Buffalo Public Schools



Buffalo City School District

Response to Intervention

Academic Intervention Services

Procedures Manual

Curriculum Assessment & Instruction Division

701 City Hall

Dr. Kriner Cash

Superintendent of Schools

Dr. Fatima Morrell

Assistant Superintendent of Curriculum, Assessment and Instruction

Buffalo Board of Education

James Sampson

President

Dr. Theresa Harris-Tigg

Vice President

Student Achievement—East District

Jason M. McCarthy

Vice President

Executive Affairs—North District

|Patricia Pierce |Sharon M. Belton-Cottman |

|Member at Large |Ferry District |

| | |

|Lawrence Quinn |Carl P. Paladino |

|Member at Large |Park District |

| | |

|Dr. Barbara Seals-Nevergold |Mary Ruth Kapsiak |

|Member-at-Large |Central District |

Table of Contents

Letter from the Assistant Superintendent of CAI…………....………………3

Definition of Response to Intervention/Academic Intervention Service…….4

Barriers and SST …………..……………………….…………………….….6

Eligibility for RtI/AIS …………………..………….……………………..…7

Parental Contact and Involvement ……………………………………..…..13

Record Keeping ………………………………….…………………..….…13

Timeline ………………………………….………………………………...14

Appendices………………………………………………………………….15

A. Job Descriptions for RtI/AIS Providers

B. RtI/AIS Notification Letters

• District

• District Title I ELL

C. RtI Elementary Quarterly Reports to Parents

D. AIS Secondary Quarterly Reports to Parents

E. ELL RtI/AIS Title I Progress Notification

F. RtI/AIS Exit Notification Letters

G. Division of Teaching and Learning

H. RtI Supplemental Documents

Dear Teachers, Staff, and Administrators,

This booklet delineates the Buffalo City School District’s Response to Intervention/Academic Intervention Services Plan in detail. It provides information about eligibility, notification, types of services and timelines. Response to Intervention (RtI)/Academic Intervention Services (AIS) are intended to be immediate, empowering, and short-term. The ideal we strive for in the Buffalo City School District is to use:

• High quality instruction with all students

• Multiple instructional strategies

• Research-based instruction which is systematic and explicit

• Differentiated instruction in small groups

• Diagnostic procedures to locate gaps in student’s learning

• Instructional practices which are equitable

In our general education classes, we address learning by teaching students to think and problem-solve. In addition, appropriate academic assistance and interventions are available to ensure that students in PK-12 will successfully meet the Common Core (CCLS) and NYS Learning Standards. These services fall under the umbrella of RtI/AIS, and are mandated for all students who are at risk of not achieving the CCLS in English Language Arts, Mathematics, Social Studies, and the NYS Standards for Science. Program accountability and coordination of RtI/AIS are the responsibility of each building administrator in conjunction with Central Office Administration, specifically, the Associate Superintendents of School Leadership, the Assistant Superintendents of Curriculum Assessment and Instruction (CAI) and Special Education, Content Area Directors and Supervisors, and the Directors of Special Education.

Eligibility for RtI/AIS is determined by the NYS assessments, standardized assessments, District Benchmark Assessments (DBAs), and/or behavioral/social-emotional/health issues that interfere with academic progress. Parents and caregivers must also be notified of commencement and termination of services through written notification. Student’s progress will be reported to parents and caregivers quarterly through report cards and conferences.

RtI/AIS is implemented first in the general education environment. Some of the interventions may include:

• Scheduling options including additional class time

• RtI/AIS teacher providing contact time within class structure

• Co-Teaching

• Small group instruction

• Extended Day Programs

• Individualized Support

If more intervention and support is needed, the teacher may request assistance from the Student Support Team (SST) (See page 6). The team will discuss the continuum/range of services available under RtI/AIS. The team will then make a determination of the intervention(s) necessary for the success of the student. RtI/AIS is discontinued when a student successfully meets the established exit criteria (see page 6). Parents and caregivers are notified in writing, in the native language or alternative communication modes where necessary.

If further information is needed, please contact the Division of Teaching and Learning. Contact telephone numbers are listed in Appendix G.

Thank you for your active participation in supporting the District’s RtI/AIS plan.

Sincerely,

Dr. Fatima Morrell

Assistant Superintendent of CAI

Buffalo City School District

Response to Intervention/Academic Intervention Service Plan

Definition of Response to Intervention/Academic Intervention Services

The Academic Intervention Plan has been developed to meet the requirement of Section 100.2 (ee) revisions to Part 100 of the Commissioner’s Regulations that were adopted in October 2010 by the Board of Regents. This regulation requires school districts to provide Response to Intervention (RtI)/Academic Intervention Services (AIS) to students who score below the State performance level on State Assessments and/or who are at risk of not achieving the Common Core Learning Standards. Response to Intervention/Academic Intervention Services are additional instruction and/or student support services that supplement the instruction provided in the general curriculum and assist students in meeting the State Learning Standards.

Services must be designed to address student needs as indicated by state assessment results, District assessment results, and/or teacher judgment. These criteria are consistent throughout the district at each level. RtI/AIS services include two components. First there is additional academic instruction that supports the general curriculum. Next, student support services need to address barriers to improve academic performance.

RtI/AIS will be available to students with disabilities on the same basis as non-disabled students provided that RtI/AIS services are consistent with the student’s individualized education program.

RtI/AIS is one major strategy designed to close the achievement gap and, as a result, it is to be considered high quality instructional time that requires planning and continuous and frequent assessment and monitoring of student progress.

Why We Have RtI/AIS

Learning standards have been established in English Language Arts, Mathematics, Social Studies and in Science that must be met by all students seeking a high school diploma. These standards are assessed at various grade levels during a child’s elementary and secondary education. Failure to satisfactorily achieve the established standards during a child’s secondary education will prevent him/her from receiving a New York State high school diploma.

The District believes all students should be afforded appropriate and targeted opportunities for academic assistance and intervention, based on analysis of multiple measures, so that they may be successful in meeting the learning standards. With this belief in mind, the Buffalo City School District offers a range of supplemental support that fall under the umbrella of RtI/AIS. The interventions are designed to provide additional instruction that will supplement the instruction provided in the general curriculum and assist students who are at risk of not achieving the learning standards.

Support May Include:

• Scheduling options including additional class time

• RtI/AIS teacher providing contact time within class structure

• Computer assisted instruction

• Co-Teaching

• Small group instruction

• Reduced teacher/student ratio

• Extended day programs

• Literacy interventions

Intensity of service will be determined based on individual need and school resources.

RtI/AIS Must Be Provided by Qualified and Appropriately Certified Staff

Teaching assistants cannot be the primary provider of academic intervention services. They will work under the guidance of certified teachers who are the primary providers of RtI/AIS.

Behavioral Support:

• Intervention to remediate attendance problems

• Intervention actions to deter behavior problems that interfere with learning

• Intervention actions to resolve family-related issues and learning barriers

• Intervention to eliminate nutrition-related issues

• Development of District procedures, actions and interventions to prevent mobility and transfer difficulties that become learning barriers

• Intervention that addresses other social, psychological, emotional, and physical issues that pose a barrier to student achievement

Support services that address possible barriers will be provided by certified personnel within the District (social workers, counselors and/or psychologists, school health personnel).

Barriers that Require Support Services

|BARRIER |ELIGIBILITY CRITERIA |EXIT CRITERIA |

|Behavioral |Anecdotal records and/or disciplinary records |Anecdotal records and/or disciplinary records |

| |indicate that behavior is interfering with academic |indicate an improvement in academic progress |

| |progress | |

|Attendance Records |Documented evidence that irregular attendance is |Documented evidence that regular attendance has |

| |interfering with academic progress |improved academic progress |

|Social-Emotional |Staff, student or family referral; anecdotal records |Documented improvement in this area; |

| |indicate that any/all of these issues are interfering|family/school conference records; social worker |

| |with academic progress |progress reports |

|Health/Medical/Nutrition |Medical office records and/or family referral |Improvement in class grades; documented records |

| |indicate that these issues are interfering with |indicate decreased referrals and improved |

| |academics |academics |

|Educational/Academic |Teacher, student or family referral based on academic|Grade C or above for two consecutive marking |

| |skill deficiencies |periods; demonstrated competency |

When the general education teacher needs additional help or expertise, he or she needs to fill out a Student Support Team (SST) request for assistance and meet with the school wide advisory group. SST creates an action plan to address the specific needs of the student and explores possible interventions. The goal of the team is to help students remain and be successful in the general education environment.

Who is on the Student Support Team?

The team is made up of a minimum of three to five people. Representation is from general and special education, a member of the reading support team, and members of other support staff (Mathematics support, guidance, speech).

If a student performs at or above the cut off on the state and/or district assessments, but below classroom expectations, the student may be referred to SST.

District Guidelines for Determining Eligibility for Response to Intervention/Academic Intervention Services

Eligibility for RtI/AIS will be determined by:

1. New York State Assessments:

a. English Language Arts given in grades 3 – 8 and grade 11

b. Mathematics given in grades 3 - 11

c. Social Studies given in grades 10 and 11

d. Science given in grades 4; 8 and 9-12

2. District/programmatic assessments as outlined in the Comprehensive District Assessment Calendars

3. Teacher, staff and parent recommendations

4. Any student that is at risk of not meeting the learning standards

Considerations for RtI/AIS Instruction for English Language Learners (ELL) Students

For ELL students who are in Bilingual Education programs, RtI/AIS must be provided in English, or the native language, depending on the specific needs of the student. For ELL students in special education, RtI/AIS must be provided in the language of instruction stipulated in their IEP.

Considerations for RtI/AIS Instruction for Special Education Students

Eligible students with disabilities may meet the requirements for RtI/AIS. Response to Intervention/Academic Intervention Services should be received as needed.

RtI/AIS ELIGIBILITY

Buffalo City School District

Regular Education Compensatory Response to Intervention/Academic Intervention Services

English Language Arts Eligibility

|GRADE LEVEL |TIME OF YEAR |ASSESSMENT |LEVEL INDICATING NEED FOR RtI/AIS |EXIT CRITERIA |

| | |INSTRUMENTS | |(Use multiple measures) |

| | |(Use multiple measures) | | |

|Kindergarten |BOY |DIBELS Next/IDEL |Below and Well-below benchmark |*Achieve benchmark score on two consecutive |

| |MOY | | |benchmark assessments |

| |EOY |Programmatic assessments | | |

| | |DBAs | |Scoring at grade level proficiency |

| | |FastBridge (pilot) | | |

| | |Building-based CFAs | |Teacher judgment |

| | |District Writing Assessments | | |

| | |Supera | | |

|First | | | | |

| |BOY |DIBELS Next/IDEL |Below and Well-below benchmark |*Achieve benchmark score on two consecutive |

| |MOY | | |benchmark assessments |

| |EOY |Programmatic assessments | | |

| | |DBAs |Scoring below grade level |Scoring at grade level proficiency |

| |Ongoing |FastBridge (pilot) |proficiency | |

| | |Building-based CFAs | |Teacher judgment |

| | |District Writing Assessments | | |

| | |Supera | | |

|Second and Third |Fall |Terra Nova |40 and below NCE |41 and above NCE |

| | | | | |

| |BOY |DIBELS Next/IDEL |Below and Well-below benchmark |*Achieve benchmark score on two consecutive |

| |MOY | | |benchmark assessments |

| |EOY |Programmatic assessments: |Scoring below grade level | |

| | |DBAs |proficiency |Scoring at grade level proficiency |

| |Ongoing |FastBridge (pilot) | | |

| | |Building-based CFAs | |Teacher judgment |

| | |District Writing Assessments | | |

| | |Supera | | |

|Fourth - Sixth |May |Gr. 3 – 5 NYS ELA Assessment |Levels 1 and 2 on Spring assessment|Score at a Level 3 or 4 |

| | | |(cut score below NYS | |

| |BOY | |recommendation) | |

| |MOY | | | |

| |EOY |DIBELS Next/IDEL |Below and Well-below benchmark |*Achieve benchmark score on two consecutive |

| | | | |benchmark assessments |

| |Ongoing | | | |

| | |Programmatic assessments |Scoring below grade level | |

| | |DBAs |proficiency |Scoring at grade level proficiency |

| | |Building-based CFAs | | |

| | |District Writing Assessments | |Teacher judgment |

| | |Supera | | |

|Seventh and |May |Gr. 6 – 7 NYS ELA Assessment |Levels 1 and 2 |Score at a Level 3 or 4 |

|Eighth | | |(Cut score below NYS | |

| | | |recommendation) | |

| |Ongoing |Modules: | | |

| | |Quick writes | | |

| |Fall, Spring |Mid-unit | |Scoring at grade level proficiency |

| | |End of unit |Scoring below grade level | |

| | |End of module |proficiency |Teacher judgment |

| | |DBAs | | |

| | |Building-based CFAs | | |

| | |District Writing Assessments | | |

| | | | | |

| | |Degrees of Reading Power | | |

|Ninth-Twelfth | |8th Grade NYS ELA Assessment |Levels 1 and 2 (cut score below NYS|Score at 65 or higher on Regents examination |

| | | |recommendation) | |

| | | | |Score at 65 or higher on Regents examination |

| |June |Regents ELA Exam | | |

| | | |Score at or below 64 |Score at or above 65 |

| |Ongoing |Programmatic assessments | | |

| | | |Score at or below 64 | |

*Consecutive Years means:

Previous Year EOY and Current Year BOY, Current Year BOY and MOY, Current Year MOY and EOY

Buffalo City School District

Regular Education Compensatory Response to Intervention/Academic Intervention Services

Mathematics Eligibility

|GRADE |TIME OF YEAR |ASSESSMENT |LEVEL INDICATING NEED FOR |EXIT CRITERIA |

| | |INSTRUMENT |RtI/AIS |(Use multiple measures) |

| | |(Use multiple measures) | | |

|Kindergarten |Ongoing throughout the |DBAs |Scoring below grade level |*Achieve benchmark score on two consecutive |

| |year |Building-based CFAs |proficiency |benchmark assessments |

| | |District Writing Assessments | | |

| | | | |Teacher judgment |

|First |Fall | | | |

| | |DBAs | | |

| | |Building-based CFAs |Scoring below grade level |*Achieve benchmark score on two consecutive |

| |Ongoing |District Writing Assessments |proficiency |benchmark assessments |

| | | | | |

| | | | |Teacher judgment |

|Second and Third |Fall |DBAs | | |

| | |Building-based CFAs |Scoring below grade level |*Achieve benchmark score on two consecutive |

| |Ongoing |District Writing Assessments |proficiency |benchmark assessments |

| | | | | |

| | | | |Teacher judgment |

|Fourth and Fifth |April/May |Gr. 3 – 5 NYS Math Assessment |Level 1 and 2 (cut score |Score at a Level 3 or 4 and/or a combination of |

| | |DBAs |below NYS recommendation) |multiple measures |

| | |Building-based CFAs | | |

| |Ongoing |District Writing Assessment |Scoring below grade level |*Achieve benchmark score on two consecutive |

| | | |proficiency |benchmark assessments |

| | | | | |

| | | | |Teacher judgment |

|Sixth through |April/May |Gr. 5 – 7 NYS Math Assessment |Level 1 and 2 (cut score |Score at a Level 3 or 4 and/or a combination of |

|Eighth | |DBAs |below NYS recommendation) |multiple measures |

| | |Building-based CFAs | | |

| |Ongoing |District Writing Assessments |Scoring below grade level |*Achieve benchmark score on two consecutive |

| | | |proficiency |benchmark assessments |

| | | | | |

| | | | |Teacher judgment |

|Ninth through | |Gr. 8 NYS Math Assessment |Level 1 and 2 (cut score |Score at 65 or higher on Regents examination |

|Twelfth | | |below NYS recommendation) | |

| | |Regents Mathematics Exams | |Score at 65 or higher on Regents examination |

| |June |DBAs |Score at or below 64 | |

| | |Building-based CFAs | | |

| | |District Writing Assessments | | |

| | |Programmatic assessments | |Score at or above 65 |

| | | |Score at or below 64 | |

*Benchmark assessments: DBAs, Mid- and End-of-Module Assessments

Buffalo City School District

Regular Education Compensatory Response to Intervention/Academic Intervention Services

Social Studies Eligibility

|GRADE |TIME OF YEAR |ASSESSMENT |LEVEL INDICATING NEED FOR RtI/AIS |EXIT CRITERIA |

| | |INSTRUMENT | |(Use multiple measures) |

| | |(Use multiple measures) | | |

|Kindergarten - Eighth |Ongoing |Programmatic assessments |Below grade level proficiency |Scoring at grade level proficiency |

| | |DBAs | | |

| | |Building-based CFAs |Teacher judgment |Teacher judgment |

| | |District Writing | | |

|Ninth-Twelfth |January |Any Regents Social Studies Exam |Score at or below 64 |Score at 65 or higher on Regents |

| |June | | |examination |

| |August |Programmatic assessments | | |

| | |DBAs |Below grade level proficiency |Scoring at grade level proficiency |

| | |Building-based CFAs | | |

| | |District Writing | | |

Science Eligibility

|GRADE |TIME OF YEAR |ASSESSMENT |LEVEL INDICATING NEED FOR RtI/AIS |EXIT CRITERIA |

| | |INSTRUMENT | |(Use multiple measures) |

| | |(Use multiple measures) | | |

|Kindergarten - Third |Ongoing |Programmatic assessments | |Scoring at grade level proficiency |

| | |DBAs | | |

| | |Building-based CFAs |Teacher judgment |Teacher judgment |

| | |District Writing | | |

| | |Team Science Kit assessments | | |

|Fourth |May |NYS Science Assessment |Levels 1 and 2 |Level 3 or 4 |

| | | | | |

| | |Programmatic assessments |Scoring below grade level |Scoring at grade level proficiency |

| | |DBAs |proficiency | |

| | |Building-based CFAs | | |

| | |-District Writing |Teacher judgment |Teacher judgment |

| | | | | |

| | | | | |

| | |Team Science Kit assessments | | |

|Fifth - Seventh |Ongoing |Programmatic assessments |Scoring below grade level |Scoring at grade level proficiency |

| | | |proficiency | |

| | | | | |

| | | | | |

| | |Team Science Kit assessments |Teacher judgment |Teacher judgment |

|Eighth |May |NYS Science Assessment |Levels 1 and 2 |Level 3 or 4 |

| | | | | |

| | |Programmatic assessments |Scoring below grade level |Scoring at grade level proficiency |

| | | |proficiency | |

| | | | | |

| | |Team Science Kit assessments |Teacher judgment |Teacher judgment |

|Ninth - Twelfth |January |Any Regents Science Exam |Score at or below 64 |Score 65 or higher on Regents |

| |June | | | |

| |August |Programmatic assessments |Score at or below 64 |Score at or above 65 |

Buffalo City School District

Regular Education Compensatory Response to Intervention/Academic Intervention Services

English as a Second Language

|GRADE |TIME |ASSESSMENT INSTRUMENT |LEVEL INDICATING NEED FOR |EXIT CRITERIA |

| |OF | |RtI/AIS | |

| |YEAR | | | |

|Kindergarten |Ongoing throughout the year|NYSITELL |Below proficient level as set |Achieve proficient level as|

| |for newly arrived students |(New York State Identification |by SED |set by SED |

| | |Test for English Language | | |

| |May |Learners) | | |

| | | | | |

| | |NYSESLAT | | |

|First |Ongoing throughout the year|NYSITELL |Below proficient level as set |Achieve proficient level as|

| |for newly arrived students |(New York State Identification |by SED |set by SED |

| | |Test for English Language | | |

| |May |Learners) | | |

| | | | | |

| | |NYSESLAT | | |

|Second |Ongoing throughout the year|NYSITELL |Below proficient level as set |Achieve proficient level as|

| |for newly arrived students |(New York State Identification |by SED |set by SED |

| | |Test for English Language | | |

| |May |Learners) | | |

| | | | | |

| | |NYSESLAT | | |

|Third-Sixth |Ongoing throughout the year|NYSITELL |Below proficient level as set |Achieve proficient level as|

| |for newly arrived students |(New York State Identification |by SED |set by SED |

| | |Test for English Language | | |

| |May |Learners) | | |

| | | | | |

| | |NYSESLAT | | |

|Seventh and Eighth |Ongoing throughout the year|NYSITELL |Below proficient level as set |Achieve proficient level as|

| |for newly arrived students |(New York State Identification |by SED |set by SED |

| | |Test for English Language | | |

| |May |Learners) | | |

| | | | | |

| | | | | |

| | |NYSESLAT | | |

|Ninth-Twelve |Ongoing throughout the year|NYSITELL |Below proficient level as set |Achieve proficient level as|

| |for newly arrived students |(New York State Identification |by SED |set by SED |

| | |Test for English Language | | |

| |May |Learners) | | |

| | | | | |

| | |NYSESLAT | | |

Parental Contact Involvement

The parent or person in parental relation to a student who has been determined to need RtI/AIS services will be notified in writing. The notification will include:

• A summary of services provided

• When services will be provided

• The frequency with which students will receive services

• The reason the student needs services

• The consequences of not achieving expected performance levels

The school will provide opportunities to conference with the student’s classroom teacher(s) and other professional staff who are providing these intervention and support services.

The school will provide information on ways parents can support their child’s learning by working with their child, monitoring their child’s progress, and working collaboratively with teachers and staff members providing RtI/AIS services.

The parent or person in parental relation to a student will also be notified in writing when the RtI/AIS services will be terminated. This notification will include criteria for ending service and the performance levels obtained on selected District or NYS Assessments.

Response to Intervention/Academic Intervention Services Record Keeping

• RtI/AIS eligibility lists (grades K -12) must be posted in teachers’ lesson plan books.

• RtI/AIS eligibility lists (grades K -12) must be on file in of the office of the school principal.

• Daily lesson plans must identify the interventions and differentiation provided.

• A Student Data folder for each student must be present in the classroom. The folder contents are listed on the District website under Response to Intervention Resources. For students receiving RtI/AIS services, a copy of the parent notification letter must be on record in the folder, as well as a copy of the quarterly reports. When a student no longer requires RtI/AIS supports, a copy of termination of services letter should also be in the folder.

Timeline For Completion of School Response to Intervention/Academic Intervention Plan

|DATE |TASK |PERSON(S) RESPONSIBLE |

|End of September |RtI/AIS Eligibility List generated |Principal, RtI/AIS Support Teacher |

| |(use Spring Assessment from previous year) | |

|End of September |RtI/AIS Eligibility List on file in Administrator’s |Principal |

| |office | |

|End of September |RtI/AIS Eligibility List posted in Teacher’s lesson plan |Classroom Teacher, RtI/AIS Support Teacher |

| |book | |

|End of September |Establish Student Data folders for any new students or |Classroom Teacher |

| |students without folders | |

|October |Parent Notification letter sent out |Principal, Classroom Teacher, RtI/AIS Support Teacher |

|End of October |All signed Parent Notification letters put in folders |Classroom Teacher, RtI/AIS Support Teacher |

|10th, 20th, 30th and 40th week|RtI/AIS quarterly reports sent to parents |Classroom Teacher, RtI/AIS Support Teacher |

|11th, 21st and 31st week |RtI/AIS quarterly reports placed in Student Data folders |Classroom Teacher, RtI/AIS Support Teacher |

|40th week |Folders forwarded to next year’s teacher for evaluation |Principal, Classroom Teacher |

|Weekly |RtI/AIS lessons identified in lesson plan books |Classroom Teacher, RtI/AIS Support Teacher |

|Ongoing |Periodic checks of RtI/AIS lessons in lesson plan books |Principal |

|Ongoing |Placement of work and assessment information in folders |Classroom Teacher, RtI/AIS Support Teacher |

|Ongoing |Periodic checks of the all folders |Principal |

APPENDICES

Appendix A Job Description for RtI/AIS Providers Page 16

Appendix B RtI/AIS Notification Letters

• District Page 17-18

• District Title I ELL Pages 19-34

Appendix C RtI Elementary Quarterly Report to Parents Pages 35-42

Appendix D AIS Secondary Quarterly Reports to Parents Pages 43-50

Appendix E ELL RtI/AIS Title I Progress Notification Pages 51-58

Appendix F RtI/AIS Exit Notification Letters

• Elementary Pages 59-66

• Secondary Pages 67-74

Appendix G Division of Teaching and Learning Page 75

Appendix H RtI Supplemental Documents

APPENDIX A

JOB DESCRIPTIONS FOR RtI/AIS PROVIDERS

Response to Intervention/Academic Intervention Specialist/Classroom Teacher

• Serves as key contact and may serve on the Student Support Team

Support Reading Teacher

• Specializes in the instruction of reading and writing skills and strategies for students who fall below proficiency levels

Building Math Teacher

• Specializes in the instruction of math skills and strategies for students who fall below proficiency levels

Resource Teacher

• Special Education teacher who provides direct instruction to students with disabilities

• Helps to individualize strategies to address students’ learning needs

• May also provide RtI/AIS service

Speech-Language Therapist

• Specializes in meeting students’ articulation and language communication/processing needs

• May provide RtI/AIS support in early literacy/phonemic awareness development

Social Worker

• Specializes in meeting students’ social needs

• Fosters relationships with students’ families

• Provides counseling

Teaching Assistant

• Assists classroom teachers in providing extra instruction in Math and Reading as directed by the designated teacher

ELL Teacher

• Specializes in teaching students to speak and comprehend English proficiently

APPENDIX B

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Buffalo Public School District

Response to Intervention gr. K-6 Academic Support Services gr. 7-12

Notification Letter

Date________________________

To the Parent/Caregiver of :________________________________________

School ____________________________________ Grade ______________

Learning Standards in English Language Arts, Mathematics, Social Studies, and Science have been established which must be met by all students seeking a high school diploma. These standards are assessed at various levels during a child’s elementary and secondary education. Failure to satisfactorily achieve the established standards during a child’s elementary education will prevent him/her from achieving grade level proficiency.

Services that pertain to your child are noted with a (.

( ) During delivery of the core program students receive appropriate instruction and support. However, based

on the results of multiple assessments in which your child scored below proficiency levels and/or based on

teacher recommendation, additional assistance will be provided for the following subjects:

( ) English Language Arts ( ) Reading ( ) Mathematics

( ) Science ( ) Social Studies

( ) Additional assistance will be provided daily in the following setting(s):

( ) Full Class ( ) Large Group (10-15) ( ) Small Group (5-8)

( ) Mini Group (2-4) ( ) One to One

Your child’s academic success is a cooperative venture and we look forward to working with you and your child. The overall objective for providing these supports is to increase the likelihood that your child will be successful in meeting grade level proficiency in identified subject areas. Ongoing evaluation will help determine the specific levels of intervention that need to continue, a change to the level/types of supports, or to terminate services.

Sign and return this letter to your child’s teacher.

Sincerely,

__________________________________ ______________________________

School Principal Teacher Providing RtI

Parent/Caregiver Signature

APÉNDICE B

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Escuelas Públicas de Buffalo

Carta de Notificación de Servicios de Intervención Académica

Fecha: ___________________________________

A los padres o encargados de: _____________________________________________

Escuela: ___________________________________ Grado:________________

El Departamento de Educación del Estado de New York ha establecido unas normas para las Artes de lenguaje en Inglés, Matemáticas, Estudios Sociales y Ciencias las cuales deben ser alcanzadas por todos los estudiantes que deseen obtener un diploma de Escuela Superior. Estas normas son evaluadas en varios niveles durante la educación elemental y secundaria del estudiante. El no alcanzar satisfactoriamente las normas establecidas durante la educación secundaria del estudiante causará que el estudiante no reciba su diploma de Escuela Superior del Estado de New York.

Basado en los resultados de evaluaciones múltiples su hijo obtuvo un resultado debajo de los niveles de destrezas y/o recomendación del maestro se proveerá ayuda adicional para las siguientes asignaturas:

( ) Artes de Lenguaje en Inglés ( ) Lectura ( ) Matemáticas

( ) Ciencias ( ) Estudios Sociales ( ) Historia de los EU (Escuela Superior Solamente)

( ) Estudios Globales (Escuela Superior Solamente)

Se proveerá ayuda adicional en el/los siguiente(s) ambiente(s):

( ) Clase Entera ( ) Grupo Grande (10-15) ( ) Grupo Pequeño (5-8)

( ) Grupo Pequeño (2-4) ( ) Uno a uno

La meta es para ayudar a su hijo lograr pasar las evaluaciones del Estado de New York. Su hijo cualifica para ayuda académica y recibirá instrucción adicional basada en su necesidad. Se proveerá la ayuda por el maestro o por otro proveedor SIA. El maestro de su hijo reevaluará a su hijo a través del año escolar para determinar si todavía necesita ayuda. Usted recibirá informes trimestrales con relación al progreso de su hijo y una carta de terminación de servicios si ya no necesita los servicios.

El logro académico de su hijo es una iniciativa de cooperación. Esperamos con placer trabajar con usted y su hijo. Si tiene alguna pregunta o desea obtener más información sobre el programa de su hijo, comuníquese con el maestro de su hijo o proveedor SIA.

Firme y devuelva esta carta al maestro de su hijo.

Sinceramente,

___________________________ _________________________________

Director de la Escuela Maestro que provee SIA

Firma del Padre o Encargado

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Title I Funded English as a Second Language (ELL) RtI/AIS Program

PARENTAL NOTIFICATION

To the Parent/Guardian of _________________________________ Current grade ________________

Address _______________________________________________ School year ________________

Date ________________

Your child has been identified as eligible for ELL services and is being served through a Title I funded program.

The teacher(s) named above is/are your child's Title I ELL teacher(s).

A. Your child has been identified as a student that has tested as Limited English Proficient (LEP) according to New York State guidelines (Commissioner's Regulations Part 154). He/she has been placed in a language instruction educational program.

____ Free-Standing ELL ____ Bilingual Education with ELL ____ Dual Language

B. Your child has been identified with the following assessments:

Home Language Survey - completed by parent or guardian when first entering the school district

New York State Identification Test for English Language Learners (NYSITELL) – new students only

New York State English as Second Language Achievement Test (NYSELLAT) –all students, every year

Your child’s English language proficiency level is: ___ Beginner ___ Intermediate ___Advanced

____ Proficient.

C. Your child’s academic achievements are: (most recent report card marks)

Math ________ Science _________ Social Studies __________ Language Arts ________

D. This program uses methods of instruction that are most appropriate to the needs of English Language Learners

(ELLs). These methods and designed to develop skills in listening, speaking, reading and writing in

English, to assist in the learning of subject area content (such as science, math, and social studies), and to

create an understanding and appreciation for your culture and the cultures of the other students.

All programs in the Buffalo City School District teach the same content areas based on the New York State

Standards and the Buffalo City Schools and New York State curricula for each area. The focus of instruction for LEP students is to prepare them to compete academically with their English-speaking peers.

Students placed in a bilingual program receive instruction in Spanish and English.

Students assigned to a free- standing ELL program receive instruction in English only.

Your child will be instructed at his/her ELL level using some of the methodologies we have checked (():

___ CALLA ___ Learning centers

___ Cooperative learning ___ Literature circles, activities, experiences

___ Computer assisted instruction ___ Natural approach

___ Communications technology ___ Peer tutoring

___ Differentiated instruction ___ Sheltered instruction

___ Drama/Role-play/Pantomime ___ Small group instruction

___ Graphic organizers ___ TPR (Total physical response)

___ Hands-on, learner-centered activities ___ Other ____________________________

___ Large group instruction ___ Language experience activities

E. In order to meet your child’s educational strengths and needs, your child receives English Language Learner instruction by an appropriately certified ELL teacher. He/she will receive _____minutes of ELL instruction daily.

Your child receives content area instruction in ____ English only ____ Spanish only ____ both languages

___ A combination of both English and the native language of your child, taught by a tutor that speaks your

child’s language. The tutor reinforces instruction in _____________________________.

(add subject areas)

F. To help your child learn English, and to meet academic standards for grade promotion and graduation, the program provides the activities that we have checked (().

___ Before or after school support ___ Summer program

___ Extra help in academic areas ___ Test modifications

___ Extra help in English ___ Options to take exams in other

___ Extra-curricular activities languages and according to

___ Other state regulations

G. Research shows that it takes 4 – 7 years to achieve high academic levels of English. Your child will not require ELL services when s/he achieves proficiency on the NYSELLAT. At that time, your child may transition into a classroom that is not tailored for LEP students. High School students are expected to graduate from secondary school with the help of this program.

H. In the case of a Limited English Proficient (LEP) child with a disability, the IEP goals and objectives are only written for the area of the disability. However, the ELL teacher collaborates with the Special Education teacher to modify ELL instruction in order to take into consideration how the student's disabilities impacts acquisition of a second language.

I. You have the right to decline enrollment in the Title I program. However, your child must receive ELL Services according to state education regulations. You may contact a Supervisor of Bilingual/ENL Education at 816-3577 to discuss other options, programs and methods of instruction.

School _______________________________________ Principal_______________________________

ELL Teacher (s)________________________________ __________________________________________

__________________________________________________________________________________________

Please sign and return to the teacher as soon as possible.

I have read the educational placement information and I understand the services my child will be receiving:

Parent/ Guardian Signature ___________________________________ Date ________________

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BUFFALO CITY SCHOOL DISTRICT

Office of Foreign Languages, Bilingual Education and ELL

150 Lower Terrace

Buffalo, New York 14202

Telephone (716) 816-3048

Programa de Inglés como Segundo Idioma (ESL/AIS) – Título I

Notificación a Los Padres

A los Padres ó Encargados de _________________________________ Grado Escolar ________________

_________________________________ Año Escolar ________________ (dirección) Fecha _____________________

_________________________________

(número SIS)

Su hijo(a) es elegible para recibir inglés como segundo idioma y actualmente está participando en un programa auspiciado por Título I. El nombre del maestro(a) de ESL de Título I está escrito arriba.

A. Su hijo(a) ha sido identificado como un estudiante con limitaciones en inglés (LEP) de acuerdo a los reglamentos del estado de New York (Reglamentos del Comisionado de Educación, Parte 154). El/ella ha sido ubicado en el siguiente programa educacional de instrucción de lenguaje:

____ Inglés como Segundo Idioma (ESL) ____ Educación Bilingüe con ESL ___ Programa de Dos Idiomas

B. Su hijo/a ha sido identificado con los siguientes instrumentos:

• Encuesta del Idioma del Hogar –completado por los padres ó encargado a todos los recién llegados

• Prueba de Evaluación de Inglés-Revisada (LAB-R)- para estudiantes recién llegados

• Prueba de Aprovechamiento en Inglés Como Segundo Idioma del Estado de New York (NYSESLAT)-

a todos los estudiantes, todos los años

El nivel de habilidad linguística en inglés de su hijo/a es ___ principiante ___ intermedio ___ avanzado

___ proficiente

C. Los resultados académicos mas recientes de su hijo(a) son:

Matemáticas ________ Ciencia ________ Estudios Sociales ________ Artes del Lenguaje ________

D. Este programa utiliza métodos de instrucción que son apropiadas para las necesidades de estudiantes con

limitaciones en el inglés y son diseñadas para desarrollar las destrezas del habla, comprensión auditiva, lectura y escritura en inglés, ayudar en las areas de aprendizaje de contenido (tal como ciencia, matemáticas y estudios sociales), y crear la conciencia de y la apreciación para su propia cultura y las culturas de los demás estudiantes.

Todos los programas en las escuelas públicas de Buffalo enseñan el mismo contenido basado en las normas del estado de New York y en el currículo de las escuelas públicas de Buffalo El enfoque de la instrucción

para los estudiantes aprendiendo el inglés es prepararlos para que puedan competir académicamente con los

estudiantes que dominan el inglés.

Los estudiantes que han sido ubicados en programas bilingües recibirán instrucción en inglés y en español.

Los estudiantes ubicados en un programa de inglés como segundo idioma recibirán instrucción en inglés

únicamente.

Su hijo recibirá instrucción en inglés utilizando algunas de las metodologías que hemos marcado con un cotejo(():

___ CALLA ___ Centros de aprendizaje

___ Aprendizaje cooperativo ___ Círculos literarios

___ Instrucción auxiliada usando computadoras (CAI) ___ Enfoque Natural

___ Tutoría ___ Tutoría entre compañeros

___ Tecnología comunicativa ___ Instrucción modificada

___ Instrucción diferenciada ___ Instrucción en grupos pequeños

___ Drama/pantomima/interpretaciones ___ TPR (Respuesta Física Total)

___ Organizadores gráficos ___ Instrucción en grupos grandes

___ Actividades de experiencias de lenguaje ___ Otros _____________________

E. Para poder proveer para las necesidades educativas de su hijo/a, el/ella recibirá instrucción en inglés como segundo idioma (ESL) por un maestro certificado en ESL. Su hijo/a recibirá ____ minutos de instrucción diaria en inglés como segundo idioma (ESL).

Su hijo/a recibe instrucción en las areas de contenido en ___ inglés solamente ____ español solamente

___ ambos idiomas

F. Para poder ayudar a su hijo/a aprender inglés, y para que el o ella pueda alcanzar las metas académicas de promoción y graduación, el programa provee las actividades que hemos cotejado(().

___ Actividades extra-curriculares ___ Modificaciones de examenes

___ Ayuda adicional en inglés ___ Programa de verano

___ Ayuda adicional en las áreas académicas ___ Programa antes y despues de horas escolares ___ La opción de tomar los exámenes locales y estatales en otros idiomas, siempre y cuando sea apropiado y permitido, de acuerdo a las reglas estatales

___ Otro ____________________________

G. Los estudios nos demuestran que se tarda de 4-7 años en desarollar altos niveles de inglés académico. Tan pronto su hijo/a alcanze el nivel proficiente en la prueba NYSESLAT no necesitará recibir inglés como segundo idioma (ESL). Tan pronto esto ocurra, su hijo/a podrá cambiarse a un salón de clase que no ha sido diseñado para estudiantes LEP.

Esperamos que aquellos estudiantes que están en la escuela superior podrán graduarse con la ayuda de este

programa.

H. Para el estudiante con impedimentos y que además sea limitado en el inglés, las metas y los objetivos del programa educativo individualizado(IEP) están escritos solamente para el area del impedimento. Sin embargo, el maestro de ESL colabora con el maestro de educación especial para modificar la instrucción de ESL y así tomar en consideración en que manera el impedimento del estudiante afecta la adquisición del segundo idioma.

I. Usted tiene el derecho de rechazar la participación de su hijo/a en el programa. de Titulo I y en el de educación bilingüe. Sin embargo, de acuerdo a los reglamentos de educación del estado, su hijo tiene que recibir servicios de inglés como segundo idioma (ESL). Si quiere discutir otros programas, opciones o metodos de enseñanza, puede comunicarse con una de las supervisoras del programa al 816-3170.

Escuela _______________________________________ Director_________________________________

Maestro(a) de ESL______________________________ _______________________________________________________

Por favor, firme y devuelva a la escuela tan pronto le sea posiblHe leido la información sobre la ubicación de mi hijo/a y entiendo los servicios que el/ella estará o está Recibiendo:

Firma del padre ó encargado _______________________________ Fecha __________________________

APPENDIX C

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Buffalo City School District

Response to Intervention (RtI)/Academic Intervention Services (AIS)

Quarterly Report to Parents

Elementary

Year 20_____ Quarter 1 2 3 4

Student: ________________________________________________

School : ___________________________ Grade: ____________

RtI/AIS Teacher: _____________________________________________

Services Provided: Grouping Size:

____Reading Support _____Full Class

____Math Support _____Large Group (10-15)

____Social Studies Support _____Small Group (5-8)

____Science Support _____Mini Group (2-4)

_____One on One

Frequency(times/week): __________ Length of Sessions: __________

Comments and Suggestions ____________________________________________

__________________________________________________________________

__________________________________________________________________

Please review this report, sign and return this slip to the RtI/AIS teacher listed above. Please feel free to contact the teacher if you have any questions.

_______________________________________ ________________

Parent/Caregiver Signature Date

APÉNDICE C

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Escuelas Públicas de Buffalo

Servicios de Intervención Académico (AIS)/ Respuesta a la Intervención

Informe Trimestral a los Padres

Elemental

Año 20 Trimestre 1 2 3 4

Estudiante:

Escuela: Grado:

Maestro/a de AIS/RtI:

Servicios Provistos: Tamaño del Grupo:

Apoyo en Lectura Clase Completa

Apoyo en Matemáticas Grupo Grande (10-15)

Apoyo en Estudios Sociales Grupo Pequeño (5-8)

Apoyo en Ciencias Mini Grupo (2-4)

Apoyo en ESL Uno a Uno

Frecuencia (veces a la semana): tiempo que dura sesión:

Comentarios y Sugerencias:

Favor de revisar este informe, firmar y devolver esta hoja al maestro/a de AIS mencionado/a arriba. Siéntase libre de comunicarse con el /la Maestro/a si tiene algunas preguntas.

Firma del padre o encargado Fecha

APPENDIX D

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Buffalo City School District

Academic Intervention Services (AIS)

Quarterly Report to Parents

Secondary

Year 20_____ Quarter 1 2 3 4

Student: ________________________________________________

School : ___________________________ Grade: ____________

AIS Teacher: _____________________________________________

Services Provided: Grouping Size:

____Reading Support _____Full Class

____Math Support _____Large Group (10-15)

____Social Studies Support _____Small Group (5-8)

____Science Support _____Mini Group (2-4)

_____One on One

Frequency (times/week): __________ Length of Sessions: __________

Comments and Suggestions:

Please review this report, sign and return this slip to the AIS teacher listed above. Please feel free to contact the teacher if you have any questions.

_______________________________________ ________________

Parent/Caregiver Signature Date

APÉNDICE D

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Escuelas Públicas de Buffalo

Servicios de Intervención Académico (AIS)

Informe Trimestral a los Padres

Secundaria

Año 20 Trimestre 1 2 3 4

Estudiante:

Escuela: Grado:

Maestro/a de AIS/RTI:

Servicios Provistos: Tamaño del Grupo:

Apoyo en Lectura Clase Completa

Apoyo en Matemáticas Grupo Grande (10-15)

Apoyo en Estudios Sociales Grupo Pequeño (5-8)

Apoyo en Ciencias Mini Grupo (2-4)

Apoyo en ESL Uno a Uno

Frecuencia (veces a la semana): tiempo que dura sesión:

Comentarios y Sugerencias:

Favor de revisar este informe, firmar y devolver esta hoja al maestro/a de AIS mencionado/a arriba. Siéntase libre de comunicarse con el /la Maestro/a si tiene algunas preguntas.

Firma del padre o encargado Fecha

APPENDIX E

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Title I Funded English Language Learner (ELL) Program

PARENT NOTIFICATION OF FAILURE TO MAKE PROGRESS

School ____________________________ Principal ____________________

ESL Teacher ________________________ Assistant Principal ____________

To the Parent/Guardian of : ____________________ Current grade ________________

____________________ School year __________________

____________________ Today’s date _________________

(address)

One of the goals of the Title I Program is to meet annual achievement objectives. Please contact your child’s school to receive details regarding the lack of progress in meeting the following objectives.

( Grade level proficiency in ELA

( Grade level proficiency in Math

It is our goal to continue to provide effective interventions to meet the individualize needs of your child for his/her academic success. Thank you for your continued support as we work together to improve student achievement.

Sincerely,

________________________

Principal

________________________

ELL Teacher

APPENDIX E

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Programa de Inglés Como Segundo Idioma (“ELL”) Título I

Notificación a los Padres Sobre la Falta de Progreso

Escuela Principal

Maestro/a de ESL

Al padre o encargado de: Grado Actual

Año Escolar

Fecha de hoy

(dirección)

___________________________

(número de identificación)

Una de las metas anuales del Programa de Inglés Como Segundo Idioma de Título I es el logro de objetivos de aprovechamiento. Sin embargo, para este año escolar, esos objetivos no se lograron.

Favor de comunicarse con la escuela de su hijo/a para que pueda recibir información sobre la falta de progreso en lograr estos objetivos.

Gracias por su apoyo continuo a medida que trabajamos juntos para mejorar el aprovechamiento de los estudiantes.

Sinceramente,

Principal

Maestro/a de ELL

APPENDIX F

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Buffalo Public School District

Response to Intervention

Elementary K-6

Exit Notification Letter

School _________________________________ Grade _____________

Date _______________________________

To the Parents/Caregivers of : _____________________________________________

Based upon recent test scores and/or teacher recommendations, your child is no longer in need of AIS support in the following areas:

[ ] Reading [ ] Social Studies

[ ] Writing [ ] Mathematics

[ ] Science [ ] ENL

Your child’s RtI provider has a specific comment written below which describes why support is no longer needed in the checked areas. Please congratulate your child for his/her hard work!

If you have any questions, please don’t hesitate to call me or your child’s support provider.

Very truly yours,

Principal RtI Provider

_______________________________________ ____________________________________

Reason for discontinuation of RtI support in _____________________________________________

________________________________________________________________________________

_________________________________________________________________________________

APPENDIX F

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Distrito Escolar Público de Buffalo

Servicios de Intervención Académico Notificación de baja de servicios

Escuela Grado _______

Fecha

A los padres o encargados de ___________________________

Basado en los resultados de pruebas recientes y/o por recomendación del maestro/a, su hijo/a no necesitará servicios de apoyo académicos AIS en las siguientes áreas:

( ) Lectura ( ) ESL (Inglés como segundo idioma)

( ) Escritura ( ) Estudios Sociales

( ) Matemáticas ( ) Ciencias

El proveedor de servicios AIS de su hijo/a ha escrito un comentario específico en la parte de abajo de esta página que describe por qué ya no necesita servicios de apoyo en las áreas marcadas. ¡Favor de felicitar a su hijo/a por su buen trabajo!

Si tiene alguna pregunta, siéntase en confianza de llamarme a mí o a su proveedor de servicios de apoyo.

Sinceramente,

Principal Proveedor de Servicios de Apoyo

_____________________________________ ___________________________________

Razón para descontinuar el servicio de apoyo AIS _________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Maestro/a de Servicios de Apoyo Fecha

APPENDIX F

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Buffalo Public School District

Academic Intervention Services

Secondary 7-12

Exit Notification Letter

School _________________________________ Grade _____________

Date _______________________________

To the Parents/Caregivers of : _____________________________________________

Based upon recent test scores and/or teacher recommendations, your child is no longer in need of AIS support in the following areas:

[ ] ELA [ ] U.S. History

[ ] Mathematics [ ] Global Studies

[ ] Science [ ] Social Studies

Your child’s AIS provider has a specific comment written below which describes why support is no longer needed in the checked areas. Please congratulate your child for his/her hard work!

If you have any questions, please don’t hesitate to call me or your child’s support provider.

Very truly yours,

Principal RtI Provider

Reason for discontinuation of RtI support in ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher __________________________________ Date ___________________

APPENDIX F

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Distrito Escolar Público de Buffalo

Servicios de Intervención Académico Notificación de baja de servicios

Escuela Grado _______

Fecha

A los padres o encargados de ___________________________

Basado en los resultados de pruebas recientes y/o por recomendación del maestro/a, su hijo/a no necesitará servicios de apoyo académicos AIS en las siguientes áreas:

( ) Lectura ( ) ESL (Inglés como segundo idioma)

( ) Escritura ( ) Estudios Sociales

( ) Matemáticas ( ) Ciencias

El proveedor de servicios AIS de su hijo/a ha escrito un comentario específico en la parte de abajo de esta página que describe por qué ya no necesita servicios de apoyo en las áreas marcadas. ¡Favor de felicitar a su hijo/a por su buen trabajo!

Si tiene alguna pregunta, siéntase en confianza de llamarme a mí o a su proveedor de servicios de apoyo.

Sinceramente,

Principal Proveedor de Servicios de Apoyo

_____________________________________ ___________________________________

Razón para descontinuar el servicio de apoyo AIS _________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Maestro/a de Servicios de Apoyo Fecha

APPENDIX G

DIVISION OF TEACHING AND LEARNING

CONTACT TELEPHONE NUMBERS

Chief of Strategic Alignment, Dr. David Mauricio………………………………………816-3596

Assoc. Supt. of School Leadership, Cassandra Wright…………………………….........816-3705

Assoc. Supt. of School Leadership, Margaret Boorady………………………………....816-3703

Asst. Supt. for Curriculum Assessment and Instruction, Dr. Fatima Morrell……………816-4424

Director of English Language Arts, Julie Romain ……….……………………………...816-3569

Director of Social Studies, W. Charles Brandy .………….….……………………….....816-3093

Director of Multilingual Education (acting), Nadia Nashir ……..…………………….....816-3092

Director of Mathematics, JaDawn Wagstaff……..............................................................816-3526

Director of Title I Reading, Barbara Shea………………………………………………...816-3533

Supervisor of Title I Reading, Jane Brynes……………………………………………….816-4695

Director of Science, Kelly Baudo ……………………………..………...…..…...............816-3527

Supervisor of Bilingual Ed. & ESL, Rose Colón………… ……………………………...816-3094

Supervisor of World Languages Pietro Mendola…………………………………………816-3521

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22

APÉNDICE D

BUFFALO PUBLIC SCHOOLS

Office of Foreign Languages, Bilingual Education and ESL

76 Buffum Street

Buffalo, New York 14210

Telephone (716) 816-4584

Fax (716) 816-4919

Dr. James A. Williams

Superintendent

Debbie Buckley

Assistant Superintendent for Federal and State Programs

Dr. Tamara Alsace Rosemarie Colón-Cisneros Anne Henry Montante

Director Supervisor Supervisor

Bilingual Education and ESL Bilingual Education and ESL Bilingual Education and ESL

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