Instructional Services for English Learners
ACCESS is composed of Administrative Units. Each unit is supported by Teacher Leaders who serve as model teachers providing support and training within the Administrative Unit.
Teacher Leaders include:
Regional EL Liaisons (RELLs)
Regional EL Liaisons participate in Professional Development designed to build skill in the areas of program development, materials selection and quality EL instruction. This Teacher Leader assists in coordination of EL staff development opportunities, provides direct teacher coaching and modeling of research-based instructional strategies within the region and for the division. Monthly meetings and/or trainings grow their leadership and technical skills enabling them to directly impact instruction within their respective regions.
Project GLAD Coaches (GLADiators)
Project GLAD is a powerful and academically challenging ELD instructional model that promotes high levels of proficiency in English. Project GLAD training provides intensive professional development to teachers of English Learners, and one of the best things about the training is that the teachers will be able to see the strategies being taught in action! When teachers are able to see the strategies being demonstrated with students, it makes all the more sense to them and improves the likelihood of implementation at the classroom level.
Character-Based Literacy Liaisons (CBLLs)
CBL Liaisons model the delivery of the Santa Clara University's Markkula Center for Applied Ethics program of Character-Based Literacy. This is the ACCESS adopted ELA program for 9-12 grade students. CBL Liaisons provide direct teacher support to fellow educators using the CBL program of quarterly character themed literature units.
Constructing Meaning Trainers / Facilitators
English learners at the secondary level have to face the challenge of meeting grade-appropriate content standards and performing well on required local and statewide assessments. EL students must master the conventions of standard English while simultaneously acquiring the discipline-specific language of multiple content areas.
Constructing Meaning (CM): offers teachers the process and the tools to identify specific, content-driven language objectives and design instruction to address those objectives. A backward design approach is fused with the principles of second language acquisition to create student-centered classrooms in which rigorous academic teaching includes explicit language instruction. CM coaches help content area teachers support secondary English learners in meeting this challenge by incorporating academic language instruction into their content area instruction. CM trained coaches provide the training and support to teachers to enable them to provide explicit language support for content learning throughout the instructional day.
ACCESS is committed to meeting the educational needs of all students by providing them with quality instructional programs. Since its educational goals are the same for all students, no student is excluded from any program nor denied an equal opportunity to realize the stated goals by reason of having a primary language other than English. ACCESS acknowledges the importance of providing language minority students with an educational program that recognizes their individual and specialized needs.
1. English Learner Program
Teacher Authorization Information
FAQ Frequently Asked Questions CLAD AB 2913.pdf
OCDE CTEL Exam Preparation Courses http://www.ocde.us/clad/
CTCC Certification Guidelines http://www.ctc.ca.gov/credentials/CREDS/english-learners.html
Division EL Documents
Title III Year IV Action Plan LEAP_Performance_Goal_Reading_Updated_ 9-07final.pdf
LEA Plan Addendum EL LEAP revised Sept 07 final.pdf
EL Administrative Guidelines EL Guidelines (Rev. 07).pdf
2. EL Instruction
English Language Development
California English Language Development Standards
ELD Course Contracts English Lang A 2105.pdf
English Lang B 2106.pdf
English Lang C 2107.pdf
English Lang D 2108.pdf
ELD Courses and Proficiency Levels ELD Courses and Proficiency Levels.pdf
ELD - Second Language Abilities Matrix.pdf
Credit for CELDT Proficiency.pdf
Monthly ELD (MELD) What makes a good Systematic ELD Lesson.pdf
Systemic Academic Instruction in English (SAVI)
SAVI - The intention of the Systematic Vocabulary Instruction.pdf
Guided Language Acquisition Design (GLAD)
OCDE (National Training Center) http://www.projectglad.com/
Project Connect http://connect.ocde.us/Home_1613.htm
3. Additional Teacher Resources
California Secretary of State's website on Notary Public Authentication Information Apostille or
Information in Spanish on the Apostille from the Mexican Consulate in Los Angeles is available
Obtaining and completing the Transfer Document for Binational Migrant Student USA-Mexico
in Elementary Schools: http://www.sep.gob.mx/wb/sep1/documento_transferencia
Why teach about Hispanic Heritage Month?
Hispanic Heritage Month.pdf
Why teach about Hispanic heritage month.pdf
Dia de Los Muertos
Los Dias De La Muertos Document.pdf
Additional Web Links:
Web Topics for EL Teachers.pdf
4. EL Testing
CELDT, CAHSEE and CST Test Variations: CDE Test Variation Matrix 2010.pdf
5. Special Education