California Early Literacy Learning (CELL) was initiated in 1994 as a project of the California State University, San Bernardino, College of Education and the Foundation for California State University, San Bernardino. The project was initiated to respond to the professional development needs in literacy learning in primary grades (PreK-Grade 3) for schools in southern California. The Foundation for California Early Literacy Learning was established in 1997. The Foundation changed California to Comprehensive in the title in 2003 to more accurately reflect its work in various states. The Foundation is an independent organization and its sole mission is the development of professional training and related services to support whole school reform. The Foundation developed Extended Literacy Learning (ExLL) in 1997 to provide similar support for Grades 3-8 and Second Chance at Literacy Learning in 1999 to support Grades 6-12. These programs of professional development where designed primarily as reading/language arts reform efforts. Beginning in 2001 the Foundation began a major expansion of scope to include services necessary to support whole school reform. Since its inception, Stanley L. Swartz has served as the Project Director and Adria F. Klein as Trainer and Project Coordinator.

General Approach
The CELL/ExLL/Second Chance models recognize the importance of integrating various components of reform efforts. These include providing high-quality professional development to support a comprehensive plan for schoolwide change. Inservice trainings are focused on the improvement of instruction using scientifically-based teaching methods, assessment that both informs teaching and ensures accountability, support for site level leadership, integrated curriculum, and parental involvement.

Improvement of Instruction
The model uses the accepted research base to identify teaching methods that are organized into a framework of instruction. The importance of literacy for all learning is emphasized. Inservice trainings are intensive and involve capacity building at the site and follow-up to ensure successful implementation. An important element of this training is the integration of curricular areas as well as the alignment of teaching methods across grade levels. Classroom organization and management are also considered important to the improvement of instruction.

Assessment
Support is provided to sites to use assessments as both a vehicle to help teachers make effective decisions about their instruction and to accomplish increases in achievement levels required by various state tests. Specific support for developing strategies for test-taking is also provided.

Leadership
Training is provided that supports the site administration for schoolwide change as well as the development of a site facilitator that has shared responsibility for model implementation. This capacity building effort is recognized as an important element in sustaining school reform efforts.

Parental Involvement
Training specific to the role of parents in supporting the school program for their children is organized to help teachers maximize the benefit of this involvement. Various activities are designed for the model that support the overall whole school reform process.

Summary
The Foundation for Comprehensive Early Literacy Learning provides professional development to schools that are committed to whole school reform. The commitment to this reform includes changes in the instructional program, alignment of teaching methods and curriculum, adjustments in site management and the role of leadership, and increasing the involvement of parents with the schooling of their children. The CELL/ExLL/Second Chance model is one that places a high level of confidence in the ability of school staffs to accomplish this reform. Rather than using scripted programs, the model focuses on using professional development to support teacher decision making and the development of a site based team to lead reform efforts. The model is also committed to developing capacity for each participating school. It is through this capacity that whole school reform can be supported over the long term.