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.