If you weren't able to join us last year for year one of our Long Term English Learner Community of Practice (CoP), then please join us this year for a repeat of this CoP series as we work together to collaboratively improve outcomes for Long Term English Learners. Together, we will examine data, explore resources, and share best practices with the aims of both LTEL prevention and support! All sessions are in-person from 9 a.m. - 3 p.m. at LACOE. The dates are as follows:  Session 1: Thursday, October 22, 2026 @ LACOE Session 2: Thursday, December 3, 2026 @ LACOE Session 3: Thursday, January 20, 2027 @ LACOE Session 4: Thursday, March 18, 2027 @ LACOE There is no charge for this series. Please note that this is intended only for those who did not join us for this same offering in 2025-26 as the content is repeated.   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 

The morning workshop is designed for Local Educational Agency (LEA) administrators and teams who are responsible for the development, implementation and evaluation of the Local Control & Accountability Plan (LCAP). The afternoon workshop will provide focused planning and support for LEAs who are eligible for Differentiated Assistance. The workshop objectives are to: Explore Goal Analysis to inform the new three-year LCAP cycle Collaborate with other district LCAP teams Use multi-year Dashboard data to identify trends Align your LCAP goals towards continuous improvement using improvement/implementation science  

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 27 (8:15 am-12:45 pm) Modules 3 & 4: October 1 (8:15 am-12:45 pm) Modules 5 & 6: October 22 (8:15 am-12:45 pm) Modules 7 & 8: November 19 (8:15 am-12:45 pm) Modules 9 & 10: December 3 (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.

Join mathematics, science and computer science leaders from across Los Angeles County in a collaborative community of practice designed to strengthen inquiry-centered instruction, cultivate student voice, and build equitable learning experiences for all students.  

Compton USD Group B- Tier 2 Year 2 Day 2

L.A. County High School Students -  “Finding The Funny” - Emmy award-winner and two-time HBO Def Poet Joe Hernandez-Kolski will help you dive deep into your personal story as we laugh at the absurd parts of our lives and our world.  Joe Hernandez-Kolski A two-time HBO Def Poet and Emmy Award-Winner, Joe Hernández-Kolski is a poet/educator. Originally from Chicago, Joe now lives in Los Angeles.  He is a graduate of Princeton University where he worked closely with respected academics Dr. Cornel West and Nobel Prize Winner Toni Morrison. He is the proud host and co-founder of Downbeat 720, an open-mic for high school youth now in its 25th year. www.pochojoe.com  Learn more about our partners at www.santamonica.gov/programs/downbeat-720  This student workshop is made possible through a partnership with the Los Angeles County Office of Education, the Los Angeles Department of Arts and Culture and the Arts for Healing and Justice Network.  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 department secretary or individual managing registrations).

Caregivers play an important role in protecting youth from exploitation and trafficking. This training provides information about risk factors, warning signs and practical strategies that caregivers can use to support and protect young people. Learning Objectives: Attendees will leave with the knowledge of how to... Understand the risks and realities of human trafficking. Recognize warning signs and indicators of exploitation. Identify strategies that promote safety and prevention. Access resources and supports for youth and families.

LA-CAN teams will tackle the goals and barriers in their respective contexts, implement and sustain their action plans, strengthen their community of practice across LA County, and engage more underrepresented students in high-quality dual-enrollment pathways. The LA-CAN team's objectives are to move toward Vision 2030, with all California high school students on a clear path to graduating with 12 college credits. Session One Focus: Action Planning and Pathway Template Session Two Focus: Aligning CCAPs and MOUs and leveraging state policy and funding developments Session Three Focus: Integrating social capital development and workshop advising tools to expand access Session Four Focus: Showcase accomplishments and engage with preliminary data findings

This is a 3-part series.   11/12/2026 (Thurs) 12/03/2026 (Thurs) 01/14/2027 (Thurs)

Montebello USD Cohort B T2Y1 Day 2

Palmdale Tier 1 Year 1 & Tier 2 Year 2 Day 3 (simultaneous)

Teacher Community of Practice (CoP): Building Academic Spanish Foundations    Loyola Marymount University (LMU) in partnership with LACOE’s MAS Unit, is offering  a specially designed Community of Practice for teachers to build on their academic Spanish skills. WHO IS THIS FOR?  Teachers who are preparing for bilingual or dual language classrooms and want to strengthen their Spanish skills in a supportive, collaborative environment. WHAT CAN PARTICIPANTS EXPECT?  Join a virtual Community of Practice designed to help educators build confidence in academic Spanish while exploring key concepts for bilingual education. Participants will: Strengthen your academic Spanish skills Connect with peers and experts Prepare for future bilingual/dual language teaching opportunities WHAT IS THE DELIVERY FORMAT?  Five online synchronous session Each session will be 1.5 hours in duration Application of learning through independent between session work. Independent work will guide CoP discussion. Community of Practice Dates: October 1, 2026 October 15, 2026 October 29, 2026 November 12, 2026 December 3, 2026 All sessions will convene from 4:00 pm - 5:30 pm via Zoom Topics Covered: Foundations of Spanish Teaching: focus on grammar, connecting the characteristics and linguistic systems of Spanish with those of English and teaching principles.  Linguistic Variation & Culture: Understanding diversity in Spanish language use and cultural contexts.  Spanish in the U.S. Context: Analyze the state of Spanish language teaching in the United States and the concept of heritage speaker  Equity in Bilingual Education: Reflect on the importance of equity in bilingual programs and how to promote inclusive practices. 

This session focuses on foundational individual counseling skills that elementary school counselors can use to support students’ social, emotional, and academic development. Participants will review core counseling strategies, connect these practices to ASCA Student Standards, and explore how individual counseling can help students build coping skills, self-management, learning strategies, and social skills. The session also introduces how evidence-based theoretical frameworks can strengthen brief, school-based counseling practices. Participant Learning Objectives Participants will be able to: Identify foundational counseling skills used in short-term, school-based individual counseling. Align individual counseling practices with ASCA Student Standards. Apply counseling strategies to support students experiencing anxiety, stress, and self-management needs. Describe how evidence-based theoretical frameworks can inform individual counseling interventions. Select at least one individual counseling strategy to integrate into their current counseling practice.

This session focuses on foundational individual counseling skills that secondary school counselors can use to support students experiencing anxiety, stress, academic barriers, and challenges with self-management or social skills. Participants will connect individual counseling strategies to ASCA Student Standards and examine how evidence-based theoretical frameworks can inform brief, school-based counseling practices. The session will emphasize practical strategies that support student well-being, learning behaviors, and postsecondary readiness. Participant Learning Objectives Participants will be able to: Identify foundational counseling skills used in short-term, school-based individual counseling. Align individual counseling practices with ASCA Student Standards and student outcome goals. Apply counseling strategies to support students experiencing anxiety, stress, learning challenges, or self-management needs. Describe how evidence-based theoretical frameworks can guide individual counseling interventions. Select one individual counseling strategy to strengthen student well-being, academic persistence, or postsecondary planning.

This session will feature Inglewood Unified School District (IUSD) sharing their journey of implementing ELPAC Interim Assessments as part of a larger system to support English Learner success. Presenters will discuss how their approach evolved over time, including what worked, what did not, and how they refined their processes based on lessons learned. Participants will learn how IUSD analyzed ELPAC, CAASPP, and teacher-reported data to identify a need for stronger reading support for English Learners. The team will share how they developed a structured approach to using ELPAC Interims to inform instruction, monitor student progress, and guide targeted supports and accessibility resources. The session will also highlight the connection IUSD observed between ELPAC Interim assessment cycles and improved ELPAC outcomes. Attendees will leave with practical ideas, implementation strategies, and considerations for adapting a similar process within their own schools or districts.    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.

A LACOE Equity, Diversity & Inclusion Department and STEM Mathematics collaboration Project Educators are invited to join our Choosing to See: A Framework for Equity in the Math Classroom, bookstudy facilitated by Dr. Kyndall Brown (Co-author), where you’ll deepen equity-centered practices and collaboratively disrupt systemic barriers affecting Black students. Through rigorous, research-based discussions and actionable strategies, we will transform math classrooms into inclusive spaces that affirm and elevate Black learners. Sessions will support participants in: Adapting cognitively demanding tasks to be culturally responsive and meaningful for students see themselves in the work and are positioned as critical thinkers and problem-solvers. Book Study Dates: September 17, 2025 October 8, 2025 November 12, 2025 December 3, 2025 January 21, 2026 February 11, 2026 Virtual 3:00 pm - 4:15 pm   In-Person Culminating Event March 2026 8:00 am - 3:00 pm Continental Breakfast & Lunch

Session 1 September 30, 2026 Virtual 4 p.m. - 5:30 p.m. Session 2 December 3, 2026 In Person @ Edison Language Academy, SMMUSD (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. The 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.