CSMP

Our Los Angeles and Inland Empire sites offer new and experienced teachers:

• a multi-tier program for teachers of foreign languages
• a multi-tier program for teachers of Spanish speakers
• programs to prepare students for the AP Examination in Language, Culture and Literature

• programs to address the needs of English language learners

All programs for teachers of world languages and cultures emphasize:

• lesson planning and delivery using California's World Language Content Standards and Foreign Language Framework
• literacy in the language classroom: reading and writing in interpretive, interpersonal and presentational modes
• technology-enhanced instruction
• standards-based assessment and portfolio development
• approaches for individualizing instruction to meet the needs of all students
• strategies for working with English language learners and diverse, low-performing student populations
• classroom management for novice teachers
• networking, colleague collaboration, leadership development and professional growth

TIER 1 Standards-Based Instructional Practices
1A Standards-Based Instructional Practices for Novice Teachers of Foreign Language
1B Standards-Based Instructional Practices for Experienced Teachers of Foreign Language
1C Standards-Based Instructional Practices for Teachers of Spanish Speakers
1D Standards-Based Instructional Practices for Teachers of Less-Commonly Taught Heritage and Foreign Languages

• lesson design and the instructional delivery sequence
• practicum, generic input, guided practice, extension and assessment structures
• techniques for developing literacy and incorporating technology in the curriculum

TIER 2 Standards-Based Textbook Enhancement and Unit Design
2A Standards-Based Textbook Enhancement for Teachers of Foreign and Heritage Languages
2B Standards-Based Unit Design for Teachers of Foreign and Heritage Languages

• effective use of State Board adopted texts and supplementary materials
• unit design and delivery of academic content, technology-enhanced curriculum
• practicum: literacy development through reading/listening, writing/speaking structures
• formative and summative assessment, considerations for portfolios

TIER 3 Standards-Based Assessment for Teachers of Foreign and Heritage Languages

• assessment of literacy in the language classroom
• practicum: Classroom Oral Competency Interview (COCI)
• practicum: Classroom Writing Competency Assessment (CWCA)
• practicum: Classroom Reading Competency Matrix (CRCM)
• practicum: receptive/productive form checks
• assessing gains in content knowledge and cultural competence

Standards-Based Unit Design: Preparing Students for the AP Exam in Language and Culture

• introduction to the content and format of the examination and the new AP Framework
• integrative skills: focus on listening and reading
• integrative skills: focus on speaking and writing
• functional language use: formal and informal registers
• developing student accuracy through content and context

Standards-Based Unit Design: Preparing Students for the AP Exam in Spanish Literature and Culture

• introduction to the content and format of the examination
• exploration of major historical periods and literary movements in Spain and Spanish America
• strategies for the analysis of poetry, prose and drama
• study of representative authors and works
• examination of parallel manifestations in art and music

Using Film to Develop the Linguistic and Cultural Proficiency of Spanish Speaking Students

• introduction to the major movements in Spanish and Spanish American cinema
• exploration of links to history, current events, art, music and literature
• analysis of cinematic arts through representative films and filmmakers
• examination or procedures to develop linguistic and cultural proficiency through authentic experiences of cultural merit

Enhancing Standards-Based Instruction through Technology

• locating authentic materials on the web including video, music, art, graphics, text and data
• making input comprehensible using moviemaker, imovie, cartoonmaker and powerpoint
• facilitating interpersonal communication through messaging, video, audio, chats, emails, blogs and interactive assignments
• supporting presentational communication using webpages, wikis and podcasts

Programs in Using the ELD Standards as a Roadmap to Academic Success

• study of  the English Language Development Standards in correlation with the English Language Arts Standards
• creative and inclusive strategies to develop the academic literacy of all students
• Specially Designed Academic Instruction in English
• collaborative learning and diversified instructional strategies
• techniques to address multiple intelligences within the framework of thematic units
• assessment linked to success on California instruments including the California High School Exit Examination

World Languages and Career Technical Education

• examination of standards-based world language courses that integrate career technical education                                                                 
• identification of culture and content                                                 
• design of thematic units                                                                 
• employment of strategies to develop linguistic and cultural proficiency and career technical knowledge and skills

Invitational Leadership Development Program

Our programs are designed to enable teachers to take on leadership roles first in their classrooms, then at their school sites, later within their school districts and finally in agencies that advance California’s school reform agenda. During this program participants create an awareness-level, standards-based professional development program highlighting the following concepts:

• the five stages (formulaic, created, planned, extended, tailored) and
  five components (context, function, content, text-type, accuracy) of the Language Learning Continuum
• objectives for knowledge, for communication, and for control of vocabulary and structure
• form-focused and meaning-focused instructional activities
• input activities (listening and reading for interpretive and interpersonal communication)
• output activities (speaking and writing for interpersonal and presentational communication)
• formative and summative assessment including the COCI, the CWCA and the CRCM

Participants develop competencies in:

• selecting and organizing appropriate content
• demonstrating, modeling, facilitating practice, and providing feedback
• evaluating the impact of program components on participants
• enhancing performance of English learners and students with low skills in reading and writing

Seminars for Teachers Pursuing National Board Certification in World Languages and English as a New Language

Partnership Programs and Contract Services for Schools and Districts