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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.pdfFrequently Asked Questions CLAD AB 2913.pdf

                    OCDE CTEL Exam Preparation Courses

                    CTCC Certification Guidelines

               Division EL Documents

                    Title III Year IV Action Plan  LEAP_Performance_Goal_Reading_Updated_ 9-07final.pdfLEAP_Performance_Goal_Reading_Updated_ 9-07final.pdf

                    LEA Plan Addendum  EL LEAP revised Sept 07 final.pdfEL LEAP revised Sept 07 final.pdf

                    EL Administrative Guidelines  EL Guidelines (Rev. 07).pdfEL Guidelines (Rev. 07).pdf

2.  EL Instruction

               English Language Development

                    California English Language Development Standards



                    ELD Course Contracts   English Lang A 2105.pdfEnglish Lang A 2105.pdf

                                                                 English Lang B 2106.pdfEnglish Lang B 2106.pdf

                                                                 English Lang C 2107.pdfEnglish Lang C 2107.pdf

                                                                 English Lang D 2108.pdfEnglish Lang D 2108.pdf

                     ELD Courses and Proficiency Levels    ELD Courses and Proficiency Levels.pdfELD Courses and Proficiency Levels.pdf

                                                                                            ELD - Second Language Abilities Matrix.pdfELD - Second Language Abilities Matrix.pdf

                                                                                            Credit for CELDT Proficiency.pdfCredit for CELDT Proficiency.pdf

               Monthly ELD (MELD)  What makes a good Systematic ELD Lesson.pdfWhat makes a good Systematic ELD Lesson.pdf

                     Making Predictions 

                     Compare Contrast

                     Sequencing Events


               Systemic Academic Instruction in English (SAVI)   

                     SAVI - The intention of the Systematic Vocabulary Instruction.pdfSAVI - The intention of the Systematic Vocabulary Instruction.pdf

                CBL/EL Support

                Guided Language Acquisition Design (GLAD)

                      OCDE (National Training Center)

                      Project Connect

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:

                Cultural Proficiency:

                                   Why teach about Hispanic Heritage Month?  

                                             Hispanic Heritage Month.pdfHispanic Heritage Month.pdf

                                             Why teach about Hispanic heritage month.pdfWhy teach about Hispanic heritage month.pdf

                                    Dia de Los Muertos

                                             Los Dias De La Muertos Document.pdfLos Dias De La Muertos Document.pdf


                  Additional Web Links:

                                              Internet Resources.pdfInternet Resources.pdf

                                              Web Topics for EL Teachers.pdfWeb Topics for EL Teachers.pdf

4.  EL Testing

                 CELDT, CAHSEE and CST Test Variations:     CDE Test Variation Matrix 2010.pdfCDE Test Variation Matrix 2010.pdf

5.  Special Education