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

  • 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.

    RESULTS offers an in-depth understanding of the content of the four major components of reading foundational skills: print concepts, phonological awareness, word recognition and fluency and how they develop sequentially.

    RESULTS includes assessments for determining students' proficiency in these standards, which enables teachers to group according to instructional needs.

    RESULTS provides instructional routines that will help students master these standards using beginning reading materials that meet state guidelines.

  • K-6 Supporting Implementation of the Common Core State Standards

    RALLI supports the CA CCSS for ELA/Literacy by providing teachers with an approach to analyzing and planning instruction for complex text, aligned with the CA ELA/ELD Framework (2014).

    RALLI provides elementary school teachers proven instructional routines for before, during, and after reading of complex text.

    RALLI offers strategies to scaffold reading and academic language for students, especially English learners.

    RALLI routines serve to promote development of independent reading when students apply the routines as they read independently and are more aware of comprehension monitoring, text structures, academic vocabulary, and organizing texts for different purposes.

  • CA Common Core State Standards require an integrated, interdisciplinary model of literacy that reflects the reciprocal relationship between the language arts and content knowledge (CA ELA/ELD Framework, 2014).

    CALL offers middle and high school content teachers practical, research-based instructional routines that help students access and engage with a variety of complex text across content areas.

    CALL provides teachers instructional routines that make challenging text accessible, relevant, and comprehensible to all students, including English learners.

    CALL promotes reading independence as students learn to systematically employ the reading comprehension routines implemented and modeled by their teachers.

  • An approach for teaching English reading foundational skills through coherent biliteracy transfer instruction (K-5).

    SEBT provides guidance for teachers as they help their students reach grade-level literacy in both Spanish and English

    SEBT offers an instructional approach based on what students have learned in Spanish and the level of transferability of skills/concepts between Spanish and English.

    SEBT includes assessments specifically designed to support the transferability of reading foundational skills.

  • Engaging ELs deepens teacher understanding of the CA ELD standards and their relationship to the CA Common Core State Standards.

    Engaging ELs explores ways to use the ELD standards for both, Integrated and Designated ELD instruction.

    Engaging ELs provides teachers with research-based strategies aligned with CCSS and the CA ELA/ELD Framework to increase EL access, engagement, and achievement across content areas.

  • An assessment tool for teachers to gain additional knowledge about their students' linguistic resources in English and thus plan instruction that supports their students' academic language development.

    ADEPT gives teachers insight into students' language abilities in order to plan instructional scaffolding during content instruction.

    ADEPT offers a tool for understanding students' language needs for Integrated/Designated ELD instruction.

    ADEPT provides a tool for monitoring student progress in developing English proficiency.

Regional Programs

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