PROGRAMS

CRLP PRE/K-12 PROFESSIONAL DEVELOPMENT

ANAHEIM CSD / ARTSCORE / COMPTON / CSU-RIAP / NEWPORT-MESA USD
NORWALK-LA MIRADA USD / ORANGE COUNTY DEPT. OF ED. / SANTA ANA USD

ANAHEIM CITY SCHOOL DISTRICT (ELEMENTARY K-6)

CRLP A Focused Approach to Frontloading English Language Instruction for Houghton Mifflin Reading, K-6: District leaders collaborate with CRLP regional leaders (Linda Clinard and Pam Tupy) to implement district-based professional development which addresses the following outcomes: (1) Realize the distinction between simply teaching in English and effectively teaching English; (2) Increase knowledge of the competencies and instructional needs of students in each of the five levels of English proficiency; (3) Become more familiar with the general principles of second language learning and the related, but distinct purposes of English language instruction; (4) Learn an approach for planning additional instruction by analyzing the concept and skill requirements of Houghton Mifflin reading/language arts lessons; (5) Learn how to structure multiple opportunities for both oral and written student language practice.

CRLP Support (Technical Assistance): CRLP regional leaders (Debora Martin, Pam Tupy, and Linda Clinard) communicate with district administrators and teacher leaders to explore PreK-6 professional development support and other assistance to improve learning for teachers, students, and parents.

PreK Leadership Institute: PreK teacher leaders participate in a UCI PreK/K Leadership Institute.

(back to top)

ARTSCORE (Eisenhower Grant: Co-Directors, Jim Thomas-Orange County Dept. of Education and Dr. Kim Burge-UCI Department of Education)

A regional CRLP leadership team (Jan Osborn-Chapman University; Kathy Schymick-Anaheim Union H.S. District-retired; Pam Tupy-Newport-Mesa USD/CRLP/OCDE) works with Visual/Performing Arts leaders to implement the third year-long 7-12 professional development institute with a goal to improve literacy through the arts.

(back to top)

COMPTON UNIFIED SCHOOL DISTRICT (PREK-12)

PreK/Kindergarten National Science Foundation UCI FOCUS!/SMARTS Leadership Institute: A regional team of California Subject Matter Project leaders (Linda Clinard and Debora Martin, CRLP; Karajean Hyde and Alex May, Irvine Math Project; and Terry Shanahan, California Science Project) and district leaders from Compton, Newport-Mesa, and Santa Ana are implementing a year - long PreK/K Leadership Institute funded by a five-year FOCUS! (Faculty Outreach Collaborations Uniting Scientists, Students and Schools) National Science Foundation grant. The institute is training PreK/K leadership teams to use research-based assessment and instructional practices to improve science and math through literacy for PreK and Kindergarten children at home and in school. University and PreK/K leaders collaborate to address the five key elements of the NSF PreK-12^th initiative: (1) Demonstrate a partnership-driven culture; (2) Improve teacher quality, quantity, and diversity; (3) Offer challenging courses in curricula; (4) Consistently use evidenced-based design and outcomes; (5) Provide a foundation for institutional change and sustainability.

CRLP Elementary Literacy Institute: Nine meetings are scheduled (September through May) on early-out Mondays once a month for K-6 teachers. Standards-based, research-supported content includes an introduction to Family Literacy and the Open Court Reading Program English Language Support Guide.

CRLP Middle School Cross-Content Area Literacy Institute: Nine meetings are scheduled (September through May) on early-out Mondays once a month for middle school teachers in various content areas. Content includes standards-based, research-supported strategies from Strategic Teaching and Learning (California Department of Education).

CRLP Secondary Cross-Content Area Literacy Institute: Seven meetings are scheduled (November-May) on late-start Mondays once a month. Content introduces research-supported strategies to improve learning across the curriculum which address English Language Arts standards linked to the California High School Exit Exam.

CRLP Support (Technical Assistance): CRLP regional leaders (Debora Martin, Pam Tupy, and Linda Clinard) communicate with district administrators and teacher leaders to explore PreK-12 professional development support and other assistance to improve learning for teachers, students, and parents.

(back to top)

CSU READING INSTITUTE FOR ACADEMIC PREPARATION (RIAP)

RIAP-Cal Poly Pomona: Linda Clinard (CRLP Regional Director) collaborates with CSU Cal Poly Pomona RIAP leaders to support the implementation of the 2004-05 institute designed to guide cross-content high school teachers to improve the reading and writing performance of college-eligible students.

CSU Center for Advancement of Reading (CAR): Linda Clinard collaborates with CSU/CAR RIAP leaders (Nancy Brynelson, Dr. Dana Grisham, and Dr. Denise Fleming-CSU Hayward) to develop and introduce the RIAP case study and other content to institute leaders. 

(back to top)

NEWPORT-MESA UNIFIED SCHOOL DISTRICT (PRE/K-12)

PreK/Kindergarten National Science Foundation UCI FOCUS!/SMARTS Leadership Institute: A regional team of California Subject Matter Project leaders (Linda Clinard and Debora Martin, CRLP; Karajean Hyde and Alex May, Irvine Math Project; and Terry Shanahan, California Science Project) and district leaders from Compton, Newport-Mesa, and Santa Ana are implementing a year - long PreK/K Leadership Institute funded by a five-year FOCUS! (Faculty Outreach Collaborations Uniting Scientists, Students and Schools) National Science Foundation grant. The institute is training PreK/K leadership teams to use research-based assessment and instructional practices to improve science and math through literacy for PreK and Kindergarten children at home and in school. University and PreK/K leaders collaborate to address the five key elements of the NSF PreK-12^th initiative: (1) Demonstrate a partnership-driven culture; (2) Improve teacher quality, quantity, and diversity; (3) Offer challenging courses in curricula; (4) Consistently use evidenced-based design and outcomes; (5) Provide a foundation for institutional change and sustainability.

CRLP Support (Technical Assistance): CRLP regional leaders (Debora Martin, Pam Tupy, and Linda Clinard) communicate with district administrators and teacher leaders to explore PreK-12 professional development support and other assistance to improve learning for teachers, students, and parents.

(back to top)

NORWALK-LA MIRADA UNIFIED SCHOOL DISTRICT (K-12)

Focusing on English Learners Across Middle School Content Areas: CRLP UC Irvine/Orange County Region leaders (Pam Tupy and Linda Clinard) are collaborating with NLMUSD administrators and teacher leaders to offer professional development to improve learning for English Learners in middle school content area classrooms.  Three outcomes were identified by the CRLP/NLMUSD leadership team for middle school teachers participating in the professional development experience: (1) Develop a shared vision and shared beliefs about English Learners; (2) See the urgency of meeting the needs of English Learners and explore application in the classroom; (3) Involve students, parents, and teachers in supporting the achievement of English Learners across content areas.

CRLP Support (Technical Assistance): CRLP regional leaders (Debora Martin, Pam Tupy, and Linda Clinard) communicate with district administrators and teacher leaders to explore PreK-12 professional development support and other assistance to improve learning for teachers, students, and parents.

(back to top)

ORANGE COUNTY DEPARTMENT OF EDUCATION

CSU/OCDE/CRLP Early Academic Preparation (Pilot Training): ÒWriting and Reading Rhetorically: Preparation 12^th Grade Students for College-Level EnglishÓ (Faciliator: Pam Tupy-OCDE/CRLP/Newport-Mesa USD Teacher-On-Special- Assignment) This professional development series is conducted by a team of CSU and high school faculty.  The two-day institute, plus follow-up, is designed to help teachers to prepare 12^th grade students to meet the expectations of college and university faculty, the CSU English Placement Test, and the California English-Language Arts Content Standards. (Facilitated by Pam Tupy, OCDE/CRLP leader)

CRLP/OCDE Collaboration: regional leaders participate in the OCDE Language Arts Network, Project CONNECT, and the School Readiness Network to explore opportunities for meeting the needs of teachers, students, and parents in partnership districts served by OCDE and CRLP.

(back to top)

SANTA ANA UNIFIED SCHOOL DISTRICT (PRE/K-12)

PreK/Kindergarten National Science Foundation UCI FOCUS!/SMARTS Leadership Institute: A regional team of California Subject Matter Project leaders (Linda Clinard and Debora Martin, CRLP; Karajean Hyde and Alex May, Irvine Math Project; and Terry Shanahan, California Science Project) and district leaders from Compton, Newport-Mesa, and Santa Ana are implementing a year - long PreK/K Leadership Institute funded by a five-year FOCUS! (Faculty Outreach Collaborations Uniting Scientists, Students and Schools) National Science Foundation grant. The institute is training PreK/K leadership teams to use research-based assessment and instructional practices to improve science and math through literacy for PreK and Kindergarten children at home and in school. University and PreK/K leaders collaborate to address the five key elements of the NSF PreK-12^th initiative: (1) Demonstrate a partnership-driven culture; (2) Improve teacher quality, quantity, and diversity; (3) Offer challenging courses in curricula; (4) Consistently use evidenced-based design and outcomes; (5) Provide a foundation for institutional change and sustainability.

CRLP A Focused Approach to Frontloading English Language Instruction for Open Court Reading, K-5: District leaders collaborate with CRLP regional leaders (Linda Clinard and Pam Tupy) to implement district-based professional development which addresses the following outcomes: (1) Learn an approach for planning Òfrontloaded: language instruction using the new Open Court Reading English Learner Support Guide (ELSG);  (2) Realize the distinction between simply teaching in  English and effectively teaching  English; (3) Increase participant knowledge of the competencies and instructional needs of students in each of the five levels of English proficiency; (4) Become more familiar with the general principles of second language learning and the related, but distinct purposes of English language instruction; (5) Learn how to structure multiple opportunities for both oral and written student language practice.

CRLP Support (Technical Assistance): CRLP regional leaders (Debora Martin, Pam Tupy, and Linda Clinard) communicate with district administrators and teacher leaders to explore PreK-12 professional development support and other assistance to improve learning for teachers, students, and parents.

(back to top)