength-based approach that empowers students to manage stressors. Integrate strategies into individual, group, and classroom settings 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.  CE ATTENDANCE POLICY:  Each participant must complete a sign in acknowledging that they have read the attendance policy.  CE Participants are required to sign in and log their time of arrival at the start of the course. Only those who arrive on time will be able to obtain CE credits. Late comers will be able to participate in the training but will not be eligible for CE credits.No partial CE credits will be awarded. Upon course completion, participants are required to sign out and log time. In addition, a course evaluation must be completed and submitted to obtain CE credits. Attendees must be present for the entire course or program in order to receive CE credit. Only those individuals who complete the full duration of the course or program will receive credit for attendance. 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 at(562) 922-6233..

Regional meeting attendance is a grant requirement for all FYSCPs. The meetings are intended for the FYSCP primary coordinator contact.  Additional FYSCP staff may attend as needed. The FYSCP coordinator should attend the meeting for their designated region whenever possible and may attend one regional meeting for each fall and spring session.    Please note that breakfast will not be provided. Lunch will be provided.  *The deadline to register is August 28, 2026. Hotel Recommendations Courtyard by Marriott Chico 2481 Carmichael Dr., Chico, CA 95928 (530) 894-6699 Marriott.com   Regional Map

We're continuing our partnership with the Scripps National Spelling Bee! Come and learn how districts, private schools, charter schools, and homeschools can participate in the qualifying Regional Bee and send a winner to the Scripps National competition!  We'll review all of the steps needed to sign up for both competitions. Students in grade 4-8 can participate. 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.

Kipp Cohort A & B- T1Y1 & T2Y1- Day 1 (simultaneous) 40 participants signed in of which 6 not in OMS - see digital sheet

Kipp Cohort C & D- T2Y2 & T3- Day 1 (simultaneous) 45 participants signed in of which 2 not in OMS - see digital sheet

This NO COST 2-day in-person training is geared towards adults interested in setting up a peer program, or who will be training youth to become peer advocates, peer counselors, peer tutors, peer mediators, peer restorative practices facilitators, facilitators of peer support groups or peer educators on tobacco, drugs, violence prevention, alcohol and other health related topics. This highly interactive training will focus on: Concrete foundational elements for implementing a successful peer program Curriculum, materials and activities for teaching students the necessary peer support skills Development of a site plan for starting your peer program Selection and recruitment of students for a successful program Bolstering your existing Peer Programs Link to Flyer: https://canva.link/7s1lqgr1h2ojxo3

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.

An Implementation support group

Descubra todo lo que nuestro equipo de Servicios Regionales tiene para ofrecer. Conozca nuestros servicios educativos integrales del MEP, diseñados para apoyar a los estudiantes y las familias de toda la región. Discover everything our Regional Services team has to offer. Learn all about our MEP comprehensive educational services designed to support students, families across the region

What is the role of the school health clerk? Participants will be provided with knowledge and resources to help provide safe and appropriate school health care within the legal scope of their duties, under the direction of the credentialed school nurse.  Topics will include: Record Keeping Immunizations Medication Administration Communicable Diseases Injury & Illness Child Abuse Reporting Parent Communication And more... 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. 

Our Subregional Community of Transformational Practice (CoTP) sessions are led by each subregion’s R-TAC Coordinator. Sessions provide grantees of the California Community Schools Partnership Program (CCSPP) a regional space to put learning into practice through hands-on activities, collaborative problem-solving and peer learning.

Our Subregional Community of Transformational Practice (CoTP) sessions are led by each subregion’s R-TAC Coordinator. Sessions provide grantees of the California Community Schools Partnership Program (CCSPP) a regional space to put learning into practice through hands-on activities, collaborative problem-solving and peer learning.

Join us for a three-part professional learning series designed to strengthen high-quality CTE instructional practices and support student pathway development. Educators will leave with practical tools, instructional approaches and resources to enhance student engagement, improve outcomes, career readiness, and pathway success. Date: Wednesday, Sept. 23, 2026 1) Standards-Based Instruction in Career Technical Education This professional learning session supports CTE educators in strengthening standards-based instructional practices that promote rigorous, relevant, and industry-aligned learning experiences. Participants will explore the California CTE Model Curriculum Standards, examine the alignment between industry-sector and academic standards and engage in collaborative lesson-planning activities. Date: Wednesday, Oct.14, 2026 2) Elevating Engagement in Career Technical Education This professional learning session supports CTE educators in creating inclusive, engaging, and accessible learning environments that promote success for all students. Participants will explore Universal Design for Learning (UDL) as a proactive framework for designing accessible instruction, alongside differentiated instructional practices that respond to diverse learner needs within the CTE classroom. The session will also highlight strategies for supporting English learners and students with disabilities while maintaining rigorous, industry-aligned learning experiences. Through collaboration and practical application, educators will strengthen their ability to increase student access, participation, and achievement across CTE pathways. Participants will leave with practical strategies, instructional tools, and inclusive practices they can immediately apply to increase student engagement, access, and success in CTE pathways. Date: Wednesday, Nov. 4, 2026 3) Managing the Modern CTE Classroom This professional learning session supports CTE educators in creating structured, engaging, and collaborative classroom environments that foster student success. Participants will explore effective lesson delivery strategies, student engagement techniques, and classroom management practices that promote positive learning cultures and maximize instructional time. The session will highlight approaches for designing authentic learning experiences that connect classroom instruction to real-world industry applications. Through practical strategies and collaborative learning, educators will have the ability to  build productive CTE classrooms and leave with tools and new instructional strategies to support student engagement, skill development, and career readiness.

Join us for a professional learning session designed to support CTE educators in delivering intentional, standards-based instruction that connects classroom learning to student success and meaningful pathway outcomes.  Participants will leave with the ability to: Strengthen standards-based instructional practices Explore the California CTE Model Curriculum Standards Align industry-sector and academic standards Collaborate on standards-based lesson planning Apply strategies to increase student engagement Utilize tools and resources to support instruction Advance student outcomes, career readiness, and pathway success

Our Subregional Community of Transformational Practice (CoTP) sessions are led by each subregion’s R-TAC Coordinator. Sessions provide grantees of the California Community Schools Partnership Program (CCSPP) a regional space to put learning into practice through hands-on activities, collaborative problem-solving and peer learning.

Antelope Valley UHSD- ISP Training #1

This interactive professional development session equips educators and counselors with practical tools for supporting students across the college application journey, from early preparation to final submission. We’ll begin by reviewing key admissions fundamentals, including what colleges are looking for and how applications are read in context. From there, participants will explore year-by-year resources for 9th, 10th, and 11th grade students, with practical guidance on reflection, course planning, activities, college exploration, and early preparation that can help students build stronger applications over time. The session will then turn to senior-year application strategy, including how students can communicate their strengths through the activities list, personal statement, and supplemental essays. Participants will learn how to help students understand what different essays are asking, avoid common pitfalls, and submit applications that feel thoughtful, specific, and authentic. Attendees will leave with concrete tools, examples, and ready-to-use resources they can use with students at multiple grade levels. 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, Division Secretary, at mendoza_analy@lacoe.edu

PM V PBIS Tier 1 Year 2 Day 1