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Why Secondary Academic Language? 
9 out of every 10 of our most vulnerable high school students have not mastered the necessary reading, writing, speaking, and listening skills to graduate ready to succeed in college and career. 


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    Elk Grove, September 2017

    September 21 - 22, 2017

Winter Convening 

Tuesday-Wednesday, January 23-24, 2018

Burbank, CA


Spring Convening 

Tuesday-Wednesday, April 24-25, 2018

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Blog Updates 

By Amanda Nikolai Baer, Teacher, Galt Joint Union High School District

Being a part of this team and process has been beyond fruitful to me as a teacher and intellectual. I am surrounded by educators that want nothing but the best for students and will put in the work to make it happen. What more can a new teacher ask for?! I have seen a direct impact in my teaching from this work. 
On the schoolwide level, I see CALLI as an integral part of my school's culture. I am both GHS's ELD teacher and Activities Director, so my passion for academic language is equal to my passion for school spirit (things I realize aren't often grouped together). I call the work we do at CALLI the "academic piece of the culture puzzle." Phil Boyte says a school's culture starts with the adults, and my role as AD and as part of CALLI has reinforced that idea. 
For example, our school adopted the theme "The Warrior Way" this year to build up our spirit as warriors on and off campus. To send the message to our students, my leadership class purchased Warrior Way shirts for every staff member. This gave our teachers the ability to reinforce our cultural message every time they wore their shirts. The same is true for CALLI. If we want to see a shift in classroom culture in regards to academic language (specifically, speaking and listening) then EVERY classroom needs to shift. Our work with CALLI is making that happen by creating plans, process, and tools that our teachers can take to their rooms tomorrow. This is what makes CALLI so valuable. 

Cindi Lyon, Director of State and Federal Programs, Robla Unified School District 


Recently, my colleagues and I read "What is a Professional Learning Community?" by Richard DuFour on the ASCD website, a professional learning community for educators.

I realized we don’t spend enough time reflecting on our teaching and using that reflection to help us move forward.  Albert Einstein said "Insanity is doing the same thing over and over again and expecting different results".  I think having PLC’s where colleagues and reflect together and share thoughts and ideas in a collaborative manner could be so meaningful. It would not only make school a more appealing place for children but could also alleviate teacher burn out and may help them feel more supported and “in it together”.

EVERYTHING in education right now is about the data. Yes, data is useful but I am beginning to feel the data overload. There is such a thing as to much data. Let’s ensure we collect and use the data that is actually going to influence the future not just report on the past. Emphasizing data for learning instead of data for proof allows us to be action oriented, and constantly improve.