Cobb County ESOL

ESOL Student Info for Feeder Schools - 2012

This is the time of year to help your ESOL colleagues at your feeder schools prepare for next year!

All local school Lead ESOL Teachers in elementary schools and middle schools are responsible for completing the Feeder School ESOL Spreadsheet below to send to their feeder school local school lead teachers by Friday, May 25, 2012.

Elementary schools should send middle schools the information for 5th graders and middle schools should send high schools the info for 8th graders.To assist in determining where the students are going next year, the Local MS and HS School Lead ESOL Teachers should utilize the information on OnTrack (Queries/General/Student Roster for Feeder Students) and cross-reference the report with the Feeder Spreadsheets.

A list of local school lead ESOL teachers is available on a previous blog posting under "Local School Leads." Please send your Feeder Spreadsheet to your feeder MS/HS schools ESOL Leads.

For the column "ELP Status 2012:" Mark the student's status for THIS school year 2011 - 2012.
Active, Waived, Monitored year 1,  Monitored year 2.

Include on the spreadsheet the ACCESS 2012 test scores, CRCT 2012 scores, and any other information the ESOL Leads may find useful for scheduling purposes and in providing support services for that student.

When you send the completed Feeder School ESOL Spreadsheet to the local school lead, please also upload a copy of the spreadsheet into BlackBoard.

Download Feeder-school-esol-information-template 2012

Cobb ESOL Exit Criteria - 2012

There have been some changes to the manner in which students will be exited from the Cobb ESOL Program this year. Read all information below carefully and contact your District ESOL Lead or Margaret McKenzie should you have questions. Keep in mind that EVERY exit is a recommended exit and must be reviewed and approved by District ESOL personnel. (Greg Clark, Damaris Cortes, Catherine Porch or Margaret McKenzie)

ESOL Program Exit Criteria: (Both criteria below must be met)

1. Student MUST score a 5.0 or greater on Tier C of the ACCESS 2011. All domains of language must be carefully reviewed in order to determine that the student will be successful next year without direct ESOL support services. The scores in all four Language Domains:  Listening, Speaking, Reading and Writing should be carefully reviewed.

2. Student MUST demonstrate a passing score on state assessments in reading or ELA. This will depend upon the current grade level of the student and the state assessments completed this year.

ELEMENTARY AND MIDDLE SCHOOL

For elementary and middle school that test is the CRCT and the student must have a "MEETS" or EXCEEDS" (800+) on the Reading portion of the CRCT. Since the CRCT was NOT administered in grades 1 and 2, the second indicator this year will be a 4.7 or higher on the LITERACY score on the ACCESS for these grade levels.

HIGH SCHOOL

For high school, a passing scores must be achieved on the GHSGT in Writing and Language Arts. If the student is a 9th or 10th grader, then a passing score of 70 on the EOCT in 9th or American Lit may be used. If an EOCT grade from this school year is not available as the second indicator, then a 4.7 or higher on the LITERACY score on the ACCESS for these grade levels may be used.

KINDERGARTEN

It is impossible to deem Kindergarteners "proficient" in English until they are further along in the language acquisition process. Many issues of language acquisition only begin to appear when the child is deeper in the reading process. For this reason, we do not recommend students in Kindergarten be exited from ESOL Program services.

Click here to download the form for ESOL Program Exit based on Test Scores only:   

Download ESOL-Exit-FORM Cobb 2012

All Exits from the Cobb ESOL Program are pending until the forms are reviewed, approved and signed by District ESOL personnel. Do NOT send home parent letters indicating that a student has been exited from ESOL until the exit forms have been reviewed and approved by district ESOL staff.

All ESOL Program Exit forms must be copied and placed in the following locations:

Original: placed in the Green ESOL Folder housed in the student's permanent file

Copy: maintained by Local Lead ESOL teacher

Copy:  on file at the IWC

Copies will be made at the exit location and District ESOL Staff will collect all Exit Forms to turn into the IWC. No Exit paperwork will need to be sent to the IWC.

End-of-Year Checklist and Procedures

Due to federal, State and District guidelines regarding the ESOL Program, ESOL teachers have many additional responsibilities at the end of the school year. In an effort to ensure that everything is completed, we have compiled a checklist of responsibilities for local school lead ESOL teachers. The work on the checklist should be completed by all of the ESOL teachers, but it is the responsibility of the local school lead ESOL teacher to submit the completed checklist to District ESOL.

Completed checklists may be submitted one of two ways by Wednesday, May 30th:

1. To District ESOL staff during the Exit Review Process at post-planning, OR

2. To Iride Gonzalez (C&I: ESOL, Glover Street) via County Mail

The local school lead ESOL teacher at each school is required to complete an End-of-Year Checklist and submit the form to District ESOL staff during the ESOL Exit Review Process. (Itinerant ESOL teachers should complete a form for each school that they serve.)

In order to complete the Checklist, the local school lead will need to ensure that every ESOL teacher who isi n their first year of ESOL completes and submits the ESOL Teacher English Language Proficiency Survey. The ESOL teachers who submitted this survey previously do NOT need to complete the survey again. In accordance with NCLB requirements, Cobb County School District must provide data regarding the English language proficiency of all ESOL teachers who teach in the district. The form will need to be completed and either submitted to Iride Gonzalez, C & I: Central Office, 514 Glover Street or turned in to the local lead ESOL teacher and submitted with the end-of-year paperwork during the ESOL Exit Reivew Process.

Click here to download the Teacher Proficiency Survey: Download Teacher Language-Proficiency

Click below to download the End-of-Year Checklists...

High School Checklist:   

Middle School Checklist:  

Elementary School Checklist:  

Bloom's Taxonomy and DOK

Click below for additional resources on Bloom's Taxonomy:

http://pinterest.com/macmare/bloom-s-taxonomy/

http://www.schrockguide.net/bloomin-apps.html

Bloom's Taxonomy and Cognitive Domain: Download Bloom's Taxonomy Breakdown

Depth of Knowledge:

DOK is a description and not a taxonomy that was developed by Norman Webb to align standards with assessments.

Click on the links below to access some resources to assist you in understanding and utilizing DOK.

Download DOK_Chart

http://www.ecarter.k12.mo.us/dept/curriculum/dok.html

Download DOK_ALL_LEVELS_Presentation

 

 

IEL Forms 2011-2012

The Intensive English Language (IEL) Program is a unique intervention offered by Cobb County School District (CCSD) designed to prepare eligible students for their transition to the mainstream curriculum. The primary goal of the Intensive English Language (IEL) program is to provide short-term intensive English support for students new to CCSD with little to no proficiency in English as their second language. IEL program instruction is provided in a self-contained classroom integrating basic needs and social English with academic content and language. Upon completion of the IEL Program, students transition into a combination of ESOL and regular education classes. Questions concerning the IEL Program should be directed to Greg Clark, IEL Program Coordinator, at Gregory.Clark@cobbk12.org.

Forms for the IEL Program include:

IEL Placement Form:

 This form is used to determine placement in the IEL Program  Download IEL-Placement-Form-2012 

 IEL Parent Notification Letter: This letter should be sent/given to parents, once it is determined that their child qualifies for IEL placement. Please make sure to complete the form as double-sided with English on one side and the parents' preferred language on the other side.

English:    Download IEL-PN-letter-2012-English

Chinese:     Download IEL-PN-Letter-2012-Chinese

Japanese:    Download IEL-PN-Letter-2012-Japanese

Korean:     Download IEL-PN-Letter-2012-Korean

Portuguese:     Download IEL-PN-Letter-2012-Portuguese

Spanish:     Download IEL-PN-Letter-2012-Spanish

Vietnamese:     Download IEL-PN-Letter-2012-Vietnamese

IEL Waiver Form: Parents have the right to refuse IEL Services. This form must be completed by the ESOL teacher and signed by the parent. The child will then be placed in ESOL classes.

English:     Download IEL-Waiver-2012-English 

Chinese:     Download IEL-Waiver-2012-Chinese 

French:     Download IEL-Waiver-2012-French 

Korean:     Download IEL-Waiver-2012-Korean 

Portuguese:     Download IEL-Waiver-2012-Portuguese

Spanish:     Download IEL-Waiver-2012-Spanish

Vietnamese:      Download IEL-Waiver-2012-Vietnamese

IEL to ESOL Program Form: This form is to be used when IEL students are to be transitioned into the regular ESOL program. The form is to be completed by the IEL teacher or ESOL lead teacher and sent via county mail to the IEL Program Coordinator (at Oakwood/ESOL) for approval. 

Elementary School in English:  Download May_2012_form_iel-to-esol_exit_es-english

Middle School in English: Download May_2012_form_iel-to-esol_exit_ms-english

High School in English:  Download May_2012_form_iel-to-esol_exit_hs-english

As with all ESOL forms, please be sure to follow the instructions on the form regarding the required distribution of the original and copied forms.

 

Kathy Schrock's Guide to Bloomin' Apps

Click here to see apps (Google apps as well as iPad apps) that correspond to each level of Bloom's: http://www.schrockguide.net/bloomin-apps.html

Linguistic Case Study & Participant Forms

The Linguistic Case Study is the field experience activity that is not only required for the class, but is also one of the four items required for submission for your ESOL Endorsment Portfolio.

This activity entails an in-depth linguistic case study of a student who has learned/is learning English as an additional language. Specifically, you will transcribe and analyze a 20- to 30-minute recording of the student’s natural speech (not an interview), focusing on the language from the perspectives of phonology, morphology/syntax, pragmatics, first-language influence, and/or other areas that seem relevant. You will contextualize your description of the language learner and language learning situation, to consider how that might influence the language sample. You must explicitly link your discussion of the learner’s language to elements we have discussed in class and from our readings. Be sure to consider the learner’s achievements with the language, not simply perceived deficits. Finally, you will provide instructional/assessment recommendations for the student based on your analysis. You will turn in the transcript and your case study analysis (about 3-5 pages), and will make a short oral presentation on your findings to the class. See the Rubric for more details. Your must receive at least 24 points out of a total of thirty (30) on this assignment to receive credit for this course.  Expected time allotted: 8 hours.

 In accordance with CCSD Research and Accountability Department requirements, you must ask your participant to complete a Participant Consent Form. This form must be submitted with your transcription and analysis. In an effort to ensure that your participant understands the case study assignment, the form is offered below in various languages. Please make sure to copy the form with English on one side and the language of your participant on the other. Should your participant need a language other than those listed below, do not hesitate to inform your ESOL Endorsement instructors.

English: Download Participant_Consent_Form_Linguistics_Study

Korean: Download Participant_Consent_Form_Linguistics_Study-Korean

Portuguese: Download Participant_ Consent_Form_Linguistics Study_PORTUGUESE

Spanish: Download Participant_Consent_Form_Linguistics_Study_SPANISH

Sample Case Study: Download Linguistic Case Study redacted

Teaching English Language Learners: What the Research Does--and Does Not--Say

Claude Goldenberg, a professor of education at Stanford University, takes an in depth look at current research on the teaching of English Language Learners. Check out his article in the Summer 2008 issue of the American Educator at http://www.aft.org/pubs-reports/american_educator/issues/summer08/goldenberg.pdf

Myths and Misconceptions article

McLaughlin discusses the common myths and misconceptions about second language learning. Click here to access the article: Download McLaughlin Myths and misconceptions

End of Year Parental Notification Requirements - May 2012

At the end of May local schools must communicate with the parents of all active ESOL students. The State recommends that the items outlined below be sent via mail to the attention of the parents/guardian.

 

1. ACCESS Parent Report In English and in Home Language

The State has recommended that local schools maintain a copy of the Parent Report in addition to the Teacher Report and that both be placed in GREEN ESOL FOLDER that is maintained in the student's perm file. Copies of the Parent Report (without the bar graph) are available from the WIDA site in over 30 languages. Go to http://www.wida.us/assessment/ACCESS/ScoreReports/translations.aspx to access those reports in the language you need.

2. ACCESS Brochure 2012  

English: Download Access-Brochure-2012-English

Korean: Download Access-Brochure-2012-Korean

Portuguese: Download Access-Brochure-2012-Portuguese

Spanish:  Download Access-Brochure-2012-Spanish    

3. End of Year Parent Notification Letter In English and in Home Language, when practicable. This letter MUST be sent to the parents of ALL ESOL students once schools have approval of exit after the ESOL Program Exit District Review process.

ESOL teachers should add name, school and date sent home to the bottom of the letter:

Parent Letter English  Download Parent_ltr_eoy_English_2012

Parent Letter Chinese   Download Parent_ltr_eoy_Chinese_2012

Parent Letter Spanish   Download Parent_ltr_eoy_Spanish_2012

Parent Letter Japanese   Download Parent_ltr_eoy_Japanese_2012

Parent Letter  Korean   Download Parent_ltr_eoy_Korean_2012

Parent Letter Portuguese    Download Parent_ltr_eoy_Portuguese_2012

Parent Letter Russian   Download Parent_ltr_eoy_Russian_2012

Parent Letter Vietnamese    Download Parent_ltr_eoy_Vietnamese_2012

ESOL Teachers: If your school is experiencing a shortage of paper, toner or ink, Master Copies of the documents above will be available during the ESOL Program Exit District Review process. Local Lead ESOL Teachers will be able to secure copies of the above documents at that time. ESOL teachers should prepare a list of the number of documents required in each language.

A schedule of times and locations for the District Review process will be sent via email to local school lead ESOL teachers.

What is Plaza Comunitaria?

Plaza Comunitaria is a program developed by the government of Mexico to provide Mexicans and Latinos living abroad the opportunity to begin, continue or improve their education, in Spanish. Studies indicate that these students can learn English faster and more efficiently if they first have a solid education in their own language. Upon completion of a program, students receive a certificate from the Mexican Ministry of Education.

Elementary school subjects, middle school courses, literacy programs and other online courses are free.

Download plaza_communtaria_fact_sheet_revision.pdf

Plaza Comunitaria locations in Cobb County School District include Belmont Hills ES, Pine Mountain MS Sprayberry HS. (North Cobb HS - Coming soon!)

For more information regarding the Plaza Comunitaria in Cobb County, contact Lucia Ribeiro.

ES ESOL Scheduling Guidelines

Cobb County ESOL Curriculum & Instruction
Elementary School

Scheduling Guidelines

Elementary school ESOL schedules are determined by the local school. Given the different school sizes, needs and ESOL student populations across the district, schedules will vary from school to school. There are general guidelines, however, that should be used to develop a schedule that best meets the needs of the ESOL students and the overall school plan.

Remember…by law, all identified ESOL students must receive some type of English language support services by a highly-qualified ESOL teacher.  ESOL FTE segments, however, may only be earned for ELs who are receiving ESOL services through one of the State-Approved Delivery Models of Instruction. ELs who are monitored or ELs whose parents have completed the Annual Parental Waiver of ESOL Services, may not be scheduled to receive ESOL support services. (ESOL-monitored students are those who have officially exited from the ESOL Program and, according to NCLB, must be monitored for two years.)

General Considerations for Scheduling

• Group students by English proficiency and literacy levels, not just by grade level.
• Cluster ESOL students in classes in order to allow more efficient scheduling of ESOL services.
• Combine students within age-appropriate groups, such as Grades K/1, 2/3, or 4/5. You may form groups with mixed-proficiency levels, but pull beginning-level students separately. (In schools with an IEL Program this already should happen for grades 3 – 5.)
• ESOL students with the lowest level of English proficiency need and should receive the maximum ESOL instructional time possible.
• Students should not be pulled from content area instructional blocks (math, science, ELA, social studies, reading) UNLESS the ESOL teacher is highly qualified in Early Childhood and will provide ESOL services through that content area on that grade level during this segment of instruction.
• Using data, choose the instructional model that best meets the needs of students and fits the schedule of the ESOL teacher/s. Keep in mind that both the pull-out and the push-in models offer advantages. Using a combination of the two models for the same group of students is beneficial for students who are struggling with language and content. Push-in allows the ESOL teacher to collaborate within the classroom setting; pull-out allows the ESOL teacher to provide more focused, specialized instruction. For beginners, the pull-out instruction is recommended. Push-in is most effective with students of higher proficiency levels as they are better able to comprehend academic language and more easily participate in classroom discourse.
• When possible, ESOL teachers should attend grade-level planning meetings. If there is only one ESOL teacher at a school, the teacher should rotate meeting with different grade levels throughout the year.
• Remember: there is no one single approach to scheduling ESOL classes. Consult school staff - including administrators, classroom teachers, other specialists - and your ESOL colleagues at the Central Office for assistance. Always work to provide a schedule that will best meet the language acquisition and overall academic needs of the ESOL students.

• As ESOL teachers design their schedules, they should use language and achievement data to make instructional placement decisions. Teachers should analyze the following:
  • Number of students at specific English language proficiency levels (W-APT or ACCESS scores)
  • Number of ESOL students at specific grade levels
  • Literacy levels and achievement data
  • Additional program services needs of student (EIP, special ed, gifted)

Generating ESOL FTE Segments

The following requirements must be met in order for the language support services offered by the ESOL teacher to generate ESOL FTE segments:

Grades K–5 ESOL: Minimum Requirements for ESOL Segments

• ESOL students in grades K - 3 must receive DAILY a minimum of 45 minutes of ESOL instruction from the ESOL teacher. These students may receive as much ESOL instruction as needed, but only 1 segment may be counted for ESOL FTE.

• ESOL students in grades 4 – 5 must receive DAILY a minimum of 50 minutes of ESOL instruction from the ESOL teacher. These students may receive as much ESOL instruction as needed, but only 2 segments of 50 minutes may be counted for ESOL FTE.

Life as an Undocumented Immigrant

March 2012 Research Report from Center for American Progress: Download Life_as_undocumented

MS ESOL Scheduling Guidance

Cobb County ESOL Curriculum & Instruction
Middle School Scheduling Guidelines

Click here to download this document: Download CCSD MS ESOL Scheduling and Delivery Models

Middle school ESOL schedules are determined by the local school. Given the different school sizes, needs and ESOL student populations across the district, schedules will vary from school to school.  However, there are some general guidelines that should be used to develop a schedule that best meets the needs of the ESOL students and the overall school plan.

Remember…by law, all identified ESOL students must receive some type of English language support services.  ESOL FTE segments, however, may only be earned for ELLs who are receiving ESOL services through one of the State-approved Delivery Models of Instruction. ELLs who are monitored and ELLs whose parents have completed an Annual Parental Waiver of ESOL Services may not be scheduled in an ESOL class. (ESOL-monitored students are those who have officially exited from the ESOL Program and according to NCLB must be monitored for two years.)

General Considerations for Scheduling

• Consider grouping students by English proficiency and literacy levels, not just by grade level.
• Cluster ESOL students in classes/teams in order to allow more efficient scheduling of ESOL services. This will allow a school to provide inclusionary support.
• ESOL students with the lowest level of English proficiency need and should receive the maximum ESOL instructional time possible. For middle school, that is TWO segments.
• All ESOL students should receive content area instruction for math, science, ELA, social studies with a teacher highly qualified in that content area.  The courses ESOL Grade 6, ESOL Grade 7 and ESOL Grade 8 do NOT substitute for any content area course. (ELLs served through the IEL Program have different scheduling requirements.)
• Using data, choose the instructional model that best meets the needs of the students and fits the schedule of the ESOL teacher/s. Keep in mind that both the sheltered and the push-in teaching models offer advantages. Using a combination of the two models for the same group of students may also be beneficial for students who are struggling with language and content. Push-in allows the ESOL teacher to collaborate within the classroom setting; sheltered allows the ESOL teacher to provide more focused, specialized instruction in a specific content area or in an ESOL language support climate. For beginners, sheltered instruction is recommended. Push-in is most effective with students of higher proficiency levels as they are better able to comprehend academic language and more easily participate in classroom discourse.
• When possible, ESOL teachers should attend grade-level and content team planning meetings. If there is only one ESOL teacher at a school, the teacher should rotate meeting with different teams throughout the year.
• Remember: there is no one single approach to scheduling ESOL classes. Consult school staff - including administrators, classroom teachers, other specialists - and your ESOL colleagues at the Central Office for assistance. Always work to provide a schedule that will best meet the language acquisition and overall academic needs of the ESOL students.

• As ESOL teachers design their schedules, they should use language and achievement data to make instructional placement decisions. Teachers should analyze the following:
  • Number of students at specific English language proficiency levels (W-APT or ACCESS scores)
  • Number of ESOL students at specific grade levels
  • Literacy levels and achievement data
  • Additional program services needs of student (remedial, special ed, gifted)

2012 Tuition Assistance for Tuition High School Summer School Program

2012 Information for

ESOL Title III/Immigrant attendance and funding of

Tuition High School Summer School Program

The ESOL department of CCSD has limited funding available to assist summer school tuition for high school English Learners (EL) and/or Immigrant students.  

In an effort to disburse effectively the funding and that Tuition Summer School is in compliance with the federal and state requirements, the ESOL department has developed specific procedures that address the application process. The details are outlined below:

• When registering any ESOL student (including ESOL-Monitored, ESOL-Waived) for Summer School classes, please ensure that “ESOL” is indicated on the registration form.  This will alert summer school staff that they must make accommodation arrangements for daily instruction and testing. The TPC Accommodations have been submitted to the District ESOL Office and are on file with the Office of Accountability.  There is no need to attach the TPC Form to the application.
• If a word-to-word dictionary has been indicated this year as an accommodation for the ESOL student, the local school is responsible for sending the dictionary to the Central Office for disbursement to the student at summer school. (More details to be sent to local school lead ESOL teachers.)

Tuition Assistance Opportunities:

• Each high school has been allocated a number of ESOL/Immigrant Tuition Assistance opportunities based on the current ESOL population at that school. This information will be sent to the local school lead ESOL teacher.

• ESOL/Immigrant students interested in applying for the scholarship must complete the 2012 Cobb County Summer School Registration form and the Summer School ESOL/Immigrant Tuition Payment Request 2012. These forms are available from the school counselor or high school lead ESOL teacher at the school as well as from the Cobb County ESOL Blog under “Summer School.” http://www.tinyurl.com/cobbesol

• Local schools will decide upon the recipients and thus, will form a committee to consist at least of the local school lead ESOL teacher and School Counselor.  The committee will review the information and complete the CCSD ESOL Funding Rubric for Summer School 2012 for each applicant. The tuition assistance is awarded in increments of $275. If only $275 has been awarded for a student who plans to take two .5 courses for a full 1.0 credit, the student is responsible for covering the remaining $275 tuition in accordance with Tuition Summer School procedures. The school may not exceed the total dollar amount indicated for the school.

• Once the committee has determined the recipients of the tuition assistance,  "Y-$275" or Y-$550” must be indicated on the bottom of the Summer School Registration Form for "Scholarship: ESOL  ___."

• Once the local school committee has determined the recipients of the awards based on the points awarded on the rubric, a spreadsheet must be submitted of all names of the recipients. (Spreadsheet can be found on the Cobb ESOL Blog).

• Once the committee has reached a decision, complete the Tuition Assistance Acceptance Letter and ask that the student and parent sign and return the letter. The Cobb ESOL Department will need a copy of the letter for the documentation of use of federal funds.

• Questions regarding a student’s status as ESOL or immigrant can be directed to Carol Fussell at the IWC via email at carol.fussell@cobbk12.org.

• The high school local lead ESOL teacher must submit the following items by Thursday, May 24, 2012 in person, via County Mail or fax to Margaret McKenzie, ESOL Consultant, Curriculum and Instruction Division, 514 Glover St., Marietta, GA 30060 (fax 770-429-5839)

Items to submit by May 24, 2012: 

Completed spreadsheet of ESOL tuition recipients for the local school (send via email to Margaret McKenzie at margaret.mckenzie@cobbk12.org.

Copies of the following for each ESOL Tuition Assistance recipient:

Completed 2012 Cobb County Summer School Registration form (see Oakwood site)
Completed Summer School ESOL Tuition Assistance Application form.
Completed CCSD ESOL Scholarship Rubric for Summer School 2012.
Copy of the Tuition Assistance Acceptance Letter signed by the ESOL student and parent/guardian.

The forms listed above can be downloaded here. Please use the appropriate language of the application form and acceptance letter for students and parents. They should be copied front/back with English on one side and the other language on the opposite side.

Click here to download a copy of the instructions outlined above: Download 2012 tuition ss instructions

Spreadsheet of ESOL tuition recipients: Download 2012_esol_scholarship_spreadsheet_your-school (please replace "your school" with the name of the high school)

Summer School ESOL Tuition Assistance Application form

English: Download 2012 ESOL Immigrant Summer School Tuition Application Form - English

Korean: Download 2012-ESOL-Immigrant-Summer-School-Tuition-Payment-Request-Form-Korean

Portuguese: Download 2012-ESOL-Immigrant-Summer-School-Tuition-Payment-Request-Form-Portuguese

Spanish: Download 2012-ESOL-Immigrant-Summer-School-Tuition-Payment-Request-Form-Spanish

CCSD ESOL Scholarship Rubric for Summer School 2012: Download SS ESOL_Immigrant Assistance Rubric 2012

Tuition Assistance Acceptance Letter

English: Download 2012-tuition-summer-school-acceptance-letter-English

Korean: Download 2012-tuition-summer-school-acceptance-letter-Korean

Portuguese: Download 2012-tuition-summer-school-acceptance-letter-Portuguese

Spanish: Download 2012-tuition-summer-school-acceptance-letter-Spanish