Professional Development Programs

The California Reading & Literature Program (CRLP) in San Diego offers many programs to aid in the professional development of teachers in the region. CRLP Professional Development qualifies as ESEA “High Quality Professional Development” for Title, I, III, V and VII. Part A: and for Title II, Part A and B.

About the Programs

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Teaching How to Read-RESULTS Word Recognition and Fluency (K-5) 

Assessment, Instruction, and Intervention- Supporting Implementation of the Common Core Reading Foundational Skills

  • 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

CRLP Signature Professional Learning Programs meets 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.


Teaching how to comprehend- RESULTS Academic Language and Literacy Instruction (RALLI) (K-6) 

  • 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 all 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

CRLP Signature Professional Learning Programs meets 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.

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).


Assessment for English Learners-A Developmental English Proficiency Test (ADEPT) (K-8) 

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 a student’s 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

CRLP Signature Professional Learning Programs meets 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.


Secondary Disciplinary Literacy- Content Area Language and Literacy for Academic Success in Middle and High School (CALL) 

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). The end goal is for students to independently comprehend complex texts across a range of types and disciplines in order to build strong content knowledge.

  • 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

CRLP Signature Professional Learning Programs meets 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.


Biliteracy – Spanish-English Biliteracy Transfer (SEBT) 

SEBT offers 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

CRLP Signature Professional Learning Programs meets 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.


Integrated and Designated ELD- Engaging English Learners in the Common Core ELA/Literacy 

Unpacking and Implementing California’s New ELD Standards (K-5) (6-12)

  • Engaging ELs deepens teacher understanding of the CA ELD standards and their relationships 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 CCSSand the CA ELA/ELD Framework to increase El access, engagement, and achievement across content areas

CRLP Signature Professional Learning Programs meets 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.