We are planning a COP that supports School Climate with a focus on Community School strategies to increase student engagement. We are planning to invite various district specialists, community partners, and caregivers to collaborate around best practices. We will be sharing ideas around how to best support students. Tentatively we are looking to have sessions that focus on the Behavior Intervention, Foster/Unstably Housed, IEP/SPED, Counseling Services, Attendance, Working with SEL Data, and a Community Partners Panel. We are also planning to also offer zoom options for some or all sessions. There will be an additional 1.5 hours of asynchronous time for this event.

This community of practice is focused on those that would like to learn and grow in the area of professional leadership. If you are interested in moving in to administrative roles in the future, serving as a teacher leader, or leading district wide initiatives this is a chance to learn and grow together. Those that participate in this CoP will have the opportunity to access EvoPrep which is a test prep system for the CPACE exam which leads to a letter of eligibility in administration. They will also be eligible to have fees covered for the CPACE exam in the year in which they are attending. There will be an additional 1.5 hours of asynchronous time for this event.

Universal Transitional Kindergarten (UTK) is more than an expansion—it’s a new foundation for student success. Join us for a day of learning to promote age-appropriate pedagogy, navigate operational shifts, and strengthen P–3 alignment to ensure your youngest learners have a high-quality, equitable start.

Educational leaders and paraprofessionals will learn about Tier I instruction and support for best practices in PLCs.

GUIDING QUESTION: How does California’s UTK policy support principals and district leaders to expand TK and elevate classroom quality in order to reduce unfair disparities for children? LEARNING OUTCOME: District and school leaders know how California’s UTK initiative may narrow disparities in young children’s growth and development.

GUIDING QUESTION: What should leaders see in inclusive, high quality, and culturally and linguistically relevant TK classrooms? LEARNING OUTCOME After exploring research and standards related to high-quality, developmentally appropriate instruction, leaders can identify specific “look fors” in TK classrooms to develop their instructional leadership for implementing California’s UTK

GUIDING QUESTION: How can principals and district leaders effectively support, integrate, and align TK within school sites and systems. LEARNING OUTCOME: The goal of this offering is for leaders to develop knowledge and understanding to support their role in leading for high-quality, developmentally appropriate, and equitable TK programs