Professional Development Programs

All CRLP Signature Professional Learning Programs meet criteria for professional learning in LCFF, and ESEA’s “High-Quality Professional Development” for Title I, III, V and VII, Part A; and for Title II, Part A and B.

Signature Programs

Read more about the following Signature Programs.

  • RESULTS - Word Recognition & Fluency

    RESULTS - Word Recognition & Fluency Supporting Implementation of the Common Core State Standards: Foundational Skills (K-5)

    The CCSS Foundational Skills are critical prerequisites for reading comprehension. Skills such as the ability to decode words accurately, quickly, and easily have a direct impact on students' reading comprehension. CRLP Results: Word Recognition and Fluency provides professional development on the Foundational Skills students need to learn, when they need to be covered within an overall scope and sequence, and how instruction might be approached. This institute also emphasizes why these skills must be learned, when the optimal time is to teach these skills, and how to do so. CRLP Results: Word Recognition and Fluency is designed specifically to make sure all students are successful readers.

    Outcomes

    • Understand the CRLP Literacy Framework for Assessment and Instruction and its relationship to the Common Core Foundational Skills.
    • Understand the content of the four components of the CCSS Foundational Skills and their importance in learning to read and spell.
    • Know how to administer and interpret assessments of letter name knowledge, phonological awareness, phonics, and high frequency irregular sight words.
    • Summarize and integrate assessments and use the results to (a) place students in one of four word recognition levels of learning to read and (b) determine an instructional sequence through the remaining word recognition levels using State adopted reading programs.
    • Enhance and differentiate word recognition/spelling strategy instruction by planning and preparing to teach tier 1 & 2 MTSS lessons and/or instructional routines using State adopted core programs.
    • Understand three kinds of beginning reading materials, how their leveling systems differ, and when they are appropriate to use.

    Read more.

  • RALLI - Results: Academic Language & Literacy Instruction

    RALLI - Results: Academic Language & Literacy Instruction, K-6 Supporting Implementation of the Common Core State Standards

    RALLI is a professional development institute designed to provide teachers with the tools and skills necessary to analyze the academic language and literacy demands of complex literary and informational texts. RALLI also supports teachers in designing effective instruction to help their students make meaning from complex grade-level text, whether read aloud to them or read by them with instructional support, and to use evidence from the text to demonstrate comprehension. RALLI core routines include both content and language objectives, following a general sequence for before, during, and after reading.

    Outcomes

    • Understand what it means to be a literate person in the 21st century, as defined by the Common Core State Standards
    • Become familiar with a comprehensive literacy framework that identifies the specific components causing challenges for students
    • Learn how to effectively integrate academic language and literacy instruction throughout the instructional day using grade-level literature and subject matter text
    • Learn to implement instructional strategies and routines to help make complex text more accessible, increase students' use of academic language, and improve motivation and engagement
    • Apply the basic components of backward design and text and task analysis
    • Understand why students need explicit instruction in English syntax, grammar, and vocabulary to participate in academic genres, both oral and written
    • Learn strategies for differentiation to facilitate access for English Learners across levels of English language proficiency
    • Implement a model for sustained teacher collaboration and grade level teams to support implementation of strategies and routines learned in the institute
  • CALL - Content Area Language & Literacy

    CALL - Content Area Language & Literacy

    CALL is a professional development program designed to provide secondary teachers with the tools and skills necessary to analyze the academic language and literacy demands of course-specific texts and materials. CALL supports teachers in designing effective instruction to help their students read complex texts and to use evidence from the texts to demonstrate their comprehension.

    A key requirement of meeting the Common Core State Standards for English Language Arts is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. (Anchor Standard #10)

    Students in college and the workforce are expected to read complex texts with substantially greater independence than are students in typical secondary classrooms. College students are held more accountable for what they read on their own than are most students in middle or high school.

    Objectives

    • Understand the importance of academic literacy in the 21st century
    • Become familiar with a comprehensive literacy framework for assessment and instruction to learn about the skills required for developing academic literacy
    • Understand the specific role language plays in making content-specific instructional materials accessible to students, particularly ELLs. 
    • Learn an approach for identifying both content and language objectives in daily instruction, applying the basic components of backwards design and text and task analysis. 
    • Learn to implement instructional strategies and routines to help make content-area text more accessible to all students and to increase students' use of academic language. 
    • Understand why students need explicit instruction in English syntax, grammar, and vocabulary to be able to participate in academic genres, both oral and written. 
    • Learn strategies and identify opportunities for providing EL students with academic English language instruction and practice.
    • Learn about a sustained model for teacher collaboration in the content area and grade level teams to support implementation of this professional development program.

     

  • SEBT - Spanish-English Biliteracy Transfer

    SEBT - Spanish-English Biliteracy Transfer

    SEBT Professional Development offers guidance for teachers as they help their students reach grade-level literacy in both Spanish and English, through coherent biliteracy transfer instruction of foundational reading skills aligned to the CCSS and CCSS en Español. SEBT builds on the concept of interdependence across languages.

    Teachers learn when and how to make explicit connections to what students have learned in Spanish. The instructional focus is determined by the literacy skills/concepts students already know in Spanish and the level of transferability of those skills/concepts. SEBT offers a set of assessments specifically designed for transferability of foundational reading skills. These assessments are intended to supplement, if necessary, the foundational skills assessments teachers are currently using and guide instruction for transferability.

    Read more.

  • ELL / Common Core

    ELL / Common Core, ELA / ELD Standards Training

    • Revisit the Common Core ELA / Literacy shifts and the expectations for all students, including implications for English learners
    • Understand the organization of California's new ELD Standards and their relationship to the Common Core
    • Discover and explore ways to use the new ELD standards for planning for English learner instruction across content areas
    • Consider strategies for scaffolding English learner success
    • Receive tools to aid in planning instruction for English learners
  • ADEPT - A Developmental English Proficiency Test

    ADEPT - A Developmental English Proficiency Test

    The ADEPT assessed key forms, or grammatical structures, through carefully worded prompts that elicit student responses. Responses to these prompts can provide teachers with valuable information and insight into a student's command of each structure and the related general utility vocabulary upon which the use of that structure depends. It assesses both receptive and expressive English language proficiency at the first three levels and expressive proficiency at the fourth level.

    Teaching Outcomes

    • Identify a student's instructional level for Systematic ELD instruction
    • Understand a student's language abilities for differentiated instruction
    • Monitor student progress in English proficiency
    • Inform planning for Systematic ELD, Frontloading Language, and Reading/Language Arts instruction

Regional Programs

Leadership Invitational

The leadership institute is an annual event designed for new or experienced teachers in grades K-12 who are interested in deepening their pedagogical knowledge about English Language Arts and English language development instruction. We use the CA Common Core standards and the CA ELA/ELD framework as well as other resources to inform and expand our understanding of these content areas. We also extend our learning by studying disciplinary literacy and biliteracy. This institute is designed to create a supportive community of learners and leaders. This is an introductory event offered to teachers that are new to CRLP. There is no cost to participants to attend this institute but there is an application and a commitment to the 5 days of study.

Outcomes from 2016-17:

  • Study academic language and achievement for ALL learners;
  • Deepen our understanding of the CA Common Core and English Language Development Standards using the ELA/ELD framework and other resources for guidance;
  • Read literature and informational text to apply literacy strategies;
  • Integrate visual and performing arts into the curriculum
  • Participate in a collaborative team of learners

The institute will be held on 5 Saturdays throughout the 2016-17 school year.

Regional Leadership

After having attended a leadership invitational, we have a regional leadership group that meets for continued study to increase our educational and instructional knowledge.

The content for the regional leadership study includes:

  • Our CRLP Signature Programs (see above)
  • The CA ELA/ELD framework
  • The CA CCSS for ELA/literacy
  • The ELD standards
  • Career Technical Education
  • Disciplinary Literacy
  • Biliteracy Transfer
  • The Implementation of the Arts in CCSS