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Resources and Supports for Professional Learning

The Resources and Supports for Professional Learning website has been created to provide resources and information to support the needs of the whole child. Search for a resource, training, and/or archived webinar specific to your needs by entering a keyword or by using the filter.

Thumbnail for 10 Education Essentials

10 Education Essentials

Train the Trainer: The 10 Education Essentials provides Orange County's families with the skills needed to navigate California's school system. The multilingual series empowers adults to be the best advocates for their children's education.

Career and Technical Education (CTE) Teachers

Community Educators)

Community Partners (e.g.

Non-profit Leaders

Parent Coordinators/Family Engagement Staff

Parents / Caregivers

School Administrators (Principals

School Board Members

School Counselors

School Mental Health Leads

School Psychologists

School Social Workers

Vice Principals)

Child Welfare and Attendance Personnel

Family/Community Engagement~

Child Welfare and Attendance Personnel~Career and Technical Education (CTE) Teachers~Community Partners (e.g., Non-profit Leaders, Community Educators)~Parent Coordinators/Family Engagement Staff~Parents / Caregivers~School Administrators (Principals, Vice Principals)~School Board Members~School Counselors~School Mental Health Leads~School Nurses~School Psychologists~School Social Workers~

Student Initiatives, Partnerships & Events (SIPE)~

Thumbnail for 2024-2025 OCDE Science TOSA Network

2024-2025 OCDE Science TOSA Network

Community of Practice where you can connect with fellow Science TOSAs from across the county. Together, we'll explore diverse perspectives, share experience, and refine our approaches to advancing science education.

Teachers on Special Assignment

Classroom Teachers

Administrative Leadership~

Classroom Teachers~Teachers on Special Assignment~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for 2024-2025 OCDE Science TOSA Network

2024-2025 OCDE Science TOSA Network

Community of Practice where you can connect with fellow Science TOSAs from across the county. Together, we'll explore diverse perspectives, share experience, and refine our approaches to advancing science education.

Teachers on Special Assignment

Classroom Teachers

Administrative Leadership~

Classroom Teachers~Teachers on Special Assignment~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for AP Collaborative 2024-2025 Roundtable Session #3

AP Collaborative 2024-2025 Roundtable Session #3

Collaborative roundtable for Orange County AP district and site coordinators to gather and engage in relevant, timely discussions aimed at improving AP Program outcomes.

School site and district level AP Coordinators

Whole Child Domain~

School site and district level AP Coordinators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Building Bonds; Empowering Fatherhood Engagement for Stronger School and Family Connections

Building Bonds; Empowering Fatherhood Engagement for Stronger School and Family Connections

Father engagement plays a transformative role in shaping children's futures within today's evolving parenting landscape. Active father involvement yields profound benefits as children thrive emotionally, socially, and academically. Diverse parenting styles enrich family dynamics, fostering varied experiences and nurturing bonds. This engagement redefines traditional boundaries, promoting equality in parenting duties. In education, fathers reading stories, attending events, and collaborating with educators highlight shared learning journeys, reinforcing family ties and the value of growth. Communities and schools that support father engagement offer holistic support, cultivating belonging, resilience, and confidence. This advocacy paves the way for a brighter future where every child enjoys paternal love, guidance, and inspiration, reshaping generational nurturing. Training Objectives: Recognize the Benefits of Father Engagement: Discuss the profound emotional, social, and academic benefits of active father involvement and understand how diverse parenting styles enrich family dynamics and promote equality in parenting duties. Promote Active Father Participation in Education and Community Support: Explore strategies for increasing father participation in educational activities and community events, emphasizing the importance of holistic support from schools and communities to foster a sense of belonging, resilience, and confidence in children.

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Curriculum Specialists/TOSAs

Family/Community Engagement~Whole Child Domain~

Curriculum Specialists/TOSAs~Early Childhood Educators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Building Bonds; Empowering Fatherhood Engagement for Stronger School and Family Connections : Session 2

Building Bonds; Empowering Fatherhood Engagement for Stronger School and Family Connections : Session 2

Father engagement plays a transformative role in shaping children's futures within today's evolving parenting landscape. Active father involvement yields profound benefits as children thrive emotionally, socially, and academically. Diverse parenting styles enrich family dynamics, fostering varied experiences and nurturing bonds. This engagement redefines traditional boundaries, promoting equality in parenting duties. In education, fathers reading stories, attending events, and collaborating with educators highlight shared learning journeys, reinforcing family ties and the value of growth. Communities and schools that support father engagement offer holistic support, cultivating belonging, resilience, and confidence. This advocacy paves the way for a brighter future where every child enjoys paternal love, guidance, and inspiration, reshaping generational nurturing. Training Objectives: Recognize the Benefits of Father Engagement: Discuss the profound emotional, social, and academic benefits of active father involvement and understand how diverse parenting styles enrich family dynamics and promote equality in parenting duties. Promote Active Father Participation in Education and Community Support: Explore strategies for increasing father participation in educational activities and community events, emphasizing the importance of holistic support from schools and communities to foster a sense of belonging, resilience, and confidence in children.

District Administrators

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Curriculum Specialists/TOSAs

Family/Community Engagement~Whole Child Domain~

Curriculum Specialists/TOSAs~District Administrators~Early Childhood Educators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Building Bonds; Empowering Fatherhood Engagement for Stronger School and Family Connections: Session 3

Building Bonds; Empowering Fatherhood Engagement for Stronger School and Family Connections: Session 3

Father engagement plays a transformative role in shaping children's futures within today's evolving parenting landscape. Active father involvement yields profound benefits as children thrive emotionally, socially, and academically. Diverse parenting styles enrich family dynamics, fostering varied experiences and nurturing bonds. This engagement redefines traditional boundaries, promoting equality in parenting duties. In education, fathers reading stories, attending events, and collaborating with educators highlight shared learning journeys, reinforcing family ties and the value of growth. Communities and schools that support father engagement offer holistic support, cultivating belonging, resilience, and confidence. This advocacy paves the way for a brighter future where every child enjoys paternal love, guidance, and inspiration, reshaping generational nurturing. Training Objectives: Recognize the Benefits of Father Engagement: Discuss the profound emotional, social, and academic benefits of active father involvement and understand how diverse parenting styles enrich family dynamics and promote equality in parenting duties. Promote Active Father Participation in Education and Community Support: Explore strategies for increasing father participation in educational activities and community events, emphasizing the importance of holistic support from schools and communities to foster a sense of belonging, resilience, and confidence in children.

District Administrators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Early Childhood Educators

Whole Child Domain~Family/Community Engagement~

Early Childhood Educators~District Administrators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Caring for Children of Mixed Age Groups, FCCB: Session 2

Caring for Children of Mixed Age Groups, FCCB: Session 2

Family Child Care homes often integrate children of different ages, creating mixed age range settings that provide opportunities for children to observe, imitate, and initiate a wider range of skills than they could in a group of the same age. This training will cover the identification of the adult's role as a careful planner, theoretical frameworks that support the importance of play, strategies to benefit mixed-age children in one group setting, and how to set up a safe place for all children to learn and grow. Training Objectives: Understand the Role of the Adult in Mixed Age Settings: Identify the role of the adult as a careful planner who creates an environment that fosters learning and development across a wide age range, supported by relevant theoretical frameworks. Implement Strategies for Mixed Age Group Benefits: Learn and apply strategies that benefit mixed-age children in one group setting, ensuring a safe and supportive environment where all children can learn and grow.

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Centralizing the Needs of ELs: ELD for Elementary Teachers, Session 2 of 3

Centralizing the Needs of ELs: ELD for Elementary Teachers, Session 2 of 3

Equitable access to a comprehensive education including both integrated and designated ELD instruction is a civil right for English learners. These four sessions, with embedded pre-work, will support teachers in designing responsive designated ELD lessons that build upon students’ knowledge across the disciplines. Teachers will expand their understanding of backward planning to identify English learners’ strengths and needs to provide targeted language instruction. Through this work, teachers will develop the tools needed to create the academic conditions students need to flourish.

School Administrators (Principals

Vice Principals)

Classroom Teachers

Integrated Supports~Whole Child Domain~

Classroom Teachers~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Pupil Outcomes~Engagement~

Thumbnail for Clear Administrative Services Credential Program

Clear Administrative Services Credential Program

The Orange County Department of Education (OCDE) is proud to offer the Clear Administrative Services Credential (CASC) Program, an approved California credential, job-embedded, program designed for full-time school administrators who possess the Preliminary Administrative Services Credential and are now in need to clear their credential. During this two-year, coach-based program, candidates will enhance the leadership skills acquired during their Preliminary Administrative Services Credential program so they will be able to:

11/1/2024 - 10/30/2026

Administrative Leadership~Whole Child Domain~

Career Education/Post Secondary Advancement (CEPSA)~

Conditions of Learning~Engagement~Pupil Outcomes~

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Community Schools Network Meetings

This is a network for all Orange County California Community Schools Partnership Program planning for implementation grantees and any others developing the community schools framework in their district. The network will provide an opportunity for teams to deepen their understanding of community schools, network with colleagues, share best practice, and obtain information from the Regional Technical Assistance Center (R-TAC). This group meets every other month.

Community Educators)

Community Partners (e.g.

Community Schools Staff

Non-profit Leaders

School Administrators (Principals

Vice Principals)

District Administrators

Whole Child Domain~

District Administrators~School Administrators (Principals, Vice Principals)~Community Schools Staff~Community Partners (e.g., Non-profit Leaders, Community Educators)~

Systemic Leadership & Continuous Improvement (SLCI)~

Thumbnail for Community Schools Network Meetings

Community Schools Network Meetings

This is a network for all Orange County California Community Schools Partnership Program planning for implementation grantees and any others developing the community schools framework in their district. The network will provide an opportunity for teams to deepen their understanding of community schools, network with colleagues, share best practice, and obtain information from the Regional Technical Assistance Center (R-TAC). This group meets every other month.

Community Educators)

Community Partners (e.g.

Community Schools Staff

Non-profit Leaders

School Administrators (Principals

Vice Principals)

District Administrators

Whole Child Domain~

District Administrators~School Administrators (Principals, Vice Principals)~Community Schools Staff~Community Partners (e.g., Non-profit Leaders, Community Educators)~

Systemic Leadership & Continuous Improvement (SLCI)~

Thumbnail for Community Schools Network Meetings

Community Schools Network Meetings

This is a network for all Orange County California Community Schools Partnership Program planning for implementation grantees and any others developing the community schools framework in their district. The network will provide an opportunity for teams to deepen their understanding of community schools, network with colleagues, share best practice, and obtain information from the Regional Technical Assistance Center (R-TAC). This group meets every other month.

Community Educators)

Community Partners (e.g.

Community Schools Staff

Non-profit Leaders

School Administrators (Principals

Vice Principals)

District Administrators

Whole Child Domain~

District Administrators~School Administrators (Principals, Vice Principals)~Community Schools Staff~Community Partners (e.g., Non-profit Leaders, Community Educators)~

Systemic Leadership & Continuous Improvement (SLCI)~

Thumbnail for Comunidad de práctica de cuidado infantil familiar Cohorte en español: Tercera Sesión

Comunidad de práctica de cuidado infantil familiar Cohorte en español: Tercera Sesión

La Comunidad de Práctica (CoP) de Cuidado Infantil Familiar tiene como objetivo reunir y apoyar a los Educadores de Cuidado Infantil Familiar facilitando discusiones colaborativas. Los participantes tendrán la oportunidad de establecer redes, compartir información y aprender las mejores prácticas para brindar servicios directos a nuestros alumnos más jóvenes y a sus familias. Objetivos de la Capacitación: Facilitar discusiones colaborativas entre educadores: Involucrar a los Educadores de Cuidado Infantil Familiar en discusiones colaborativas para compartir experiencias, conocimientos y mejores prácticas para mejorar la calidad del cuidado y la educación de los niños pequeños. Mejorar la prestación de servicios a los alumnos jóvenes y a sus familias: Proporcionar oportunidades para que los educadores establezcan redes y aprendan estrategias y prácticas efectivas para brindar servicios de alta calidad a los alumnos jóvenes y a sus familias. The Family Child Care Community of Practice (CoP) aims to gather and support Family Child Care Educators by facilitating collaborative discussions. Participants will have the opportunity to network, share information, and learn best practices for providing direct services to our youngest learners and their families. Training Objectives: Facilitate Collaborative Discussions Among Educators: Engage Family Child Care Educators in collaborative discussions to share experiences, insights, and best practices for enhancing the quality of care and education for young children. Enhance Service Delivery to Young Learners and Families: Provide opportunities for educators to network and learn effective strategies and practices for delivering high-quality services to young learners and their families.

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Coordinators Community of Practice (Community Schools)

Coordinators Community of Practice (Community Schools)

This monthly community of practice is devoted to supporting community school coordinators in their daily practice. They hold a very unique, pivotal, and essential role in the community schools framework. They are invited to learn from and share expertise with others in the same position from across the county and beyond.

Community Schools Coordinators

Vice Principals)

School Administrators (Principals

Whole Child Domain~

School Administrators (Principals, Vice Principals)~Community Schools Coordinators~

Systemic Leadership & Continuous Improvement (SLCI)~

Thumbnail for Coordinators Community of Practice (Community Schools)

Coordinators Community of Practice (Community Schools)

This monthly community of practice is devoted to supporting community school coordinators in their daily practice. They hold a very unique, pivotal, and essential role in the community schools framework. They are invited to learn from and share expertise with others in the same position from across the county and beyond.

Community Schools Coordinators

Vice Principals)

School Administrators (Principals

Whole Child Domain~

School Administrators (Principals, Vice Principals)~Community Schools Coordinators~

Systemic Leadership & Continuous Improvement (SLCI)~

Thumbnail for Coordinators Community of Practice (Community Schools)

Coordinators Community of Practice (Community Schools)

This monthly community of practice is devoted to supporting community school coordinators in their daily practice. They hold a very unique, pivotal, and essential role in the community schools framework. They are invited to learn from and share expertise with others in the same position from across the county and beyond.

Community Schools Coordinators

Vice Principals)

School Administrators (Principals

Whole Child Domain~

School Administrators (Principals, Vice Principals)~Community Schools Coordinators~

Systemic Leadership & Continuous Improvement (SLCI)~

Thumbnail for Coordinators Community of Practice (Community Schools)

Coordinators Community of Practice (Community Schools)

This monthly community of practice is devoted to supporting community school coordinators in their daily practice. They hold a very unique, pivotal, and essential role in the community schools framework. They are invited to learn from and share expertise with others in the same position from across the county and beyond.

Community Schools Coordinators

Vice Principals)

School Administrators (Principals

Whole Child Domain~

School Administrators (Principals, Vice Principals)~Community Schools Coordinators~

Systemic Leadership & Continuous Improvement (SLCI)~

Thumbnail for Coordinators Community of Practice (Community Schools)

Coordinators Community of Practice (Community Schools)

This monthly community of practice is devoted to supporting community school coordinators in their daily practice. They hold a very unique, pivotal, and essential role in the community schools framework. They are invited to learn from and share expertise with others in the same position from across the county and beyond.

Community Schools Coordinators

Vice Principals)

School Administrators (Principals

Whole Child Domain~

School Administrators (Principals, Vice Principals)~Community Schools Coordinators~

Systemic Leadership & Continuous Improvement (SLCI)~

Thumbnail for Coordinators Community of Practice (Community Schools)

Coordinators Community of Practice (Community Schools)

This monthly community of practice is devoted to supporting community school coordinators in their daily practice. They hold a very unique, pivotal, and essential role in the community schools framework. They are invited to learn from and share expertise with others in the same position from across the county and beyond.

Community Schools Coordinators

Vice Principals)

School Administrators (Principals

Whole Child Domain~

School Administrators (Principals, Vice Principals)~Community Schools Coordinators~

Systemic Leadership & Continuous Improvement (SLCI)~

Thumbnail for CPIN - Best Practices for Planning Curriculum for Young Children - Creating Equitable Early Learning Environments for Young Boys of Color: Disrupting Disproportionate Outcomes

CPIN - Best Practices for Planning Curriculum for Young Children - Creating Equitable Early Learning Environments for Young Boys of Color: Disrupting Disproportionate Outcomes

This training introduces a wide range of practical strategies teachers and program leaders can use to create strengths-based, responsive early education environments that support our youngest Boys of Color to thrive. In this 4-part series, the conversations and topics addressed include building racial equity awareness, strategies to address implicit bias, responsive relationships with love at the center, culturally responsive practice, effective research-informed strategies for the classroom, and the importance of building reciprocal partnerships with families. * Participants must attend all sessions to receive classroom materials.

District Administrators

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Curriculum Specialists/TOSAs

Whole Child Domain~

Curriculum Specialists/TOSAs~District Administrators~Early Childhood Educators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for CPIN - Best Practices for Planning Curriculum for Young Children - Creating Equitable Early Learning Environments for Young Boys of Color: Disrupting Disproportionate Outcomes: Session 3

CPIN - Best Practices for Planning Curriculum for Young Children - Creating Equitable Early Learning Environments for Young Boys of Color: Disrupting Disproportionate Outcomes: Session 3

This training introduces a wide range of practical strategies teachers and program leaders can use to create strengths-based, responsive early education environments that support our youngest Boys of Color to thrive. In this 4-part series, the conversations and topics addressed include building racial equity awareness, strategies to address implicit bias, responsive relationships with love at the center, culturally responsive practice, effective research-informed strategies for the classroom, and the importance of building reciprocal partnerships with families. * Participants must attend all sessions to receive classroom materials.

District Administrators

Early Childhood Educators

Educational Aides)

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Curriculum Specialists/TOSAs

Whole Child Domain~

Curriculum Specialists/TOSAs~District Administrators~Early Childhood Educators~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Crisis Response Network

Crisis Response Network

Delivering comprehensive crisis response support to Orange County Schools. The Crisis Response Network (CRN) was developed to support school communities with crisis preparedness, response, and recovery efforts. CRN's mission is to provide pre-incident training to school and community-based personnel to build capacity to respond in a structured and effective manner. A network of trained crisis responders stands ready to support school communities upon request. This coordinated team emeloys Critical Incident Stress Management ( CISMJ protocol to supF?ort the emotional recovery of students and staff.

Licensed Vocational Nurses

School Administrators (Principals

School Counselors

School Psychologists

School Social Workers

Vice Principals)

District Administrators

7/1/2024 - 6/30/2025

Integrated Supports~Whole Child Domain~

District Administrators~Licensed Vocational Nurses~School Administrators (Principals, Vice Principals)~School Counselors~School Nurses~School Psychologists~School Social Workers~

Integrated Student Supports (ISS)~

Thumbnail for Culturally Responsive Family Engagement Community of Practice (CoP) Session 3

Culturally Responsive Family Engagement Community of Practice (CoP) Session 3

Culturally Responsive Family Engagement focuses on building strong partnerships with families by fostering trust and respecting cultural differences. This approach is essential for creating successful relationships between early childhood professionals and the families they serve. Join our Culturally Responsive Family Engagement Community of Practice to learn from and share experiences with other professionals who are committed to connecting with children and families in meaningful and culturally respectful ways. Training Objectives: Build Trust and Respect Cultural Differences: Understand the importance of building trust and respecting cultural differences to establish successful partnerships with families, laying the foundation for effective and responsive family engagement. Connect with Families and Share Best Practices: Participate in a community of practice to learn and share strategies with other early childhood professionals for engaging with families in a culturally responsive manner, enhancing connections and support for the children and families served.

District Administrators

Early Childhood Educators

Whole Child Domain~Family/Community Engagement~

Early Childhood Educators~District Administrators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for Culturally Responsive Family Engagement Community of Practice (CoP) Session 4

Culturally Responsive Family Engagement Community of Practice (CoP) Session 4

Culturally Responsive Family Engagement focuses on building strong partnerships with families by fostering trust and respecting cultural differences. This approach is essential for creating successful relationships between early childhood professionals and the families they serve. Join our Culturally Responsive Family Engagement Community of Practice to learn from and share experiences with other professionals who are committed to connecting with children and families in meaningful and culturally respectful ways. Training Objectives: Build Trust and Respect Cultural Differences: Understand the importance of building trust and respecting cultural differences to establish successful partnerships with families, laying the foundation for effective and responsive family engagement. Connect with Families and Share Best Practices: Participate in a community of practice to learn and share strategies with other early childhood professionals for engaging with families in a culturally responsive manner, enhancing connections and support for the children and families served.

District Administrators

Early Childhood Educators

Whole Child Domain~Family/Community Engagement~

Early Childhood Educators~District Administrators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for Culturally Responsive Teaching: Session 3

Culturally Responsive Teaching: Session 3

This comprehensive training series on Culturally Responsive Teaching is designed to deepen your understanding of how identity influences students' learning. This training will explore the critical role of the educator in fostering an inclusive and supportive learning environment. Through interactive sessions and practical applications, educators will gain how to recognize and value the diverse cultural backgrounds of their students, to create a more engaging and effective educational experience. This series aims to equip educators with the tools and strategies necessary to create learning environments that respect and celebrate diversity, ultimately enhancing the academic and social success of all students.

District Administrators

Early Childhood Educators

Instructional Coaches

School Administrators (Principals

Vice Principals)

Curriculum Specialists/TOSAs

Whole Child Domain~

Curriculum Specialists/TOSAs~District Administrators~Early Childhood Educators~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Asynchronous Online

Thumbnail for Designated Subjects - Career Technical Education (CTE) Credential Program

Designated Subjects - Career Technical Education (CTE) Credential Program

The CTE Credentialing Program is designed for both new and experienced teachers to earn their Designated Subjects Credential. This credential qualifies candidates who have successfully completed our program to teach CTE courses in grades twelve and below and in classes organized primarily for adults, including services to English learners in Specially Designed Academic Instruction Delivered in English (SDAIE) in career technical, trade or vocational courses. Through online coursework and in-person support, participants gain the knowledge, skills, and abilities to become effective, fully credentialed CTE instructors.

Career and Technical Education (CTE) Teachers

1/6/2025 - 2/23/2025

Administrative Leadership~Whole Child Domain~

Career and Technical Education (CTE) Teachers~

Asynchronous Online

Career Education/Post Secondary Advancement (CEPSA)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Diving Deeper: Understanding Multilingual Learners Series: Session 3

Diving Deeper: Understanding Multilingual Learners Series: Session 3

This series focuses on supporting Multilingual Learners to create learning communities where students can develop to their full potential. The training sessions will provide participants with foundational principles, effective instructional strategies, and ways to build strong home-school connections through parent engagement. Participants will deepen their knowledge and engage with peers to enhance learning opportunities for Multilingual Learners and their families. Training Objectives: 1. Understand Foundational Principles for Multilingual Learners: - Gain a comprehensive understanding of the foundational principles for supporting Multilingual Learners, including best practices and key considerations for their development. 2. Implement Effective Instructional Strategies and Build Home-School Connections: - Explore and apply instructional strategies tailored to different stages of language acquisition and learn methods to build strong home-school connections through effective parent engagement.

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Curriculum Specialists/TOSAs

Whole Child Domain~

Curriculum Specialists/TOSAs~Early Childhood Educators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for EIR Community of Practice #3

EIR Community of Practice #3

Provide incredible opportunities for collaboration with school-site colleagues, as well as colleagues from the other participating schools! This is especially exciting for those who may be the only teacher at your school teaching a particular course - as there will be an opportunity to team up with teachers from other sites who teach the same course.

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Thumbnail for EIR Community of Practice #4

EIR Community of Practice #4

Provide incredible opportunities for collaboration with school-site colleagues, as well as colleagues from the other participating schools! This is especially exciting for those who may be the only teacher at your school teaching a particular course - as there will be an opportunity to team up with teachers from other sites who teach the same course.

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Thumbnail for Elementary ELD In-Person Institute

Elementary ELD In-Person Institute

The ELA/ELD Framework calls for integrating language development within the context of science and social studies standards. Using examples from the Sobrato Early Academic Language (SEAL) Model, participants will be immersed in strategies to provide English Learners with ELD related to NGSS science themes and the social studies framework. Activities include watching videos from classrooms and learning about how to use language functions and graphic organizers to bridge Integrated and Designated ELD. We will closely examine how to plan for Designated ELD in a manner that both prepares students for content as well as responds to their individual linguistic needs.

Curriculum Specialists/TOSAs

Educational Aides)

English Language Development (ELD) Teachers

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Classroom Teachers

Integrated Supports~Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~English Language Development (ELD) Teachers~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Elementary Science Olympiad Program

Elementary Science Olympiad Program

Our hands-on, inquiry-based activities challenge students in grades K-6 to build their understanding of basic scientific concepts, like measurement, force, engineering design, and energy.

Classified Personnel

Classroom Teachers

Early Childhood Educators

Parents / Caregivers

Family/Community Engagement~

All Staff~Classified Personnel~Classroom Teachers~Early Childhood Educators~Parents / Caregivers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Thumbnail for Empowering Early Learning Educators: Enhancing Social-Emotional Development Through Active Fatherhood Engagement

Empowering Early Learning Educators: Enhancing Social-Emotional Development Through Active Fatherhood Engagement

Active fatherhood engagement plays a crucial role in promoting children’s social-emotional development. This training will focus on equipping early learning educators with strategies to encourage and support father involvement in the early childhood setting. Participants will explore the positive impact of father engagement on children’s emotional well-being, social skills, and academic success. Educators will gain tools to build stronger connections between fathers, children, and educational environments, fostering a community that values and empowers father participation. Training Objectives: Understand the Role of Father Engagement: Learn how active father involvement enhances children’s social-emotional development, contributing to improved emotional well-being, social skills, and academic outcomes. Implement Strategies for Father Engagement: Discover and apply strategies to support and increase father participation in early learning environments, creating stronger family-educator partnerships that benefit children's growth and development.

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Curriculum Specialists/TOSAs

Family/Community Engagement~Whole Child Domain~

Curriculum Specialists/TOSAs~Early Childhood Educators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Empowering Writers Summit: Strategies for Success Across the Disciplines

Empowering Writers Summit: Strategies for Success Across the Disciplines

Join us for a fun and inspiring day at the Writing Summit! Connect with fellow educators, explore new strategies, and spark creativity in your students. With engaging workshops, lively discussions, and plenty of collaboration, you'll leave with fresh ideas and tools to make writing exciting for all your students. Don't mess out on this opportunity to reignite your passion for teaching writing! Accepting Proposals at https://tinyurl.com/cn3thwz7

Curriculum Specialists/TOSAs

Classroom Teachers

Inclusive Policy Structure and Practice~

Classroom Teachers~Curriculum Specialists/TOSAs~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for Exploring Creativity: Nurturing Process Art Over Product Art in Early Childhood

Exploring Creativity: Nurturing Process Art Over Product Art in Early Childhood

In early childhood, fostering creativity through process art encourages children to explore, imagine, and express themselves freely without focusing on a final product. This training will delve into the importance of nurturing process art over product art. Participants will gain strategies to integrate process-based art activities into their classrooms, creating an environment where creativity can flourish and children feel empowered to explore their artistic expression. Training Objectives: Understand the Value of Process Art: Learn the key differences between process art and product art and understand how process art promotes creativity, cognitive growth, and social-emotional development in young children. Implement Process Art Strategies: Explore and apply practical strategies for incorporating process-based art activities into early childhood classrooms to foster a creative mindset.

Curriculum Specialists/TOSAs

District Administrators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~Instructional Coaches~Curriculum Specialists/TOSAs~District Administrators~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, In-Person

Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, In-Person

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, In-Person

Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, In-Person

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, In-Person

Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, In-Person

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, In-Person

Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, In-Person

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Asynchronous Online

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Asynchronous Online

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Asynchronous Online

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Asynchronous Online

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Asynchronous Online

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Asynchronous Online

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Asynchronous Online

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Asynchronous Online

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Asynchronous Online

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Asynchronous Online

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Asynchronous Online

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Asynchronous Online

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Asynchronous Online

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Asynchronous Online

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Asynchronous Online

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

Expository Reading and Writing Curriculum (ERWC) - Spring 2025 Session, Virtual

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Asynchronous Online

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Winter 2025 Session, In-Person

Expository Reading and Writing Curriculum (ERWC) - Winter 2025 Session, In-Person

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Expository Reading and Writing Curriculum (ERWC) - Winter 2025 Session, In-Person

Expository Reading and Writing Curriculum (ERWC) - Winter 2025 Session, In-Person

An active experience providing hands-on practice with the ERWC curriculum, designed to help students develop the academic literacy skills necessary for success in college and the world of work.

English Language Development (ELD) Teachers

Whole Child Domain~Integrated Supports~

English Language Development (ELD) Teachers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Family Child Care Community of Practice (CoP) English Cohort: Session 3

Family Child Care Community of Practice (CoP) English Cohort: Session 3

The Family Child Care Community of Practice (CoP) aims to gather and support Family Child Care Educators by facilitating collaborative discussions. Participants will have the opportunity to network, share information, and learn best practices for providing direct services to our youngest learners and their families. Training Objectives: Facilitate Collaborative Discussions Among Educators: Engage Family Child Care Educators in collaborative discussions to share experiences, insights, and best practices for enhancing the quality of care and education for young children. Enhance Service Delivery to Young Learners and Families: Provide opportunities for educators to network and learn effective strategies and practices for delivering high-quality services to young learners and their families.

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for From Theory to Practice: Enhancing Numbers and Operations (Grades 3-5 -- Series 1 of 5)

From Theory to Practice: Enhancing Numbers and Operations (Grades 3-5 -- Series 1 of 5)

Delve deeply into Numbers and Operations using research-based pedagogy, incorporating both synchronous and asynchronous learning components.

Curriculum Specialists/TOSAs

District Administrators

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for From Theory to Practice: Enhancing Numbers and Operations (Grades 3-5 -- Series 2 of 5)

From Theory to Practice: Enhancing Numbers and Operations (Grades 3-5 -- Series 2 of 5)

Delve deeply into Numbers and Operations using research-based pedagogy, incorporating both synchronous and asynchronous learning components.

Curriculum Specialists/TOSAs

District Administrators

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for From Theory to Practice: Enhancing Numbers and Operations (Grades 3-5 -- Series 3 of 5)

From Theory to Practice: Enhancing Numbers and Operations (Grades 3-5 -- Series 3 of 5)

Delve deeply into Numbers and Operations using research-based pedagogy, incorporating both synchronous and asynchronous learning components.

Curriculum Specialists/TOSAs

District Administrators

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for From Theory to Practice: Enhancing Numbers and Operations (Grades 3-5 -- Series 4 of 5)

From Theory to Practice: Enhancing Numbers and Operations (Grades 3-5 -- Series 4 of 5)

Delve deeply into Numbers and Operations using research-based pedagogy, incorporating both synchronous and asynchronous learning components.

Curriculum Specialists/TOSAs

District Administrators

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for From Theory to Practice: Enhancing Numbers and Operations (Grades 3-5 -- Series 5 of 5)

From Theory to Practice: Enhancing Numbers and Operations (Grades 3-5 -- Series 5 of 5)

Delve deeply into Numbers and Operations using research-based pedagogy, incorporating both synchronous and asynchronous learning components.

Curriculum Specialists/TOSAs

District Administrators

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for From Theory to Practice: Enhancing Numbers and Operations (TK-2 -- Series 1 of 5)

From Theory to Practice: Enhancing Numbers and Operations (TK-2 -- Series 1 of 5)

Delve deeply into Numbers and Operations using research-based pedagogy, incorporating both synchronous and asynchronous learning components.

Curriculum Specialists/TOSAs

District Administrators

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for From Theory to Practice: Enhancing Numbers and Operations (TK-2 -- Series 2 of 5)

From Theory to Practice: Enhancing Numbers and Operations (TK-2 -- Series 2 of 5)

Delve deeply into Numbers and Operations using research-based pedagogy, incorporating both synchronous and asynchronous learning components.

Curriculum Specialists/TOSAs

District Administrators

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for From Theory to Practice: Enhancing Numbers and Operations (TK-2 -- Series 3 of 5)

From Theory to Practice: Enhancing Numbers and Operations (TK-2 -- Series 3 of 5)

Delve deeply into Numbers and Operations using research-based pedagogy, incorporating both synchronous and asynchronous learning components.

Curriculum Specialists/TOSAs

District Administrators

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for From Theory to Practice: Enhancing Numbers and Operations (TK-2 -- Series 4 of 5)

From Theory to Practice: Enhancing Numbers and Operations (TK-2 -- Series 4 of 5)

Delve deeply into Numbers and Operations using research-based pedagogy, incorporating both synchronous and asynchronous learning components.

Curriculum Specialists/TOSAs

District Administrators

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for From Theory to Practice: Enhancing Numbers and Operations (TK-2 -- Series 5 of 5)

From Theory to Practice: Enhancing Numbers and Operations (TK-2 -- Series 5 of 5)

Delve deeply into Numbers and Operations using research-based pedagogy, incorporating both synchronous and asynchronous learning components.

Curriculum Specialists/TOSAs

District Administrators

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~District Administrators~Curriculum Specialists/TOSAs~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Asynchronous Online

Thumbnail for GATE Certification

GATE Certification

The Orange County Department of Education's GATE office offers customized GATE Certification that meets the standards of the OC GATE Collaborative to train teachers in the foundational theories in gifted education and high yield strategies to enhance, enrich and extend students' thinking to challenge and support academic, behavioral and social-emotional growth.

Curriculum Specialists/TOSAs

District Administrators

Early Childhood Educators

Instructional Coaches

School Counselors

School Psychologists

Classroom Teachers

9/1/2024 - 8/31/2025

Integrated Supports~Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~Early Childhood Educators~Instructional Coaches~School Counselors~School Psychologists~

Asynchronous Online

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Help Me Grow

Help Me Grow

Help Me Grow connects children and their families to developmental services to enhance the development, behavior and learning of children birth through eight years. By calling the toll free number 1.866.GROW.025, (1.866.476.9025) or using the online link, parents, caregivers, child care providers, early educators and health care providers have a point of access to developmental services for all young children who live in Orange County.

Early Childhood Educators

Whole Child Domain~Family/Community Engagement~

Early Childhood Educators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Ignite Early Literacy: Inspire Lifelong Readers PK-1st Grade

Ignite Early Literacy: Inspire Lifelong Readers PK-1st Grade

Join us for an exciting, full-day training dedicated to exploring PK- 1st grade literacy in the elementary school setting! In this engaging workshop, you will gain valuable insights and practical tools to enhance your teaching practices and foster a love of reading in your youngest students. Early Literacy Strategies: Explore engaging early literacy strategies to support foundational reading achievement. State Guidance: Understand the updated TK guidelines for elementary schools and their alignment with Preschool Transitional Kindergarten Foundations and K-1st California ELA State Standards. Scaffolded Instruction: Engage in discussions on how literacy instruction progresses from TK to Kindergarten and beyond to create a cohesive literacy framework across elementary school. Developmentally Appropriate Practices: Learn collaborative literacy strategies that are developmentally appropriate for younger students.

Curriculum Specialists/TOSAs

District Administrators

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~Early Childhood Educators~Instructional Coaches~School Administrators (Principals, Vice Principals)~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Intro to Infant/Toddler Interactions

Intro to Infant/Toddler Interactions

This training provides an introduction and overview of the Infant and Toddler Domains within the Infant and Toddler CLASS Tools. Participants will gain a comprehensive understanding of what the CLASS tools measure, the importance of high-quality teacher-child interactions, and the implications of infant and toddler development in the classroom. Training Objectives: Understand the CLASS Tools: Gain an understanding of what the Infant and Toddler CLASS tools measure and their significance in evaluating and improving classroom interactions. Recognize the Importance of Teacher-Child Interactions: Understand the critical role of high-quality teacher-child interactions in infant and toddler classrooms and learn about the developmental implications and classroom practices that support these interactions.

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Intro to PreK Interactions

Intro to PreK Interactions

This presentation provides an introduction to the CLASS™ PreK instrument, including its domains and dimensions. Participants will learn about effective teacher-child interactions as defined by the CLASS™ tool and understand how high-quality interactions contribute to children's learning and development. Training Objectives: Understand CLASS™ PreK Domains and Dimensions: Learn the basics of the CLASS™ PreK instrument, including its key domains and dimensions, to understand how they define and measure effective teacher-child interactions. Enhance Teacher-Child Interactions: Discover how high-quality interactions, as outlined by the CLASS™ tool, support and enhance children's learning and development, and explore practical strategies for implementing these interactions in the classroom.

District Administrators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~District Administrators~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Thumbnail for Introduction to Educational Interpreting

Introduction to Educational Interpreting

Introduction to Educational Interpreting is a comprehensive 3-hour training designed to develop a deep understanding of educational terminology and practices. This program equips participants with the skills and knowledge needed to perform professionally in any educational interpretation encounter.

Interpreters/Translators/Bilingual Staff

Family/Community Engagement~Inclusive Policy Structure and Practice~Integrated Supports~Whole Child Domain~

Interpreters/Translators/Bilingual Staff~

Student Initiatives, Partnerships & Events (SIPE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for MAS English Learner Master Plan Training, Session 7 of 11

MAS English Learner Master Plan Training, Session 7 of 11

Support Fullerton Joint Union SD in the development of a EL Master Plan, providing customized services.

Parent Coordinators/Family Engagement Staff

School Administrators (Principals

Vice Principals)

District Administrators

Administrative Leadership~Integrated Supports~Whole Child Domain~Inclusive Policy Structure and Practice~Family/Community Engagement~

District Administrators~School Administrators (Principals, Vice Principals)~Parent Coordinators/Family Engagement Staff~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for MAS Long Term English Learner Network (LTEL), Session 3 of 5

MAS Long Term English Learner Network (LTEL), Session 3 of 5

Develop collaborative efforts to identify, understand, and improve data points and outcomes for our Long Term English Learners (LTEL).

Curriculum Specialists/TOSAs

District Administrators

English Language Development (ELD) Teachers

School Administrators (Principals

Vice Principals)

Classroom Teachers

Integrated Supports~Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~English Language Development (ELD) Teachers~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Pupil Outcomes~

Thumbnail for Mastering English-to-Spanish Technical Terminology in Translation with Daniel Tamayo

Mastering English-to-Spanish Technical Terminology in Translation with Daniel Tamayo

In a world of rapidly evolving concepts and terminology, accurate translation is paramount. Join us in this interactive workshop to delve into the nuanced realm of researching and translating potentially intricate English terminology into eloquent and precise Spanish equivalents.

Interpreters/Translators/Bilingual Staff

Family/Community Engagement~Integrated Supports~Inclusive Policy Structure and Practice~

Interpreters/Translators/Bilingual Staff~

Student Initiatives, Partnerships & Events (SIPE)~

Conditions of Learning~Pupil Outcomes~Engagement~

Thumbnail for Mastering English-to-Spanish Technical Terminology in Translation with Daniel Tamayo

Mastering English-to-Spanish Technical Terminology in Translation with Daniel Tamayo

Mastering English-to-Spanish Technical Terminology in Translation with Daniel TamayoIn a world of rapidly evolving concepts and terminology, accurate translation is paramount. Join us in this interactive workshop to delve into the nuanced realm of researching and translating potentially intricate English terminology into eloquent and precise Spanish equivalents.

Interpreters/Translators/Bilingual Staff

Family/Community Engagement~Inclusive Policy Structure and Practice~Integrated Supports~

Interpreters/Translators/Bilingual Staff~

Student Initiatives, Partnerships & Events (SIPE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for McKinney-Vento Liaison Network Meeting

McKinney-Vento Liaison Network Meeting

To: Deepen Understanding of LEA Policy Framework & Educational Requirements, Build Strong LEA/School/Community Relationships, Share Best Practices and Resources, Network with Colleagues

McKinney-Vento Homeless Education Liaisons

Partners Supporting Students Experiencing Homelessness

School Administrators (Principals

Vice Principals)

District Administrators

Inclusive Policy Structure and Practice~

District Administrators~McKinney-Vento Homeless Education Liaisons~School Administrators (Principals, Vice Principals)~Partners Supporting Students Experiencing Homelessness~

Integrated Student Supports (ISS)~

Thumbnail for McKinney-Vento Liaison Network Meeting

McKinney-Vento Liaison Network Meeting

To: Deepen Understanding of LEA Policy Framework & Educational Requirements, Build Strong LEA/School/Community Relationships, Share Best Practices and Resources, Network with Colleagues

McKinney-Vento Homeless Education Liaisons

Partners Supporting Students Experiencing Homelessness

School Administrators (Principals

Vice Principals)

District Administrators

Inclusive Policy Structure and Practice~

District Administrators~McKinney-Vento Homeless Education Liaisons~School Administrators (Principals, Vice Principals)~Partners Supporting Students Experiencing Homelessness~

Integrated Student Supports (ISS)~

Thumbnail for Meaningful Conversations

Meaningful Conversations

Increase meaningful and interactive conversations between children and teachers in the classroom. This training will equip participants with effective strategies to expand daily conversations with children, fostering a more engaging and communicative classroom environment. Training Objectives: Enhance Teacher-Child Interactions: Learn and implement strategies to establish meaningful and interactive conversations with children, promoting stronger connections and communication within the classroom. Expand Daily Classroom Conversations: Develop techniques to expand and enrich daily conversations with children, enhancing their language development and engagement in the learning process.

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

District Administrators

Whole Child Domain~

District Administrators~Early Childhood Educators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Thumbnail for Meaningful Interactions Community of Practice for Admins (CoP): Session 2

Meaningful Interactions Community of Practice for Admins (CoP): Session 2

Are you passionate about fostering high-quality interactions in early childhood settings? Our Community of Practice is designed specifically for early childhood educator administrators who are committed to enhancing the quality of teacher-child interactions. Through collaborative discussions, shared experiences, and practical strategies, this group offers a supportive space to deepen your understanding and implementation of best practices. Connect with fellow administrators, gain fresh insights, and strengthen your leadership in promoting meaningful interactions that nurture every child's growth and development.

Early Childhood Educators

Instructional Coaches

School Administrators (Principals

Vice Principals)

District Administrators

Whole Child Domain~Administrative Leadership~

District Administrators~Early Childhood Educators~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Engagement~Conditions of Learning~

Thumbnail for Meaningful Interactions Community of Practice for Admins (CoP): Session 3

Meaningful Interactions Community of Practice for Admins (CoP): Session 3

Are you passionate about fostering high-quality interactions in early childhood settings? Our Community of Practice is designed specifically for early childhood educator administrators who are committed to enhancing the quality of teacher-child interactions. Through collaborative discussions, shared experiences, and practical strategies, this group offers a supportive space to deepen your understanding and implementation of best practices. Connect with fellow administrators, gain fresh insights, and strengthen your leadership in promoting meaningful interactions that nurture every child's growth and development.

Early Childhood Educators

Instructional Coaches

School Administrators (Principals

Vice Principals)

District Administrators

Administrative Leadership~Whole Child Domain~

District Administrators~Early Childhood Educators~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Meaningful Interactions Community of Practice for Teachers (CoP): Session 3

Meaningful Interactions Community of Practice for Teachers (CoP): Session 3

Join a Community of Practice (CoP) that empowers preschool teachers to collaborate and learn from each other around the CLASS tool. In this CoP, teachers will have the opportunity to share ideas, problem-solve, and learn from each other’s experiences. They will discover new resources and strategies for using the CLASS tool effectively and collaborate on solutions to common challenges, gaining new ideas and strategies for their classrooms. Training Objectives: Facilitate Teacher Collaboration and Knowledge Sharing: Provide a platform for teachers to collaborate, share ideas, problem-solve, and learn from each other's experiences to enhance their understanding and use of the CLASS tool. Enhance Classroom Practices with Effective Strategies: Equip teachers with new resources and strategies for using the CLASS tool effectively, addressing common challenges, and implementing innovative ideas in their classrooms.

Educational Aides)

Paraprofessionals (e.g.

Teaching Assistants

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Engagement~Conditions of Learning~

Thumbnail for MTSS In Action

MTSS In Action

This 5-part action planning series will support school/district leadership teams with their CA Multi-Tiered System of Support implementation efforts in order to improve school climate to create equitable learning environments for all students. It includes team-based coaching.

Classroom Teachers

Curriculum Specialists/TOSAs

Early Childhood Educators

Education specialists

GATE specialists

Instructional Coaches

School Administrators (Principals

School Counselors

School Psychologists

Vice Principals)

District Administrators

9/17/2024 - 2/25/2025

Whole Child Domain~

District Administrators~Instructional Coaches~School Counselors~School Psychologists~School Administrators (Principals, Vice Principals)~Early Childhood Educators~Curriculum Specialists/TOSAs~Classroom Teachers~Education specialists, EL specialists, GATE specialists~

Systemic Leadership & Continuous Improvement (SLCI)~

Pupil Outcomes~

Thumbnail for Multilingual Academic Services (MAS)- English Learner (EL) Master Plan, Session 8 of 11

Multilingual Academic Services (MAS)- English Learner (EL) Master Plan, Session 8 of 11

Supporting Fullerton Joint USD in the development of their District's EL Mater Plan

School Administrators (Principals

Vice Principals)

District Administrators

Integrated Supports~Whole Child Domain~

District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Multilingual Consortium Workgroup Meeting

Multilingual Consortium Workgroup Meeting

The Multilingual Consortium Workgroup is a professional network that supports high-quality translation and interpretation services.

Interpreters/Translators/Bilingual Staff

Family/Community Engagement~

Interpreters/Translators/Bilingual Staff~

Student Initiatives, Partnerships & Events (SIPE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Multilingual Consortium Workgroup Meeting

Multilingual Consortium Workgroup Meeting

The Multilingual Consortium Workgroup is a professional network that supports high-quality translation and interpretation services.

Interpreters/Translators/Bilingual Staff

Family/Community Engagement~

Interpreters/Translators/Bilingual Staff~

Student Initiatives, Partnerships & Events (SIPE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Multilingual Consortium Workgroup Meeting

Multilingual Consortium Workgroup Meeting

The Multilingual Consortium Workgroup meeting is a professional network that supports high-quality translation and interpretation services.

Interpreters/Translators/Bilingual Staff

Family/Community Engagement~

Interpreters/Translators/Bilingual Staff~

Student Initiatives, Partnerships & Events (SIPE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Multilingual Consortium Workgroup Meeting

Multilingual Consortium Workgroup Meeting

The Multilingual Consortium Workgroup is a professional network that supports high-quality translation and interpretation services.

Interpreters/Translators/Bilingual Staff

Family/Community Engagement~

Interpreters/Translators/Bilingual Staff~

Student Initiatives, Partnerships & Events (SIPE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for National History Day-Orange County (NHD-OC)

National History Day-Orange County (NHD-OC)

National History Day is a co-curricular program for students in grades 4 - 12 in all educational settings. Students engage in historical inquiry and analysis on a topic of their choice.

Classroom Teachers

Family/Community Engagement~

Classroom Teachers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Engagement~Pupil Outcomes~Conditions of Learning~

Thumbnail for OC Civic Learning Celebration

OC Civic Learning Celebration

K-12 Orange County educators, students, and their families are invited to participate in the OC Civic Learning Celebration. At the event, students will be asked to share their civic engagement projects. The Orange County Department of Education will recognize students who are receiving the Civic Learning Pathway certificate as well as schools that have earned Civic Learning Awards. This year's theme will be "Local Government." Attendees will learn about the many tangible avenues to affect change in our local communities.

Parents / Caregivers

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Parents / Caregivers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for OC College and Career Pathways in the Arts

OC College and Career Pathways in the Arts

Attention high school students, teachers and parents! You are invited to attend the Orange County College and Career Pathways in the Arts. Come meet with colleges, universities and employers who can help students enter careers in arts education here in Orange County. Last year, students met with 11 colleges and universities and 13 potential employers (8 school districts and 5 arts organizations) from across Orange County.

Classroom Teachers

Parents / Caregivers

Family/Community Engagement~

Parents / Caregivers~Classroom Teachers~students~

Curriculum Instruction & Academic Enrichment (CIAE)~

Thumbnail for OC Regional Science Olympiad

OC Regional Science Olympiad

Students will work together and represent their school as they compete against other teams in a variety of science and engineering events including Bungee Drop, Entomology, Potions and Poisons, Metric Mastery, and so many more! The top teams at the Regional competition will move on to represent Orange County at the State competition!

Classified Personnel

Classroom Teachers

Parents / Caregivers

Family/Community Engagement~

All Staff~Parents / Caregivers~Classroom Teachers~Classified Personnel~

Curriculum Instruction & Academic Enrichment (CIAE)~

Thumbnail for OCArts4All 2D Student Art Reception

OCArts4All 2D Student Art Reception

Students, families and teachers, please join us to celebrate students whose artwork was selected for the OCArts4All Student Art Showcase on

Community Educators)

Community Partners (e.g.

Non-profit Leaders

Parents / Caregivers

Classroom Teachers

Family/Community Engagement~

Classroom Teachers~Community Partners (e.g., Non-profit Leaders, Community Educators)~Parents / Caregivers~students~

Curriculum Instruction & Academic Enrichment (CIAE)~

Thumbnail for OCArts4All 3D Student Art Reception

OCArts4All 3D Student Art Reception

OCArts4All 3D Student Art Reception

Parents / Caregivers

Classroom Teachers

Family/Community Engagement~

Classroom Teachers~Parents / Caregivers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Thumbnail for OCArts4All Film/Animation Student Reception

OCArts4All Film/Animation Student Reception

OCArts4All Film/Animation Student Reception

Parents / Caregivers

Classroom Teachers

Family/Community Engagement~

Classroom Teachers~Parents / Caregivers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Thumbnail for OCArts4All Teacher Reception

OCArts4All Teacher Reception

Thank you to teachers who submitted artwork and to all who served on the student art selection team. Please join us and meet Orange County college and museum art colleagues who served on the student art selection team and enjoy a FREE guided tour of the museum.

Classroom Teachers

Family/Community Engagement~

Classroom Teachers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Thumbnail for Orange County District CWA/SARB Administrator Network Meeting

Orange County District CWA/SARB Administrator Network Meeting

The Orange County District CWA/SARB Administrator Network provides district administrators and staff with an opportunity to build partnerships between districts by supporting collaboration to share best practices, exploring innovative approaches, and fostering an effective community of practice. This includes providing legislative updates and critical information essential to the work of CWA/SARB liaisons and supervisors, in order to help districts better understand and address issues of child welfare and attendance.

Child Welfare and Attendance Personnel

District Administrators

Integrated Supports~Administrative Leadership~

District Administrators~Child Welfare and Attendance Personnel~

Integrated Student Supports (ISS)~

Thumbnail for Orange County District CWA/SARB Administrator Network Meeting

Orange County District CWA/SARB Administrator Network Meeting

The Orange County District CWA/SARB Administrator Network provides district administrators and staff with an opportunity to build partnerships between districts by supporting collaboration to share best practices, exploring innovative approaches, and fostering an effective community of practice. This includes providing legislative updates and critical information essential to the work of CWA/SARB liaisons and supervisors, in order to help districts better understand and address issues of child welfare and attendance.

District Administrators

Child Welfare and Attendance Personnel

Integrated Supports~

Child Welfare and Attendance Personnel~District Administrators~

Integrated Student Supports (ISS)~

Thumbnail for ORANGE COUNTY HEALTH EDUCATION PROFESSIONAL LEARNING NETWORK

ORANGE COUNTY HEALTH EDUCATION PROFESSIONAL LEARNING NETWORK

Virtual, no-cost professional learning where educators can learn up-to-date health education information, access new resources, hear from content experts, and connect with peers. Who Should Attend: Teachers and educators providing health education to middle and high school students and administrators and school staff supporting health education.

Classroom Teachers

11/18/2024 - 5/12/2025

Whole Child Domain~

Classroom Teachers~

Student Initiatives, Partnerships & Events (SIPE)~

Conditions of Learning~

Thumbnail for Orange County IB World Schools Coordinators Meeting

Orange County IB World Schools Coordinators Meeting

Network of Orange County IB World Schools Coordinators meeting to share insights, discover resources, and establish valuable connections to strengthen IB programmes. Cultivate local support and create valuable learning opportunities with other IB professionals.

School site and district level IB Coordinators

Whole Child Domain~

School site and district level IB Coordinators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Orange County IB World Schools Coordinators Meeting

Orange County IB World Schools Coordinators Meeting

Network of Orange County IB World Schools Coordinators meeting to share insights, discover resources, and establish valuable connections to strengthen IB programmes. Cultivate local support and create valuable learning opportunities with other IB professionals.

School site and district level IB Coordinators

Whole Child Domain~

School site and district level IB Coordinators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Orange County IB World Schools Coordinators Meeting

Orange County IB World Schools Coordinators Meeting

Network of Orange County IB World Schools Coordinators meeting to share insights, discover resources, and establish valuable connections to strengthen IB programmes. Cultivate local support and create valuable learning opportunities with other IB professionals.

School site and district level IB Coordinators

Whole Child Domain~

School site and district level IB Coordinators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Orange County MHSSA Quarterly Network Meetings

Orange County MHSSA Quarterly Network Meetings

Funded by the Mental Health and Wellness Student Services Act Grant (MHSSA), these meetings will share updates to participants about the grant, review important county-wide data around mental health, time to connect with colleagues to network and shre best practices, and learn about additional mental health resources available. These meetings are for Primary and Secondary district mental health leads.

and Regional Mental Health Coordinators

OC Health Care Agency partners

School Mental Health Leads

Integrated Supports~Whole Child Domain~

School Mental Health Leads~OC Health Care Agency partners, and Regional Mental Health Coordinators~

Integrated Student Supports (ISS)~

Thumbnail for Orange County MHSSA Quarterly Network Meetings

Orange County MHSSA Quarterly Network Meetings

Funded by the Mental Health and Wellness Student Services Act Grant (MHSSA), these meetings will share updates to participants about the grant, review important county-wide data around mental health, time to connect with colleagues to network and shre best practices, and learn about additional mental health resources available. These meetings are for Primary and Secondary district mental health leads.

and Regional Mental Health Coordinators

OC Health Care Agency partners

School Mental Health Leads

Integrated Supports~Whole Child Domain~

School Mental Health Leads~OC Health Care Agency partners, and Regional Mental Health Coordinators~

Integrated Student Supports (ISS)~

Thumbnail for Orange County Restorative Practices Sustainability Network

Orange County Restorative Practices Sustainability Network

This new series is designed to support educators in enhancing their restorative practice skill set and strengthening their school’s system to sustain restorative practices. Activities will include exploring current resources and publications within the county and from the International Institute for Restorative Practices (IIRP), networking with colleagues, and planning for restorative practices integration within our CAMTSS framework.

Classroom Teachers

District Administrators

School Administrators (Principals

School Counselors

Vice Principals)

For educators who have completed the two-day basic restorative practices training.

9/26/2024 - 5/8/2025

Whole Child Domain~

For educators who have completed the two-day basic restorative practices training.~Classroom Teachers~District Administrators~School Administrators (Principals, Vice Principals)~School Counselors~

Systemic Leadership & Continuous Improvement (SLCI)~

Thumbnail for ORANGE COUNTY SOCIAL SCIENCE ADMINISTRATOR NETWORK (OCSSA)

ORANGE COUNTY SOCIAL SCIENCE ADMINISTRATOR NETWORK (OCSSA)

The OCSSA network is a forum of Orange County principals, teacher leaders, and coaches. This network will discuss best practices and share resources to better History-Social Science teaching and learning. During OCSSA virtual network meetings, we will spend time learning from one another, learning together, and developing ideas for the next steps in professional development and practice.

Instructional Coaches

School Administrators (Principals

teacher leaders

Vice Principals)

District Administrators

Whole Child Domain~

District Administrators~Instructional Coaches~School Administrators (Principals, Vice Principals)~teacher leaders~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for Orange County Social Science Administrator Network (OCSSA)

Orange County Social Science Administrator Network (OCSSA)

The OCSSA network is a forum of Orange County principals, teacher leaders, and coaches. This network will discuss best practices and share resources to better History-Social Science teaching and learning. During OCSSA virtual network meetings, we will spend time learning from one another, learning together, and developing ideas for the next steps in professional development and practice.

Instructional Coaches

School Administrators (Principals

teacher leaders

Vice Principals)

District Administrators

Whole Child Domain~

District Administrators~Instructional Coaches~School Administrators (Principals, Vice Principals)~teacher leaders~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for PBIS Sustainability Network - OCDE/SDCOE

PBIS Sustainability Network - OCDE/SDCOE

PBIS Sustainability Network - Virtual

District Administrators

Instructional Coaches

School Administrators (Principals

Vice Principals)

Classroom Teachers

9/18/2024 - 3/5/2025

Inclusive Policy Structure and Practice~

Classroom Teachers~District Administrators~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Systemic Leadership & Continuous Improvement (SLCI)~

Thumbnail for PBIS Tier 1 Team Training - Year 1 Team Installing

PBIS Tier 1 Team Training - Year 1 Team Installing

Join us for one of our two-year PBIS Team Training Series. Teams will attend “Year 1: Installation” followed by “Year 2: Implementation” where they will engage in learning around universal systems, practices, and data necessary to successfully create positive, safe, predictable, and equitable learning environments.

Classroom Teachers

School Administrators (Principals

Vice Principals)

Instructional Coaches

9/24/2024 - 4/22/2025

Inclusive Policy Structure and Practice~

Instructional Coaches~School Administrators (Principals, Vice Principals)~Classroom Teachers~

Systemic Leadership & Continuous Improvement (SLCI)~

Thumbnail for Preliminary Administrative Services Credential

Preliminary Administrative Services Credential

The Orange County Department of Education Preliminary Administrative Services Credential program is designed for aspiring school administrators who seek to develop the skills to effectively lead a 21st-century educational organization. The fifteen (15) month model is a blend of coursework and performance-based tasks, providing ongoing opportunities for candidates to learn educational theory and apply that understanding in authentic in-class and in-field environments. The California Administrator Performance Expectations (CAPE's) define the six categories of leadership as:

8/29/2024 - 12/1/2025

Administrative Leadership~Whole Child Domain~

Career Education/Post Secondary Advancement (CEPSA)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Preparing for your Classroom Quality Assessment Visit

Preparing for your Classroom Quality Assessment Visit

Prepare for your CLASS visit by attending this overview tailored for CSPP classrooms being assessed this school year. This session will guide you through what to expect during a CLASS visit, how to prepare effectively, and how to reflect on and plan for the interactions between children and adults in the classroom. Training Objectives: Understand the CLASS Visit Process: Learn what to expect during a CLASS visit, including the assessment process and key areas of focus, to ensure you are well-prepared for the evaluation. Prepare and Reflect on Classroom Interactions: Discover how to prepare your classroom, reflect on interactions between children and adults, and develop strategies for planning and improving these interactions to enhance your CLASS visit experience.

Instructional Coaches

School Administrators (Principals

Vice Principals)

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Thumbnail for Preschool GLAD(R) Network

Preschool GLAD(R) Network

Professional Networks provide an opportunity for educators and trainers to engage with peers who are applying Project GLAD® strategies. These networks aim to enhance communication, exchange resources, and foster collaboration.

Curriculum Specialists/TOSAs

Early Childhood Educators

English Language Development (ELD) Teachers

Classroom Teachers

Integrated Supports~Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~Early Childhood Educators~English Language Development (ELD) Teachers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Prevention: It Starts With You!

Prevention: It Starts With You!

This workshop educates parents and caregivers on youth substance use prevention essentials. It provides an overview of current drug trends, risk and protective factors, and parenting techniques. Parents are equipped with the knowledge, skills, and strategies to identify and prevent youth alcohol and drug use.

Parent Coordinators/Family Engagement Staff

Parents / Caregivers

10/1/2024 - 6/30/2027

Family/Community Engagement~

Parents / Caregivers~Parent Coordinators/Family Engagement Staff~

Student Initiatives, Partnerships & Events (SIPE)~

Thumbnail for Project GLAD Renewal

Project GLAD Renewal

Project GLAD Renewal for Project GLAD Trainers to sustain their Licensing Agreements to engage with the model

Curriculum Specialists/TOSAs

District Administrators

Early Childhood Educators

English Language Development (ELD) Teachers

Instructional Coaches

Project GLAD Trainers

School Administrators (Principals

Vice Principals)

Classroom Teachers

2/3/2025 - 3/28/2025

Administrative Leadership~Integrated Supports~Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~Early Childhood Educators~English Language Development (ELD) Teachers~Instructional Coaches~School Administrators (Principals, Vice Principals)~Project GLAD Trainers~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Project GLAD® Customized Training and Support- Alignment to Benchmark Curriculum

Project GLAD® Customized Training and Support- Alignment to Benchmark Curriculum

Project GLAD® Customized Training and Support- Alignment to Benchmark Curriculum for Magnolia School District

Curriculum Specialists/TOSAs

District Administrators

Instructional Coaches

School Administrators (Principals

Vice Principals)

Classroom Teachers

Integrated Supports~Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Project GLAD® Elementary Biliteracy Network, Session 3 of 4

Project GLAD® Elementary Biliteracy Network, Session 3 of 4

Virtual networks provide opportunities to interact with other educators and coaches implementing GLAD® strategies in early childhood settings. They are uniquely designed to facilitate communication about GLAD®, share resources, and build collaboration.

Curriculum Specialists/TOSAs

Instructional Coaches

Classroom Teachers

Integrated Supports~Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~Instructional Coaches~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Project GLAD® Elementary Biliteracy Network, Session 3 of 4

Project GLAD® Elementary Biliteracy Network, Session 3 of 4

Virtual networks provide opportunities to interact with other educators and coaches implementing GLAD® strategies. They are uniquely designed to facilitate communication about GLAD®, share resources, and build collaboration.

Curriculum Specialists/TOSAs

English Language Development (ELD) Teachers

Instructional Coaches

Classroom Teachers

Integrated Supports~Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~English Language Development (ELD) Teachers~Instructional Coaches~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Project GLAD® Secondary Network, Session 3 of 4

Project GLAD® Secondary Network, Session 3 of 4

Virtual networks provide opportunities to interact with other educators and coaches implementing GLAD® strategies. They are uniquely designed to facilitate communication about GLAD®, share resources, and build collaboration.

Curriculum Specialists/TOSAs

English Language Development (ELD) Teachers

Instructional Coaches

Classroom Teachers

Integrated Supports~Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~English Language Development (ELD) Teachers~Instructional Coaches~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 2 of 8)

Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 2 of 8)

Embark on an immersive professional learning journey tailored for teams of secondary math educators, coaches, and leads. Special attention is devoted to supporting emergent bilinguals and students with learning disabilities.

Curriculum Specialists/TOSAs

District Administrators

Instructional Coaches

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 3 of 8)

Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 3 of 8)

Embark on an immersive professional learning journey tailored for teams of secondary math educators, coaches, and leads. Special attention is devoted to supporting emergent bilinguals and students with learning disabilities.

Curriculum Specialists/TOSAs

District Administrators

Instructional Coaches

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 4 of 8)

Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 4 of 8)

Embark on an immersive professional learning journey tailored for teams of secondary math educators, coaches, and leads. Special attention is devoted to supporting emergent bilinguals and students with learning disabilities.

Curriculum Specialists/TOSAs

Instructional Coaches

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 5 of 8)

Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 5 of 8)

Embark on an immersive professional learning journey tailored for teams of secondary math educators, coaches, and leads. Special attention is devoted to supporting emergent bilinguals and students with learning disabilities.

Curriculum Specialists/TOSAs

District Administrators

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 6 of 8)

Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 6 of 8)

Embark on an immersive professional learning journey tailored for teams of secondary math educators, coaches, and leads. Special attention is devoted to supporting emergent bilinguals and students with learning disabilities

Curriculum Specialists/TOSAs

District Administrators

Instructional Coaches

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~Instructional Coaches~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 7 of 8)

Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 7 of 8)

Embark on an immersive professional learning journey tailored for teams of secondary math educators, coaches, and leads. Special attention is devoted to supporting emergent bilinguals and students with learning disabilities.

Curriculum Specialists/TOSAs

District Administrators

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 8 of 8)

Reaching Multilingual Language Learners and Students with Disabilities in Math through Routines for Reasoning (Series 8 of 8)

Embark on an immersive professional learning journey tailored for teams of secondary math educators, coaches, and leads. Special attention is devoted to supporting emergent bilinguals and students with learning disabilities.

Curriculum Specialists/TOSAs

District Administrators

Instructional Coaches

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Reaching Multilingual Language Learners and Students with Disability Math through Routines for Reasoning (Series 2 of 6)

Reaching Multilingual Language Learners and Students with Disability Math through Routines for Reasoning (Series 2 of 6)

Embark on an immersive professional learning journey tailored for teams of secondary math educators, coaches, and leads. Special attention is devoted to supporting emergent bilinguals and students with learning disabilities.

Curriculum Specialists/TOSAs

District Administrators

Instructional Coaches

School Administrators (Principals

Vice Principals)

Classroom Teachers

Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Safe From the Start

Safe From the Start

This training will provide strategies to support children who may experience behavioral or cognitive difficulties due to exposure to violence. Participants will learn about the impact of trauma on the developing brain, its effects on early learning and future academic achievement, and the importance of healthy brain development during the first five years of a child's life. Training Objectives: Understand the Impact of Trauma on Brain Development: Explore how exposure to trauma affects the developing brain and its implications for early learning and future academic success. Implement Strategies for Supporting Affected Children Learn and apply strategies to support children facing behavioral or cognitive challenges resulting from exposure to violence, promoting healthy brain development and well-being.

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for School Health Services 101 Training

School Health Services 101 Training

Orange County Department of Education School Health Services will provide a Two-Day technical training to cover the latest information on a wide variety of topics that support quality student health.

Classified Personnel

Coordinating school nurses and collaborative partners in school health services

Licensed Vocational Nurses

Licensed/Associate Clinicians

School Administrators (Principals

unlicensed school staff who provide health services to students

Vice Principals)

District Administrators

Family/Community Engagement~Integrated Supports~

District Administrators~Classified Personnel~Licensed Vocational Nurses~Licensed/Associate Clinicians~School Administrators (Principals, Vice Principals)~School Nurses~Health Clerks, Coordinating school nurses and collaborative partners in school health services, unlicensed school staff who provide health services to students~

Integrated Student Supports (ISS)~

Pupil Outcomes~

Thumbnail for School Health Services Network Meeting

School Health Services Network Meeting

Orange County Department of Education hosts quarterly meetings for district level coordinating school nurses and collaborative partners to share best practices, receive county-wide updates, and create professional connections within the field.

Community Educators)

District Administrators

District Designated School Health Leaders and Collaborative Partners

Licensed Vocational Nurses

Licensed/Associate Clinicians

Non-profit Leaders

School Administrators (Principals

Vice Principals)

Community Partners (e.g.

Family/Community Engagement~Integrated Supports~

Community Partners (e.g., Non-profit Leaders, Community Educators)~District Administrators~Licensed/Associate Clinicians~Licensed Vocational Nurses~School Administrators (Principals, Vice Principals)~School Nurses~District Designated School Health Leaders and Collaborative Partners~

Integrated Student Supports (ISS)~

Pupil Outcomes~

Thumbnail for Social and Emotional Foundations for Early Learning (SEFEL) Module Series - Spanish: Module 1

Social and Emotional Foundations for Early Learning (SEFEL) Module Series - Spanish: Module 1

This series covers the Social and Emotional Foundations for Early Learning (SEFEL) Pyramid Model, a systematic framework designed to promote social and emotional competence, prevent challenging behaviors, and teach young children appropriate skills for managing their emotions in social situations. Participants will gain strategies to support the key elements of the Pyramid Model, including building positive relationships, implementing preventative classroom practices, using social and emotional teaching strategies, and planning intensive individualized interventions. Training Objectives: Support Key Elements of the Pyramid Model: Learn and apply strategies to support the core elements of the Pyramid Model, including building positive relationships, implementing preventative classroom practices, and using social and emotional teaching strategies. Plan and Implement Individualized Interventions: Develop and implement intensive individualized interventions tailored to the needs of young children, enhancing their ability to manage emotions and navigate social situations effectively. *Please note: Attendance at all three modules is required Participants who attend all three modules will receive a kit of SEFEL implementation classroom materials This training series will be held IN-PERSON A one-hour lunch break will be given (Lunch is not provided)

District Administrators

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Curriculum Specialists/TOSAs

Whole Child Domain~

Curriculum Specialists/TOSAs~Early Childhood Educators~District Administrators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Social and Emotional Foundations for Early Learning (SEFEL) Module Series - Spanish: Module 2

Social and Emotional Foundations for Early Learning (SEFEL) Module Series - Spanish: Module 2

This series covers the Social and Emotional Foundations for Early Learning (SEFEL) Pyramid Model, a systematic framework designed to promote social and emotional competence, prevent challenging behaviors, and teach young children appropriate skills for managing their emotions in social situations. Participants will gain strategies to support the key elements of the Pyramid Model, including building positive relationships, implementing preventative classroom practices, using social and emotional teaching strategies, and planning intensive individualized interventions. Training Objectives: Support Key Elements of the Pyramid Model: Learn and apply strategies to support the core elements of the Pyramid Model, including building positive relationships, implementing preventative classroom practices, and using social and emotional teaching strategies. Plan and Implement Individualized Interventions: Develop and implement intensive individualized interventions tailored to the needs of young children, enhancing their ability to manage emotions and navigate social situations effectively. *Please note: Attendance at all three modules is required Participants who attend all three modules will receive a kit of SEFEL implementation classroom materials This training series will be held IN-PERSON A one-hour lunch break will be given (Lunch is not provided)

District Administrators

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Curriculum Specialists/TOSAs

Whole Child Domain~

Curriculum Specialists/TOSAs~Early Childhood Educators~District Administrators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Social and Emotional Foundations for Early Learning (SEFEL) Module Series - Spanish: Module 3

Social and Emotional Foundations for Early Learning (SEFEL) Module Series - Spanish: Module 3

This series covers the Social and Emotional Foundations for Early Learning (SEFEL) Pyramid Model, a systematic framework designed to promote social and emotional competence, prevent challenging behaviors, and teach young children appropriate skills for managing their emotions in social situations. Participants will gain strategies to support the key elements of the Pyramid Model, including building positive relationships, implementing preventative classroom practices, using social and emotional teaching strategies, and planning intensive individualized interventions. Training Objectives: Support Key Elements of the Pyramid Model: Learn and apply strategies to support the core elements of the Pyramid Model, including building positive relationships, implementing preventative classroom practices, and using social and emotional teaching strategies. Plan and Implement Individualized Interventions: Develop and implement intensive individualized interventions tailored to the needs of young children, enhancing their ability to manage emotions and navigate social situations effectively. *Please note: Attendance at all three modules is required Participants who attend all three modules will receive a kit of SEFEL implementation classroom materials This training series will be held IN-PERSON A one-hour lunch break will be given (Lunch is not provided)

District Administrators

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Curriculum Specialists/TOSAs

Whole Child Domain~

Curriculum Specialists/TOSAs~District Administrators~Early Childhood Educators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Social and Emotional Foundations for Early Learning (SEFEL) Module Series: Module 1

Social and Emotional Foundations for Early Learning (SEFEL) Module Series: Module 1

This series covers the Social and Emotional Foundations for Early Learning (SEFEL) Pyramid Model, a systematic framework designed to promote social and emotional competence, prevent challenging behaviors, and teach young children appropriate skills for managing their emotions in social situations. Participants will gain strategies to support the key elements of the Pyramid Model, including building positive relationships, implementing preventative classroom practices, using social and emotional teaching strategies, and planning intensive individualized interventions. Training Objectives: Support Key Elements of the Pyramid Model: Learn and apply strategies to support the core elements of the Pyramid Model, including building positive relationships, implementing preventative classroom practices, and using social and emotional teaching strategies. Plan and Implement Individualized Interventions: Develop and implement intensive individualized interventions tailored to the needs of young children, enhancing their ability to manage emotions and navigate social situations effectively. *Please note: Attendance at all three modules is required Participants who attend all three modules will receive a kit of SEFEL implementation classroom materials This training series will be held IN-PERSON A one-hour lunch break will be given (Lunch is not provided)

District Administrators

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Curriculum Specialists/TOSAs

Whole Child Domain~

Curriculum Specialists/TOSAs~District Administrators~Early Childhood Educators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Social and Emotional Foundations for Early Learning (SEFEL) Module Series: Module 2

Social and Emotional Foundations for Early Learning (SEFEL) Module Series: Module 2

This series covers the Social and Emotional Foundations for Early Learning (SEFEL) Pyramid Model, a systematic framework designed to promote social and emotional competence, prevent challenging behaviors, and teach young children appropriate skills for managing their emotions in social situations. Participants will gain strategies to support the key elements of the Pyramid Model, including building positive relationships, implementing preventative classroom practices, using social and emotional teaching strategies, and planning intensive individualized interventions. Training Objectives: Support Key Elements of the Pyramid Model: Learn and apply strategies to support the core elements of the Pyramid Model, including building positive relationships, implementing preventative classroom practices, and using social and emotional teaching strategies. Plan and Implement Individualized Interventions: Develop and implement intensive individualized interventions tailored to the needs of young children, enhancing their ability to manage emotions and navigate social situations effectively. *Please note: Attendance at all three modules is required Participants who attend all three modules will receive a kit of SEFEL implementation classroom materials This training series will be held IN-PERSON A one-hour lunch break will be given (Lunch is not provided)

District Administrators

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Curriculum Specialists/TOSAs

Whole Child Domain~

Curriculum Specialists/TOSAs~Early Childhood Educators~District Administrators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Social and Emotional Foundations for Early Learning (SEFEL) Module Series: Module 3

Social and Emotional Foundations for Early Learning (SEFEL) Module Series: Module 3

This series covers the Social and Emotional Foundations for Early Learning (SEFEL) Pyramid Model, a systematic framework designed to promote social and emotional competence, prevent challenging behaviors, and teach young children appropriate skills for managing their emotions in social situations. Participants will gain strategies to support the key elements of the Pyramid Model, including building positive relationships, implementing preventative classroom practices, using social and emotional teaching strategies, and planning intensive individualized interventions. Training Objectives: Support Key Elements of the Pyramid Model: Learn and apply strategies to support the core elements of the Pyramid Model, including building positive relationships, implementing preventative classroom practices, and using social and emotional teaching strategies. Plan and Implement Individualized Interventions: Develop and implement intensive individualized interventions tailored to the needs of young children, enhancing their ability to manage emotions and navigate social situations effectively. *Please note: Attendance at all three modules is required Participants who attend all three modules will receive a kit of SEFEL implementation classroom materials This training series will be held IN-PERSON A one-hour lunch break will be given (Lunch is not provided)

District Administrators

Early Childhood Educators

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

Teaching Assistants

Vice Principals)

Curriculum Specialists/TOSAs

Whole Child Domain~

Curriculum Specialists/TOSAs~District Administrators~Early Childhood Educators~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for State & Federal Program and Multilingual Academic Services (MAS) Network, Session 5 of 8

State & Federal Program and Multilingual Academic Services (MAS) Network, Session 5 of 8

PURPOSE 2024-2025 Network Meetings SAVE THE DATES! Thursday, September 5, 2024 (In-Person) Thursday, September 26, 2024 (Virtual) Wednesday, October 30, 2024 (Virtual) Friday, December 13, 2024 (Virtual) Friday, January 24, 2025 (In-Person) Friday, February 21, 2025 (Virtual) Wednesday, April 30, 2025 (Virtual) Friday, May 23, 2025 (In-Person) Zoom links and meeting locations will be emailed prior to each meeting. No Cost LCAP Buckets & Priority: Conditions of Learning - Implementation of State Standards - Pupil Outcomes - Pupil Achievement Engagement- School Climate MTSS Domain: Inclusive Academic Instruction Features 431306262024 State and Federal Programs (SFP) and Time: Virtual SFP: 8:30-10:00 a.m. MAS: 10:15-11:45 a.m. Time: In-Person SFP & MAS: 8:30 a.m.-1:30 p.m. Provide an opportunity for leaders in education to build their collective understanding of state and federal grants and programs, accountability, legislation, and LCAP. Promote collaboration and communication among state and federal accountability educational leaders to share best practices, problem solving strategies, innovative ideas, and resources. PURPOSE State and Federal Programs (SFP) Multilingual

Curriculum Specialists/TOSAs

District Administrators

English Language Development (ELD) Teachers

Instructional Coaches

School Administrators (Principals

Vice Principals)

Classroom Teachers

Integrated Supports~Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~English Language Development (ELD) Teachers~Instructional Coaches~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Strengthening Families Series: Session 4

Strengthening Families Series: Session 4

Strengthening FamiliesTM is a research-informed approach to increase family strengths, enhance child development and reduce the likelihood of child abuse and neglect. It is based on engaging families, programs and communities in building five protective factors: •Parental resilience •Social connections •Knowledge of parenting and child development •Concrete support in times of need •Social and emotional competence of children This series will outline the Strengthening Families Approach and provide additional information, tools, and resources for understanding Strengthening Families and the Protective Factors Framework. *Strengthening Families is a six series training and attendance to all six trainings is required.

District Administrators

Early Childhood Educators

Whole Child Domain~Family/Community Engagement~

Early Childhood Educators~District Administrators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for Strengthening Families Series: Session 5

Strengthening Families Series: Session 5

Strengthening FamiliesTM is a research-informed approach to increase family strengths, enhance child development and reduce the likelihood of child abuse and neglect. It is based on engaging families, programs and communities in building five protective factors: •Parental resilience •Social connections •Knowledge of parenting and child development •Concrete support in times of need •Social and emotional competence of children This series will outline the Strengthening Families Approach and provide additional information, tools, and resources for understanding Strengthening Families and the Protective Factors Framework. *Strengthening Families is a six series training and attendance to all six trainings is required.

District Administrators

Early Childhood Educators

Whole Child Domain~Family/Community Engagement~

Early Childhood Educators~District Administrators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for Strengthening Families Series: Session 6

Strengthening Families Series: Session 6

Strengthening FamiliesTM is a research-informed approach to increase family strengths, enhance child development and reduce the likelihood of child abuse and neglect. It is based on engaging families, programs and communities in building five protective factors: •Parental resilience •Social connections •Knowledge of parenting and child development •Concrete support in times of need •Social and emotional competence of children This series will outline the Strengthening Families Approach and provide additional information, tools, and resources for understanding Strengthening Families and the Protective Factors Framework. *Strengthening Families is a six series training and attendance to all six trainings is required.

District Administrators

Early Childhood Educators

Family/Community Engagement~Whole Child Domain~

Early Childhood Educators~District Administrators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for Student Behavioral Health Incentive Program Virtual Network Meetings

Student Behavioral Health Incentive Program Virtual Network Meetings

These no-cost virtual community partner meetings are part of the Orange County SBHIP plan to collectively address the four SBHIP targeted interventions through discussions, sharing of resources and information, and offering technical assistance. For school-based mental health leads, district SBHIP designees, SBHIP collaborative partners and other school district leaders.

District Administrators

district SBHIP designees

SBHIP collaborative partners and other school district leaders

School Mental Health Leads

Whole Child Domain~Inclusive Policy Structure and Practice~

School Mental Health Leads~District Administrators~district SBHIP designees, SBHIP collaborative partners and other school district leaders~

Integrated Student Supports (ISS)~

Pupil Outcomes~

Thumbnail for Student Behavioral Health Incentive Program Virtual Network Meetings

Student Behavioral Health Incentive Program Virtual Network Meetings

These no-cost virtual community partner meetings are part of the Orange County SBHIP plan to collectively address the four SBHIP targeted interventions through discussions, sharing of resources and information, and offering technical assistance. For school-based mental health leads, district SBHIP designees, SBHIP collaborative partners and other school district leaders.

District Administrators

district SBHIP designees

SBHIP collaborative partners and other school district leaders

School Mental Health Leads

Whole Child Domain~Inclusive Policy Structure and Practice~

School Mental Health Leads~District Administrators~district SBHIP designees, SBHIP collaborative partners and other school district leaders~

Integrated Student Supports (ISS)~

Pupil Outcomes~

Thumbnail for Student Behavioral Health Incentive Program Virtual Network Meetings

Student Behavioral Health Incentive Program Virtual Network Meetings

These no-cost virtual community partner meetings are part of the Orange County SBHIP plan to collectively address the four SBHIP targeted interventions through discussions, sharing of resources and information, and offering technical assistance. For school-based mental health leads, district SBHIP designees, SBHIP collaborative partners and other school district leaders.

District Administrators

district SBHIP designees

SBHIP collaborative partners and other school district leaders

School Mental Health Leads

Whole Child Domain~Inclusive Policy Structure and Practice~

School Mental Health Leads~District Administrators~district SBHIP designees, SBHIP collaborative partners and other school district leaders~

Integrated Student Supports (ISS)~

Pupil Outcomes~

Thumbnail for Student Behavioral Health Incentive Program Virtual Network Meetings

Student Behavioral Health Incentive Program Virtual Network Meetings

These no-cost virtual community partner meetings are part of the Orange County SBHIP plan to collectively address the four SBHIP targeted interventions through discussions, sharing of resources and information, and offering technical assistance. For school-based mental health leads, district SBHIP designees, SBHIP collaborative partners and other school district leaders.

District Administrators

district SBHIP designees

SBHIP collaborative partners and other school district leaders

School Mental Health Leads

Whole Child Domain~Inclusive Policy Structure and Practice~

School Mental Health Leads~District Administrators~district SBHIP designees, SBHIP collaborative partners and other school district leaders~

Integrated Student Supports (ISS)~

Pupil Outcomes~

Thumbnail for Substance Use Prevention Support

Substance Use Prevention Support

Technical assistance and professional development related to substance use prevention are available to all Orange County LEAs. Support includes staff presentations on current youth substance use issues, guidance on implementing substance use intervention programs, and resources for substance use prevention, intervention, and treatment

7/1/2024 - 6/30/2025

Whole Child Domain~

Student Initiatives, Partnerships & Events (SIPE)~

Asynchronous Online

Thumbnail for Supervision of Attendance Asynchronous Online Certification Course

Supervision of Attendance Asynchronous Online Certification Course

California Education Code sections 48240-48246 authorizes that the governing board of each school district and county superintendent of schools appoint a Supervisor of Attendance to “promote a culture of attendance and establish a system to accurately track pupil attendance…” This self-paced training offers information and resources for participants to understand the role of Supervisor of Attendance and responsibilities associated with this position in addressing chronic absenteeism rates and increasing pupil engagement which is a priority in the Local Control and Accountability Plan (LCAP) and identified as a state indicator within the California School Dashboard. Complete the course for certification by taking and passing the post-course assessment with a score of 80% or higher no later than February 2025. You have unlimited attempts.

District Administrators

Other certificated staff who may serve as a SARB panel member

School Administrators (Principals

Vice Principals)

Child Welfare and Attendance Personnel

9/16/2024 - 6/30/2025

Integrated Supports~

Child Welfare and Attendance Personnel~District Administrators~School Administrators (Principals, Vice Principals)~Other certificated staff who may serve as a SARB panel member~

Asynchronous Online

Integrated Student Supports (ISS)~

Thumbnail for Supporting Infant and Toddler Social Emotional Development: Promoting Children’s Sense of Identity and Belonging

Supporting Infant and Toddler Social Emotional Development: Promoting Children’s Sense of Identity and Belonging

The earliest development of children’s sense of who they are and their understanding and experiences with belonging to a group, happens during the infant and toddler years. A relationship-based level of care for infants and toddlers can support and build on human needs as they are first felt and expressed. Participants will explore, understand, and practice the critical interactions with infants and toddlers that nurture their social-emotional development as it relates to promoting their sense of identity and belonging. Training Objectives: 1. Build knowledge and skill in teaching practices that promote children’s sense of identity and belonging 2. Identify and analyze teaching strategies and practices that intentionally build and nurture a sense of belonging and community for children from diverse backgrounds.

Educational Aides)

Paraprofessionals (e.g.

Teaching Assistants

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Supporting Infant and Toddler Social Emotional Development: Promoting Socialization

Supporting Infant and Toddler Social Emotional Development: Promoting Socialization

The quality of infants’ and toddlers’ first relationships literally shapes the social areas of their brains as they develop expectations and response patterns based on the people they observe and interact with most. Young children’s first relationships are also critical because of what those relationships teach young children about relationships in general. Each observation of, or interaction with, others gives a baby and toddler another opportunity to gather data about how social interaction works and practice their own social skills. Participants will explore, understand, and practice the critical interactions with infants and toddlers that nurture their social-emotional development as it relates to promoting socialization. Training Objectives: 1. Gain knowledge of the typical development of children’s awareness and understanding of other people from birth to 3 years old and individual differences in social behavior due to temperament 2. Expand strategies to support the development of social cognition and to facilitate social interactions between young children.

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Supporting Multilingual Learners in 7th Grade History with GLAD® Strategies, Session 4 of 5

Supporting Multilingual Learners in 7th Grade History with GLAD® Strategies, Session 4 of 5

This year-long series has been designed to support educators of Multilingual Learners: specifically 7th grade History teachers, with the goal of strengthening routines using research-based language acquisition strategies from OCDE Project GLAD®. Session 1 - Overview of OCDE Project GLAD® and relevant adolescent brain research. Experience a learning progression of strategies, including a Prediction Reaction Guide, 1-page overview of ancient civilization and meaningful ways to review. Topic to be determined from participants’ survey upon registration. Sessions 2-3 - Overview of participant chosen units highlighted, and pre-made resources shared to promote teacher implementation of language acquisition strategies. Session 4 - Closing session with feedback, content revisions for future implementation, and celebration of ways to improve student outcomes. Teacher attendance along with an ELD TOSA/coach is recommended as it will strengthen collaborative work and impact.

Curriculum Specialists/TOSAs

Educational Aides)

Instructional Coaches

Paraprofessionals (e.g.

School Administrators (Principals

School Counselors

Teaching Assistants

Vice Principals)

Classroom Teachers

Integrated Supports~Whole Child Domain~

Classroom Teachers~Curriculum Specialists/TOSAs~Instructional Coaches~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~School Administrators (Principals, Vice Principals)~School Counselors~

Curriculum Instruction & Academic Enrichment (CIAE)~

Engagement~Conditions of Learning~Pupil Outcomes~

Thumbnail for Teacher Induction Program

Teacher Induction Program

A CTC-approved, two-year induction program is the preferred pathway to securing a California Clear Multiple and/or Single Subject teaching credential.

District Administrators

Early Childhood Educators

Classroom Teachers

9/3/2024 - 6/30/2025

Whole Child Domain~Inclusive Policy Structure and Practice~Integrated Supports~

Classroom Teachers~District Administrators~Early Childhood Educators~

Career Education/Post Secondary Advancement (CEPSA)~

Pupil Outcomes~Conditions of Learning~Engagement~

Thumbnail for The Secondary School Counselors Role for English Learner Success with Dr. Laurie Olsen, Session 1 of 2

The Secondary School Counselors Role for English Learner Success with Dr. Laurie Olsen, Session 1 of 2

This strand is designed to build foundational understanding of the needs of English learners (including different typologies such as newcomers and Long Term English Learners) with implications for counseling services, a specific focus on appropriate ELD placement and scheduling issues and options within a secondary school context, and approaches to pathways for ELs to graduation, career, college, and biliteracy. Utilizing the four principles of teh CA English Learner Roadmap, counselors will gain an understanding of how their role fits into the overall framework of California's vision for EL success. A Secondary School Counselor Handbook for EL success containing resources, readings, tools, and case studies will be used throughout the strand. Attendance along with the EL Coordinator/Director can strengthen collaborative work and impact.

School Counselors

Vice Principals)

School Administrators (Principals

Integrated Supports~Whole Child Domain~

School Administrators (Principals, Vice Principals)~School Counselors~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for The UPK Leadership Network

The UPK Leadership Network

Description: The UPK Leadership Network is designed to empower Universal Prekindergarten (UPK) leaders supporting both Preschool and Transitional Kindergarten (TK) programs. In this meeting, leaders will stay informed on state updates, early learning initiatives, and trending topics that impact UPK implementation. Through collaborative discussions participants will gain valuable insights and strategies to enhance their programs, ensuring they meet the diverse needs of young learners in a high-quality early education environment. Training Objectives: Stay Informed on Key Updates and Initiatives: Review the latest state updates and early learning initiatives that affect UPK programs, including Preschool and TK, to ensure compliance and alignment with current educational trends. Enhance UPK Implementation Strategies: Explore best practices, trending topics, and innovative approaches to effectively implement and support UPK programs, creating high-quality early learning experiences for young children.

School Administrators (Principals

Vice Principals)

District Administrators

Administrative Leadership~Whole Child Domain~

District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for The UPK Leadership Network

The UPK Leadership Network

Description: The UPK Leadership Network is designed to empower Universal Prekindergarten (UPK) leaders supporting both Preschool and Transitional Kindergarten (TK) programs. In this meeting, leaders will stay informed on state updates, early learning initiatives, and trending topics that impact UPK implementation. Through collaborative discussions participants will gain valuable insights and strategies to enhance their programs, ensuring they meet the diverse needs of young learners in a high-quality early education environment. Training Objectives: Stay Informed on Key Updates and Initiatives: Review the latest state updates and early learning initiatives that affect UPK programs, including Preschool and TK, to ensure compliance and alignment with current educational trends. Enhance UPK Implementation Strategies: Explore best practices, trending topics, and innovative approaches to effectively implement and support UPK programs, creating high-quality early learning experiences for young children.

School Administrators (Principals

Vice Principals)

District Administrators

Whole Child Domain~Administrative Leadership~

District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Understanding the CA Dyslexia Guideline

Understanding the CA Dyslexia Guideline

Join us for a virtual workshop dedicated to exploring the California Dyslexia Guidelines. This session delves into the framework that empowers educators, administrators, and families to collaboratively address the unique needs of students facing reading challenges.

Curriculum Specialists/TOSAs

District Administrators

Classroom Teachers

Inclusive Policy Structure and Practice~

Classroom Teachers~Curriculum Specialists/TOSAs~District Administrators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~

Thumbnail for Understanding Your Classroom Quality Score

Understanding Your Classroom Quality Score

CLASS scores provide valuable insights into teacher-student interactions and can highlight areas of strength and opportunities for growth. This training will focus on using these scores as a roadmap to enhance the quality of teaching. Participants will explore how to interpret CLASS scores and develop actionable plans to address specific domains and dimensions to improve teaching practices and student outcomes. Training Objectives: Interpret CLASS Scores: Learn how to analyze and interpret CLASS scores to identify strengths and areas for improvement in teacher-student interactions. Create and Implement an Action Plan: Develop a strategic plan of action based on CLASS scores to address specific domains and dimensions, aiming to improve teaching practices and enhance student outcomes.

Educational Aides)

Paraprofessionals (e.g.

Teaching Assistants

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~Paraprofessionals (e.g., Teaching Assistants, Educational Aides)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

Thumbnail for Vision Driven Math 2024-2025

Vision Driven Math 2024-2025

This series is designed to hold space for district leadership teams to collaboratively explore ways of building a shared lens in preparation for the the adoption of curricular materials.

District Administrators

School Administrators (Principals

Vice Principals)

Curriculum Specialists/TOSAs

Administrative Leadership~

Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Vision-Driven Math 2024-2025

Vision-Driven Math 2024-2025

This series is designed to hold space for district leadership teams to collaboratively explore ways of building a shared lens in preparation for the the adoption of curricular materials.

School Administrators (Principals

Vice Principals)

Curriculum Specialists/TOSAs

Administrative Leadership~

Curriculum Specialists/TOSAs~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Vision-Driven Math 2024-2025

Vision-Driven Math 2024-2025

This series is designed to hold space for district leadership teams to collaboratively explore ways of building a shared lens in preparation for the the adoption of curricular materials.

District Administrators

School Administrators (Principals

Vice Principals)

Curriculum Specialists/TOSAs

Administrative Leadership~

Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Vision-Driven Math 2024-2025

Vision-Driven Math 2024-2025

This series is designed to hold space for district leadership teams to collaboratively explore ways of building a shared lens in preparation for the the adoption of curricular materials.

District Administrators

School Administrators (Principals

Vice Principals)

Curriculum Specialists/TOSAs

Administrative Leadership~

Curriculum Specialists/TOSAs~School Administrators (Principals, Vice Principals)~District Administrators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Vision-Driven Math 2024-2025

Vision-Driven Math 2024-2025

ways of building a shared lens in preparation for the the adoption of curricular materials.

District Administrators

School Administrators (Principals

Vice Principals)

Curriculum Specialists/TOSAs

Administrative Leadership~

Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Vision-Driven Math 2024-2025

Vision-Driven Math 2024-2025

This series is designed to hold space for district leadership teams to collaboratively explore ways of building a shared lens in preparation for the the adoption of curricular materials.

District Administrators

School Administrators (Principals

Vice Principals)

Curriculum Specialists/TOSAs

Administrative Leadership~

Curriculum Specialists/TOSAs~District Administrators~School Administrators (Principals, Vice Principals)~

Curriculum Instruction & Academic Enrichment (CIAE)~

Pupil Outcomes~

Thumbnail for Visit and Learn - Exclusive Opportunity for Orange County McKinney-Vento Liaisons

Visit and Learn - Exclusive Opportunity for Orange County McKinney-Vento Liaisons

To: Observe cutting edge-approaches and enhanced methods for serving families and students experiencing homelessness, Gain insights how to successfully work with both educational and community partners, Collaborate with your peers and share best practices

McKinney-Vento Homeless Education Liaisons

Inclusive Policy Structure and Practice~

McKinney-Vento Homeless Education Liaisons~

Integrated Student Supports (ISS)~

Thumbnail for Visit and Learn - Exclusive Opportunity for Orange County McKinney-Vento Liaisons

Visit and Learn - Exclusive Opportunity for Orange County McKinney-Vento Liaisons

To: Observe cutting edge-approaches and enhanced methods for serving families and students experiencing homelessness, Gain insights how to successfully work with both educational and community partners, Collaborate with your peers and share best practices

McKinney-Vento Homeless Education Liaisons

Inclusive Policy Structure and Practice~

McKinney-Vento Homeless Education Liaisons~

Integrated Student Supports (ISS)~

Thumbnail for WellSpace Network Meeting

WellSpace Network Meeting

Orange County Department of Education (OCDE) has partnered with Children’s Health of Orange County (CHOC) to pilot a number of school-based “WellSpace” centers . These Student Wellness Centers, known as WellSpaces, encourage students to take a break from life’s daily stressors in thoughtfully designed, well supervised environments that are safe, calm, and inclusive. Together with our WellSpace partner, CHOC, our no-cost network meetings will provide the opportunity to connect with colleagues, learn about best practices and learned lessons, available resources to enhance spaces, and to meet and connect with community partners.

School Administrators (Principals

School Counselors

School Mental Health Leads

Vice Principals)

Whole Child Domain~

All Staff~School Mental Health Leads~School Administrators (Principals, Vice Principals)~School Counselors~

Integrated Student Supports (ISS)~

Engagement~Conditions of Learning~

Thumbnail for WellSpace Network Meeting

WellSpace Network Meeting

Orange County Department of Education (OCDE) has partnered with Children’s Health of Orange County (CHOC) to pilot a number of school-based “WellSpace” centers . These Student Wellness Centers, known as WellSpaces, encourage students to take a break from life’s daily stressors in thoughtfully designed, well supervised environments that are safe, calm, and inclusive. Together with our WellSpace partner, CHOC, our no-cost network meetings will provide the opportunity to connect with colleagues, learn about best practices and learned lessons, available resources to enhance spaces, and to meet and connect with community partners.

District Administrators

School Administrators (Principals

School Counselors

School Mental Health Leads

Vice Principals)

Whole Child Domain~

All Staff~District Administrators~School Administrators (Principals, Vice Principals)~School Counselors~School Mental Health Leads~

Integrated Student Supports (ISS)~

Conditions of Learning~Engagement~

Thumbnail for What Every Interpreter and Translator Should Know About Individualized Education Plans (IEPs)

What Every Interpreter and Translator Should Know About Individualized Education Plans (IEPs)

Interpreters and translators working in education are commonly part of Individualized Education Program (IEP) meetings, which are crucial to ensure effective communication between educators, students, and families. Understanding the IEP process, including the development of goals, accommodations, and the legal rights of students with disabilities, is essential.

Interpreters/Translators/Bilingual Staff

Family/Community Engagement~Inclusive Policy Structure and Practice~Integrated Supports~Whole Child Domain~

Interpreters/Translators/Bilingual Staff~

Student Initiatives, Partnerships & Events (SIPE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for What Every Interpreter and Translator Should Know About Individualized Education Plans (IEPs)

What Every Interpreter and Translator Should Know About Individualized Education Plans (IEPs)

Interpreters and translators working in education are commonly part of Individualized Education Program (IEP) meetings, which are crucial to ensure effective communication between educators, students, and families. Understanding the IEP process, including the development of goals, accommodations, and the legal rights of students with disabilities, is essential.

Interpreters/Translators/Bilingual Staff

Family/Community Engagement~Inclusive Policy Structure and Practice~Integrated Supports~Whole Child Domain~

Interpreters/Translators/Bilingual Staff~

Student Initiatives, Partnerships & Events (SIPE)~

Conditions of Learning~Engagement~Pupil Outcomes~

Thumbnail for Young Children Learning Through Positive Risk FCCB Session 1

Young Children Learning Through Positive Risk FCCB Session 1

This training is designed for educators in Family Child Care homes looking to support a child’s autonomy to explore their surroundings with fewer adult protectiveness. This training will examine how the norms have shifted considerably in recent years with adults offering fewer opportunities for children to make choices on their own. Participants will have opportunities to engage in discussions of how or why as a society we have shifted to keeping children as safe as possible, rather than as safe as necessary? Training Objectives: Understand the Role of the Adult in Supporting Young Children Through Positive Risk Participants will explore risk perception research through the lens of individual differences and global perspectives. Consider the benefits of risk in children’s development of physical, cognitive, and social skills Support children as they take appropriate physical risks in everyday play and planned learning experiences Encourage children as they initiate and participate in cognitive risk-taking Provide children with developmentally appropriate guidance in their social risk-taking Niños Pequeños Aprendiendo a través del Riesgo Positivo Esta capacitación está diseñada para educadores en hogares de cuidado infantil familiar que buscan apoyar la autonomía de un niño para explorar su entorno con menos protección por parte de los adultos. Esta capacitación examinará cómo las normas han cambiado considerablemente en los últimos años, con los adultos ofreciendo menos oportunidades para que los niños tomen decisiones por sí mismos. Los participantes tendrán la oportunidad de participar en discusiones sobre cómo o por qué, como sociedad, hemos cambiado a mantener a los niños lo más seguros posible, en lugar de lo suficientemente seguros. Objetivos de la Capacitación: Entender el Papel del Adulto en el Apoyo a los Niños Pequeños a través del Riesgo Positivo Los participantes explorarán la investigación sobre la percepción del riesgo a través de la lente de las diferencias individuales y las perspectivas globales. Considerar los beneficios del riesgo en el desarrollo físico, cognitivo y social de los niños Apoyar a los niños mientras toman riesgos físicos apropiados en el juego diario y en experiencias de aprendizaje planificadas. Fomentar a los niños a iniciar y participar en la toma de riesgos cognitivos Proveer a los niños con orientación adecuada a su desarrollo en la toma de riesgos sociales.

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

This training is designed for educators in Family Child Care homes looking to support a child’s autonomy to explore their surroundings with fewer adult protectiveness. This training will examine how the norms have shifted considerably in recent years with adults offering fewer opportunities for children to make choices on their own. Participants will have opportunities to engage in discussions of how or why as a society we have shifted to keeping children as safe as possible, rather than as safe as necessary? Training Objectives: Understand the Role of the Adult in Supporting Young Children Through Positive Risk Participants will explore risk perception research through the lens of individual differences and global perspectives. Consider the benefits of risk in children’s development of physical, cognitive, and social skills Support children as they take appropriate physical risks in everyday play and planned learning experiences Encourage children as they initiate and participate in cognitive risk-taking Provide children with developmentally appropriate guidance in their social risk-taking Niños Pequeños Aprendiendo a través del Riesgo Positivo Esta capacitación está diseñada para educadores en hogares de cuidado infantil familiar que buscan apoyar la autonomía de un niño para explorar su entorno con menos protección por parte de los adultos. Esta capacitación examinará cómo las normas han cambiado considerablemente en los últimos años, con los adultos ofreciendo menos oportunidades para que los niños tomen decisiones por sí mismos. Los participantes tendrán la oportunidad de participar en discusiones sobre cómo o por qué, como sociedad, hemos cambiado a mantener a los niños lo más seguros posible, en lugar de lo suficientemente seguros. Objetivos de la Capacitación: Entender el Papel del Adulto en el Apoyo a los Niños Pequeños a través del Riesgo Positivo Los participantes explorarán la investigación sobre la percepción del riesgo a través de la lente de las diferencias individuales y las perspectivas globales. Considerar los beneficios del riesgo en el desarrollo físico, cognitivo y social de los niños Apoyar a los niños mientras toman riesgos físicos apropiados en el juego diario y en experiencias de aprendizaje planificadas. Fomentar a los niños a iniciar y participar en la toma de riesgos cognitivos Proveer a los niños con orientación adecuada a su desarrollo en la toma de riesgos sociales.

California MTSS Domain(s): Whole Child Domain

Audience: Early Childhood Educators

Delivery Method: Virtual

Date: 3/12/2025

Cost: Free

Contact Information

Thumbnail for Young Children Learning Through Positive Risk FCCB Session 2

Young Children Learning Through Positive Risk FCCB Session 2

This training is designed for educators in Family Child Care homes looking to support a child’s autonomy to explore their surroundings with fewer adult protectiveness. This training will examine how the norms have shifted considerably in recent years with adults offering fewer opportunities for children to make choices on their own. Participants will have opportunities to engage in discussions of how or why as a society we have shifted to keeping children as safe as possible, rather than as safe as necessary? Training Objectives: Understand the Role of the Adult in Supporting Young Children Through Positive Risk Participants will explore risk perception research through the lens of individual differences and global perspectives. Consider the benefits of risk in children’s development of physical, cognitive, and social skills Support children as they take appropriate physical risks in everyday play and planned learning experiences Encourage children as they initiate and participate in cognitive risk-taking Provide children with developmentally appropriate guidance in their social risk-taking Niños Pequeños Aprendiendo a través del Riesgo Positivo Esta capacitación está diseñada para educadores en hogares de cuidado infantil familiar que buscan apoyar la autonomía de un niño para explorar su entorno con menos protección por parte de los adultos. Esta capacitación examinará cómo las normas han cambiado considerablemente en los últimos años, con los adultos ofreciendo menos oportunidades para que los niños tomen decisiones por sí mismos. Los participantes tendrán la oportunidad de participar en discusiones sobre cómo o por qué, como sociedad, hemos cambiado a mantener a los niños lo más seguros posible, en lugar de lo suficientemente seguros. Objetivos de la Capacitación: Entender el Papel del Adulto en el Apoyo a los Niños Pequeños a través del Riesgo Positivo Los participantes explorarán la investigación sobre la percepción del riesgo a través de la lente de las diferencias individuales y las perspectivas globales. Considerar los beneficios del riesgo en el desarrollo físico, cognitivo y social de los niños Apoyar a los niños mientras toman riesgos físicos apropiados en el juego diario y en experiencias de aprendizaje planificadas. Fomentar a los niños a iniciar y participar en la toma de riesgos cognitivos Proveer a los niños con orientación adecuada a su desarrollo en la toma de riesgos sociales

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

This training is designed for educators in Family Child Care homes looking to support a child’s autonomy to explore their surroundings with fewer adult protectiveness. This training will examine how the norms have shifted considerably in recent years with adults offering fewer opportunities for children to make choices on their own. Participants will have opportunities to engage in discussions of how or why as a society we have shifted to keeping children as safe as possible, rather than as safe as necessary? Training Objectives: Understand the Role of the Adult in Supporting Young Children Through Positive Risk Participants will explore risk perception research through the lens of individual differences and global perspectives. Consider the benefits of risk in children’s development of physical, cognitive, and social skills Support children as they take appropriate physical risks in everyday play and planned learning experiences Encourage children as they initiate and participate in cognitive risk-taking Provide children with developmentally appropriate guidance in their social risk-taking Niños Pequeños Aprendiendo a través del Riesgo Positivo Esta capacitación está diseñada para educadores en hogares de cuidado infantil familiar que buscan apoyar la autonomía de un niño para explorar su entorno con menos protección por parte de los adultos. Esta capacitación examinará cómo las normas han cambiado considerablemente en los últimos años, con los adultos ofreciendo menos oportunidades para que los niños tomen decisiones por sí mismos. Los participantes tendrán la oportunidad de participar en discusiones sobre cómo o por qué, como sociedad, hemos cambiado a mantener a los niños lo más seguros posible, en lugar de lo suficientemente seguros. Objetivos de la Capacitación: Entender el Papel del Adulto en el Apoyo a los Niños Pequeños a través del Riesgo Positivo Los participantes explorarán la investigación sobre la percepción del riesgo a través de la lente de las diferencias individuales y las perspectivas globales. Considerar los beneficios del riesgo en el desarrollo físico, cognitivo y social de los niños Apoyar a los niños mientras toman riesgos físicos apropiados en el juego diario y en experiencias de aprendizaje planificadas. Fomentar a los niños a iniciar y participar en la toma de riesgos cognitivos Proveer a los niños con orientación adecuada a su desarrollo en la toma de riesgos sociales

California MTSS Domain(s): Whole Child Domain

Audience: Early Childhood Educators

Delivery Method: Virtual

Date: 3/19/2025

Cost: Free

Contact Information

Thumbnail for Young Children Learning Through Positive Risk FCCB Session 3

Young Children Learning Through Positive Risk FCCB Session 3

This training is designed for educators in Family Child Care homes looking to support a child’s autonomy to explore their surroundings with fewer adult protectiveness. This training will examine how the norms have shifted considerably in recent years with adults offering fewer opportunities for children to make choices on their own. Participants will have opportunities to engage in discussions of how or why as a society we have shifted to keeping children as safe as possible, rather than as safe as necessary? Training Objectives: Understand the Role of the Adult in Supporting Young Children Through Positive Risk Participants will explore risk perception research through the lens of individual differences and global perspectives. Consider the benefits of risk in children’s development of physical, cognitive, and social skills Support children as they take appropriate physical risks in everyday play and planned learning experiences Encourage children as they initiate and participate in cognitive risk-taking Provide children with developmentally appropriate guidance in their social risk-taking Niños Pequeños Aprendiendo a través del Riesgo Positivo Esta capacitación está diseñada para educadores en hogares de cuidado infantil familiar que buscan apoyar la autonomía de un niño para explorar su entorno con menos protección por parte de los adultos. Esta capacitación examinará cómo las normas han cambiado considerablemente en los últimos años, con los adultos ofreciendo menos oportunidades para que los niños tomen decisiones por sí mismos. Los participantes tendrán la oportunidad de participar en discusiones sobre cómo o por qué, como sociedad, hemos cambiado a mantener a los niños lo más seguros posible, en lugar de lo suficientemente seguros. Objetivos de la Capacitación: Entender el Papel del Adulto en el Apoyo a los Niños Pequeños a través del Riesgo Positivo Los participantes explorarán la investigación sobre la percepción del riesgo a través de la lente de las diferencias individuales y las perspectivas globales. Considerar los beneficios del riesgo en el desarrollo físico, cognitivo y social de los niños Apoyar a los niños mientras toman riesgos físicos apropiados en el juego diario y en experiencias de aprendizaje planificadas. Fomentar a los niños a iniciar y participar en la toma de riesgos cognitivos Proveer a los niños con orientación adecuada a su desarrollo en la toma de riesgos sociales

Early Childhood Educators

Whole Child Domain~

Early Childhood Educators~

Curriculum Instruction & Academic Enrichment (CIAE)~

Conditions of Learning~Engagement~

This training is designed for educators in Family Child Care homes looking to support a child’s autonomy to explore their surroundings with fewer adult protectiveness. This training will examine how the norms have shifted considerably in recent years with adults offering fewer opportunities for children to make choices on their own. Participants will have opportunities to engage in discussions of how or why as a society we have shifted to keeping children as safe as possible, rather than as safe as necessary? Training Objectives: Understand the Role of the Adult in Supporting Young Children Through Positive Risk Participants will explore risk perception research through the lens of individual differences and global perspectives. Consider the benefits of risk in children’s development of physical, cognitive, and social skills Support children as they take appropriate physical risks in everyday play and planned learning experiences Encourage children as they initiate and participate in cognitive risk-taking Provide children with developmentally appropriate guidance in their social risk-taking Niños Pequeños Aprendiendo a través del Riesgo Positivo Esta capacitación está diseñada para educadores en hogares de cuidado infantil familiar que buscan apoyar la autonomía de un niño para explorar su entorno con menos protección por parte de los adultos. Esta capacitación examinará cómo las normas han cambiado considerablemente en los últimos años, con los adultos ofreciendo menos oportunidades para que los niños tomen decisiones por sí mismos. Los participantes tendrán la oportunidad de participar en discusiones sobre cómo o por qué, como sociedad, hemos cambiado a mantener a los niños lo más seguros posible, en lugar de lo suficientemente seguros. Objetivos de la Capacitación: Entender el Papel del Adulto en el Apoyo a los Niños Pequeños a través del Riesgo Positivo Los participantes explorarán la investigación sobre la percepción del riesgo a través de la lente de las diferencias individuales y las perspectivas globales. Considerar los beneficios del riesgo en el desarrollo físico, cognitivo y social de los niños Apoyar a los niños mientras toman riesgos físicos apropiados en el juego diario y en experiencias de aprendizaje planificadas. Fomentar a los niños a iniciar y participar en la toma de riesgos cognitivos Proveer a los niños con orientación adecuada a su desarrollo en la toma de riesgos sociales

California MTSS Domain(s): Whole Child Domain

Audience: Early Childhood Educators

Delivery Method: Virtual

Date: 3/26/2025

Cost: Free

Contact Information

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