Education Services

  • School and District English Learner Advisory Committees (ELAC/DELAC)

    The above referenced link is a letter from both the State Superintendent's Office and the State Board of Education regarding School and District English Learner Advisory Committees (ELAC/DELAC).  The letter serves as a reminder of the need for advisory committees at the district level when 50 English learners are in attendance and at the school level when more than 20 learners are in attendance.  The role the parents play in both school and district programs is invaluable and required.

    Additionally, with regard to LCFF, there is a requirement that school districts establish a district English Learner (EL) parent advisory committee if enrollment of ELs in the district is at least 15% and the district enrolls at least 50 ELs.  It is recommended that such committees provide advice and input regarding services and expenditures for ELs in the district Local Control and Accountability Plan (LCAP) in addition to meeting the criteria and requirements specified in Title 5 of the California Code of Regulations.  Please note that a NEW committee does not need to be established if the DELAC/ELAC committee already meets the requirements of the statute. Click here for additional information.

    Reading Instruction Competence Assessment (RICA) - December 1, 5, 8 & 13, 2016

    This highly focused series targets specific subject matter knowledge you need to pass the RICA.  Participants receive in-depth review of each domain with embedded practice throughout each session.  Also offering specific study strategies and success tips.

    Training of Trainers - Alignment and Using Data to Inform Instruction – December 6, 2016

    This workshop will focus on: using data to inform instruction; common core and curriculum alignment; creating a formal process to review data; development of data plan to include CELDT, CLASS, EduSnap and SBAC.

    Academic Conversation Series – December 14th and January 25th

    Presented by Jeff Zwiers, Ed.D., Stanford Teacher Education Program.  Reaching out to a target audience of Trainer of Trainers, ELA Coaches, EL Specialists, Lead Teachers, Math and Science Coaches and Administrators – this Series is designed to: teach students to converse in academic ways; use conversations as formative and summative assessments of knowledge, skills and engagement indicators; dig into best practices for struggling learners, strategies for working with English learners; and discussion based format for school teams in how to support learning for all students.

    Unfinished Learning with Phil Daro - December 15, 2016

    Reed School and MCOE will be co-hosting Phil Daro of Pearson Learning, Thursday, December 15th at MCOE.  Phil will be addressing the math classroom under Common Core.  Lunch will be provided and PSVP is necessary to attend as space is limited.

    iPBL Integrating iPads with PBL Units - January 17, 2017

    How can PBL with iPads enhance my students learning? What kinds of activities and protocols can support the PBL process? How can the iPad become a tool for documenting student learning? Learn all this and more at this informative one-day workshop.

    Educational Technology Series – January 17, 2017

    All Educators are invited to attend the Educational Technology Series presented by Dan Phillips at the Marin County Office of Education.  On January 17th Dan will discuss Reading for the New Generation. Learn all of the many ways to 'read' using various technology tools to meet all reading levels and common core standards.

    Project Based Learning (PBL) – January 9-11, 2017

    oin us at this three-day introductory PBL workshop.  Participants will design, assess, and manage a rigorous, relevant, standards-based project.  Through a combination of instruction and group work, participants will have the opportunity to plan and discuss a fully designed project.

    Sexual Harassment Prevention Training- January 12, 2017

    Carl Corbin, Legal Counsel with School and College Legal Services of California, will provide Sexual Harassment Prevention training for Marin County supervisory employees.  This Training will be held at Marin County Office of Education.

    Approaching Math Learning Through a Growth Mindset – January 12, 2017

    Using Jo Boaler's online course on 'How to Learn Math: For Teachers K-12'.  Participate in eight on-line sessions of Mathematical Growth Mindset: four sessions as a whole group with teachers across the county, and four sessions at your own pace.

    Middle School Administrator Network Meetings 2016-2017

    Co-facilitated by Ross School District, Miller Creek School and the Marin County Office of Education, the Middle School Administrator Network Meetings will bring together middle school administrators to meet and share best practices and collaborate and problem solve with peers.

    National Board Certification to Marin County Teachers

    MCOE and the Ross School District are partnering to offer a local location for the 2016-17 Marin NBC cohort. The cohort:

    • Provides a supportive, collaborative, learning environment
    • Certificate groups are led by National Board Certified Teachers
    • Teachers learn to describe and analyze their practice, which results in deeper understanding and improved teaching

    This year, the Ross School District in Marin County has generously offered to be the host site. There are currently teachers from Bolinas-Stinson, Dixie, Larkspur-Corte Madera, Mill Valley, Reed Union, Ross, San Rafael, and Tamalpais. Teachers meet as a group, attend most Stanford sessions remotely, and only attend a few sessions at Stanford. This enables teachers to collaborate, but not have to drive to Stanford each month.

    2016-17 Civic Learning Awards

    Per Tom Torlakson, State Superintendent of Public Instruction: We recognize and value the crucial role that public schools play in preparing each generation for participation in our democracy, so it is with great enthusiasm that we invite you to apply for the California Civic Learning Award.  Following the recommendation of the California Task Force on K-12 Civic Learning that civic learning begin in kindergarten, all of California's public elementary, middle, and high schools are invited to apply.  Click here for the applications which is due January 9, 2017.

    CISC Leadership Symposium

    Attached is information about the upcoming CISC Leadership Symposium being held at the Disneyland Hotel in Anaheim, CA on February 22-24, 2017.  Registration for this event is now open.  Attached is the website that includes registration information and event topics of discussion.  

    Williams - Sufficiency Instructional Materials

    We have a district that is in receipt of the Williams compliant due to insufficiency of instructional materials.  It is important for us all to remember that the Williams Legislation remains in effect, necessitating that all students have access to instructional materials that are aligned with academic content standards both in school and for use at home.  This applies to technology-based instructional materials where students must have internet access in the home to be considered in compliance.

    If you were to be in receipt of a William’s complaint for Textbooks/Instructional materials, Facility Conditions or Teacher Vacancy or Misassignments and it was outside the first two months of school, you would need to do the following:

    • Each county office of education has a William’s support person.  Laura Trahan, MCOE Education Services Department under the direction of Raquel Rose will provide support as needed to districts.  Her contact information is as follows: or 415-499-5870.

    • The principal or designee shall make reasonable efforts to investigate within his/her authority within a reasonable time period not to exceed 30 working days from the date of complaint.

      • Complaints can be filed anonymously and are typically filed with the principal of the school in which the complaint occurred.

    • Concurrently, within 10 business days the complaint should be forwarded by the principal to the appropriate school district official for resolution.

    • If a response is requested, the principal will report the resolution of the complaint to him/her within 45 working days of the initial filing of the complaint.

      • At the same time, the principal or designee shall report the same information to the Superintendent or designee

    • If the complainant is not satisfied with the resolution of the complaint he/she may describe the complaint to the Governing Board at a regularly scheduled meeting.  

    • All complaints and written responses are public record with a summary of the complaint and resolution of all complaints is to be provided to the Board and the County Superintendent of Schools on a quarterly basis.

      • The report needs to include the number of complaints by area with the number of resolved and unresolved complaints.

      • These summaries are publicly reported on a quarterly basis at a regularly scheduled board meeting.

    For those LEAs that have chosen to use/adopt instructional materials that have not been State Board approved but are indeed aligned with academic content standards, the LEA must ensure that the majority of participants with any revision/adoption process conducted by the LEA are classroom teachers assigned to the subject area or grade level of the instructional materials.

    The districts’ LCAP must address the actions a district takes to achieve all state priorities, including the degree to which every pupil has sufficient access to the standards aligned instructional materials.  Additionally, the reporting requirements for the sufficiency of instructional materials, as well as collecting input from parents, teachers, bargaining units and interested members of the community, continues to be in effect as well.  Local boards make a determination through resolution as to whether each pupil in each school in the district has sufficient textbooks or instructional materials or both aligned to content standards.  This hearing needs to take place on or before the end of the eight week from the first day of pupil attendance.