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ESL P ROGRAM A REA U PDATES Linda Long Pennsylvania Department of Education Division of Curriculum August 2013.

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Presentation on theme: "ESL P ROGRAM A REA U PDATES Linda Long Pennsylvania Department of Education Division of Curriculum August 2013."— Presentation transcript:

1 ESL P ROGRAM A REA U PDATES Linda Long Pennsylvania Department of Education Division of Curriculum August 2013

2 M ISSION FOR THE E DUCATION OF ELL S Provide for the maintenance and support of a thorough and efficient system of education which includes the provision of quality, culturally responsive, and equitable educational programs for English language learners and assurance of their appropriate participation in all aspects of the educational system. Ensure that its programs will address the needs and rights of English language learners in all its initiatives throughout the entire process of planning and implementation.

3 V ISION FOR THE E DUCATION OF ELL S Promotes the recognition of English language learners and their parents as cultural and linguistic assets to the Commonwealth’s global initiatives. Is committed to using its Standards Aligned System to ensure that English language learners receive core curriculum instruction and achieve high levels of academic success.

4 C HALLENGES FOR ELL S AND THEIR E DUCATORS Improve the academic achievement of ELLs Promote high levels of content and language learning Hold all students to the same high standards Need to learn content while becoming proficient (double the work) Meet the academic standards Graduate and be equipped for college and career

5 O PPORTUNITIES FOR ELL S AND THEIR E DUCATORS Re-envision the education of ELLs Re-define language acquisition and proficiency to include academic literacy Re-examine your program Re-align curriculum, instruction, and assessments Effective ESL Programs: Meeting the Challenges and Embracing the Opportunities (August 21, 2013 webinar) Recording and power point available on the ESL Portal at the link below:

6 C ONTENTS Program Requirements Educating Students with Limited English Proficiency and English Language Learners Identification, Placement, & Exit of ELLs Program Placement Program Exit LEP Status Parent Notification ESL Instruction Planned Instruction Updated ELL Overlays LEP Data LEP Data Collection Schedule ACCESS for ELLs Assessment Testing Schedule New for Title III & Accountability AMAO Targets AMAO Status Reports AMAO Improvement Planning ESL Professional Development Plan Technical Assistance Protocol

7 ESL T OOLKIT dynamic, user-friendly, readily available, centralized, online repository of information and resources regarding mandated supports and programming for English language learners legal references model documents and forms recommended strategies and tools PDE guidance and communications timetables and contact information links to additional resources Accessible on the ESL Portal at Released: August 2013

8 R ATIONALE FOR ESL T OOLKIT To implement another level of technical assistance. To make guidance easily and readily available to all stakeholders. To provide LEAs with current guidance To create a forum for FAQs/Q & As. To establish an additional disseminating agent for ELL related information.

9 ESL P ROGRAM R EQUIREMENTS

10 L ANGUAGE I NSTRUCTION E DUCATIONAL P ROGRAM (LIEP) Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student's achievement of English proficiency and the academic standards under § 4.12 (relating to academic standards). Programs under this section shall include appropriate bilingual- bicultural or English as a second language (ESL ) instruction. 22 Pa. Code § 4.26

11 B ASIC E DUCATION C IRCULAR The BEC, Educating Students with Limited English Proficiency and English Language Learners, provides LEAs with the requirements and interpretations of legal mandates governing the education of this population. Each LEA must have a written, board approved ESL Program. The BEC assists LEAs in designing, implementing, and evaluating ESL Programs. To access on the PDE website, click on the link: munity/pa_codes/7501/educating_students_with_li mited_english_proficiency_(lep)_and_english_lang uage_learners_(ell)/507356

12 I DENTIFICATION, P LACEMENT, & E XIT OF ELL S

13 P LACEMENT IS A P ROCESS ! Student placement into an ESL or Bilingual Program must be based on the results of the Home Language Survey, the W-APT, and consideration of multiple criteria. From the Home Language Survey, LEAs identify students with a primary home language other than English (PHLOTEs). From the PHLOTE list, LEAs implement a process to identify students who are in need of English language instruction programs. Based on further information and the use of multiple criteria, a PHLOTE student may be formally assessed for English language proficiency (using the W-APT) and possible placement in an English language instructional program exempted from a formal English language proficiency assessment

14 E XEMPTION FROM F ORMAL A SSESSMENT There are certain scenarios that may preclude assessment if a student can demonstrate English language proficiency (ELP). Students should meet two of the following three criteria to be exempted from a formal ELP assessment. Student records for children from other states or school systems can be considered as part of the criteria. Final grades of B or better in core subject areas (Mathematics, Language Arts, Science and Social Studies); Scores on district-wide assessments that are comparable to the Basic performance level on the PSSA; Scores of Basic in Reading, Writing and Math on the PSSA or an equivalent assessment from another state.

15 F URTHER I NFORMATION Further information can be gathered from additional questionnaires, meetings with parents/caregivers, meetings with students, and examination of documents pertaining to the student’s prior education. Additional questions for parents/caregivers might include the following: How many years did your child attend school in your native country? In the United States? What grade was your child in at the last school he/she attended? What language does your child most frequently speak at home? What language do you use most frequently to speak to your child? What is the language spoken most often by the adults in the home? Can your child read in your native language? How well? Can your child write in your native language? How well?

16 U SE OF THE W-APT If the Home Language Survey, further information, and multiple criteria warrant formal assessment of English language proficiency for potential placement into an English language instructional program, Pennsylvania requires the administration of the W-APT as an initial measure of a student’s English language proficiency. Parent permission to assess is not required. W-APT scores, in combination with other multiple criteria, help to determine whether or not a student is in need of an English language instructional program. For additional guidance ESL Toolkit at Use of the W-APT for Identification and Placement ( August 21, 2013) Recorded webinar information and PA-specific guidance document available on the ESL Portal at the following link:

17 P ARENT N OTIFICATION Placement in a Core ESL and/or a Title III supplemental ESL Program requires parent notification Within 30 days of the beginning of the school year Within 14 days of enrollment during the school year Must be in the parents’ preferred language and mode of communication Notification must include identification, assessment results, placement, instructional model, how program will address students’ educational needs Parent Notifications available on TransACT See TransACT website for languages available NCLB-B2 Notification of ELD Program Placement Indicates instructional model for Core ESL Program Indicates instructional model for Title III Supplemental Services, only relevant if additional Title III funded instructional services are available NCLB-B3 Description of District ELD Program Provides details of how the Core ESL Program will meet the educational needs of the student NCLB-B4 Program Withdrawal/Denial of Enrollment from Title III Supplemental Program Only Enables parents to opt their child out of additional Title III funded instructional services (not Core ESL instruction), only relevant if additional Title III funded instructional services are available

18 L ANGUAGE I NSTRUCTIONAL P ROGRAM E XIT Every LEA must include the State Required Exit Criteria in the LEA’s Program Plan for ELLs. The State Required Exit Criteria for Pennsylvania’s English Language Instructional Programs for English Language Learners have been updated to incorporate the Keystone Exam assessments. The State Required Exit Criteria for Pennsylvania’s English Language Instructional Programs for English Language Learners (Revised June 2013) must be applied to determine program exit for students after June 1, Program exit from the Pennsylvania English language instructional program for English language learners takes place annually between June and September. Student exit from an ESL or Bilingual Program must be based on Pennsylvania’s exit criteria.

19 C UT - OFF S CORE F LEXIBILITY IN S PECIAL C IRCUMSTANCES Following the scoring criteria in the table below, the W-APT may be administered between June and September to students who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to demonstrate sufficient progress to justify exit. Grade Level ACCESS Score Required W-APT Scores* K Cutoff score flexibility not allowable for Kindergarteners in each domain in each domain in each domain

20 LEP S TATUS FOR LEP status of students for the current school year must be determined by September 30, 2013, and reported in the PIMS October District and School Enrollment Collection. current ELL monitor 1 monitor 2 no longer monitored never an ELL Students reported as current English language learners in the PIMS October District and School Enrollment Collection cannot exit the English language instructional program from October until June.

21 F OR MORE INFORMATION For more information on any of these topics, please visit the ESL Toolkit! Identification- Placement- Exit criteria-

22 P LANNED I NSTRUCTION

23 LIEP D EFINED The term "program" refers to: (1) planned instruction by a qualified ESL /Bilingual teacher, (2) adaptations/modifications in the delivery of content instruction by all teachers based on the student’s language proficiency level and the Pennsylvania Language Proficiency Standards (PA ELPS) for ELLs as well as the Pennsylvania academic standards. Educating Students With Limited English Proficiency (LEP) and English Language Learners (ELL)

24 E NGLISH L ANGUAGE A CQUISITION C LASSES (ESL) ESL instruction must be delivered via curriculum aligned with PA’s Reading, Writing, Speaking, Listening Standards and the PA English Language Proficiency Standards. ( BEC, Educating Students with Limited English Proficiency and English Language Learners) PA English language proficiency standards and academic standards can be accessed on the SAS Portal at Click on the Standards element.www.pdesas.org

25 A CADEMIC C ONTENT C LASSES (C ONTENT A REAS ) The language instructional program must also provide ELLs with meaningful, comprehensible access to instruction in all content areas required by Pennsylvania academic standards. ( BEC, Educating Students with Limited English Proficiency and English Language Learners) The PA ELPS are an overlay to academic standards and must be incorporated into instruction for ELLs by all teachers. PA English language proficiency standards and academic standards can be accessed on the SAS Portal at Click on the Standards element.www.pdesas.org

26 WIDA C AN DO N AME C HARTS Educators can indicate the proficiency level by domain for each ELL student on their class roster. Educators can use this as a quick and easy reference for lesson planning, and during class discussion, instruction, grouping, and activities to support differentiation and scaffolding. LEAs can Share this with all educators of ELLs along with students’ ACCESS for ELLs scores Provide appropriate training and professional development to support educators use of this helpful tool

27 SAS P ORTAL ( WWW. PDESAS. ORG ) WWW. PDESAS. ORG PA ELL Overlays- Samples available on SAS Updated Protocol Resource guide ESOL Professional Learning Community resource for ESL and content area teachers share materials and resources to assist all teachers with setting appropriate expectations for English Language Learners interactive discussion site –New forums for curriculum revision and progress reports To join: enter Teacher Tools and click on My Communities

28 E M ETRIC D ATA I NTERACTION T OOL E-metric is a dynamic online data tool that houses assessment results and LEA/student data for the WIDA Consortium’s English language proficiency assessment, ACCESS for ELLs. LEAs, charter schools, and comprehensive CTCs can perform queries to obtain both individual and group summary assessment information. With e-Metric, users can perform the following activities: Create reports, graphs, or data files Conduct ad hoc data queries and analyses Disaggregate by user-selected subgroup variables Drill down from summaries to individual students Print reports in PDF format or export to other software programs Track students' performance from year to year Analyze performance on ACCESS for ELLs Useful information for providing appropriate instructional support and program evaluation! Please note: This tool is accessible only through a secure website (https://solutions.emetric.net/paaccess/) and users are reminded of the confidentiality of the system.https://solutions.emetric.net/paaccess/ Permission to access this data tool comes through the superintendent or program administrator. Superintendents/program administrators may contact for user ID and password information.

29 LEP D ATA C OLLECTION

30 D ATA R ELATED TO LEP S TUDENTS Accurate data is essential for federal reporting, accountability and data analysis purposes LEAs are responsible to report accurate data to PIMS and LEP System LEAs’ signature on Accuracy Certification Statement (ACS) attests that the data contained in PIMS or LEP System is true and accurate

31 R EQUIRED LEP D ATA C OLLECTIONS Detailed calendar can be accessed on the PDE Website in Programs >> Programs O-R >> PIMS - Pennsylvania Information Management System.ProgramsPrograms O-R at: Data CollectedWindowTemplates RequiredPurposeImpact Student DataOctober  District Snapshot  School Enrollment  Programs Fact  Student  Student Snapshot Collects data on LEP students in programs designed for LEP students. This data is used for federal reporting purposes. Title III LEP & Immigrant Children & Youth funding determined by this report PreCodeNovember  School Enrollment  Program Fact  Student  Student Snapshot Provides student precode labels for the ACCESS for ELLs and PSSA test booklets. Labels for WIDA ACCESS for ELLs assessments are generated from this collection. ACCESS for ELLs Reporting Collection February  Student  Student Snapshot  Program Fact  District Fact Collects data on LEP and Title III LEP students who are administered the ACCESS for ELLs English Language Proficiency Assessment during the ACCESS for ELLs test window. This snapshot is used for federal reporting purposes and for accountability purposes. Collects counts of Title III nonpublic students served. This data is used to determine Title III allocations. ACCESS Test Files are matched to reported LEP students. Test booklets that do not match demographic data in PIMS are invalidated for federal reporting and accountability purposes. Data MUST be accurate. Failure to report a count of nonpublic students served may negatively impact Title III funding. LEP SystemMarch  NA  Application is online and accessed through the PDE Portal. Collects data on LEP students in programs designed for LEP students. This data is used for federal reporting purposes and program compliance monitoring. Based on compliance reviews, PDE provides technical assistance to LEAs. ELL End of Year Count June  Student Snapshot  School Enrollment  Program Fact  Student  District Fact Collects data on LEP, ICY, and Title III students who were enrolled in a school at any time during the school year. This snapshot is used for federal reporting purposes. Reported to Congress. Impacts federal decisions concerning policy and funding for LEP and Immigrant students.

32 F OR M ORE I NFORMATION For more information on data and required data collections, please visit the ESL Toolkit!

33 ACCESS FOR ELL S A SSESSMENT

34 T ESTING S CHEDULE Schedule is located on the WIDA website at Click on consortia. Select member states. Select PA.www.wida.us TaskStart DateEnd Date LEA Test Administrator Training Window --01/26/14 LEAs Order Test Materials 11/11/1312/13/13 PIMS Precode Data Collection period for ACCESS for ELLs® 11/ /1312/ /13 LEAs Receive Test Materials --01/13/14 Test Window 01/27/1403/07/14 Order Additional Materials Deadline --02/21/14 PIMS ACCESS for ELLS Data Collection Snapshot Date --03/07/14 PIMS ACCESS for ELLs Data Collection Period 02/24/1403/14/14 LEAs Ship Completed Materials to MetriTech --03/14/14 MetriTech Data Validation website open for corrections 04/22/1404/25/14 PIMS ACCESS for ELLs Correction Window 04/22/1404/25/14 PIMS ACCESS for ELLs data corrections (only for LEAs notified by PDE) 05/12/1405/15/14 Reports Shipped to District* Week of 06/09/14* *Subject to change depending on timeliness of materials returned to Metritech and accuracy of demographic data in PIMS & Metritech.

35 ACCESS FOR ELL S Listening Test will be media based audio CDs and online option all new test items

36 NEW: A LTERNATE ACCESS FOR ELL S Alternate ACCESS for ELLs will be operational in PA for administration during the 2014 ACCESS for ELLs Testing Window (January 27—March 7, 2013) Alternate ACCESS is designed for ELL students who are significantly cognitively impaired Bureau of Teaching & Learning is collaborating with the Bureau of Assessment & Accountability and the Bureau of Special Education Guidance for test administration and professional development for test administrators is forthcoming Professional development webinar (November 2013) Penn*Link (early fall 2013) Pilot Administration of Alternate ACCESS for ELLs in Pennsylvania took place during the 2013 ACCESS for ELLs Testing Window 30 participating LEAs 85 students tested

37 ACCESS 2.0 The ASSETS grant is a four-year, $10.5 million Enhanced Assessment Grant through which WIDA and the lead state, the Wisconsin Department of Public Instruction, will develop a next generation English Language Proficiency assessment system. The full system will measure student progress in attaining the academic English necessary to succeed in school and ultimately post-secondary studies and work. It will include a computer-based language proficiency test, screener, interim assessments, and formative resources ASSETS website:

38 ACCESS Field Test March 1-June 30, 2014 Administer 1 domain (reading) 2 hour administration per grade cluster LEAs identified by CAL and WIDA to participate will be contacted Training webinars: December February 2014 Contact Pakou Vang at Fully Operational Technology Requirements: working to develop minimum requirements for bandwidth, hardware, and operating system specifications.

39 T ITLE III & A CCOUNTABILITY

40 A CCOUNTABILITY AMAO Status Reports – released August 2013 AMAO 3 (AYP for the ELL subgroup) – Participation – Reading and math performance – Graduation rate – For more information related to accountability, refer to the PDE website: munity/state_assessment_system/20965/pennsylva nia_accountability_system_(pas)/

41 A CCOUNTABILITY AMAO 3 indicators and targets are pending AMAO Status Reports pending AYP Targets OR PA ESEA Flexibility Waiver targets In a State that received a waiver of the requirement to make AYP determinations, an LEA is still held accountable for AMAO 3. However, that accountability is now based on whether the subgroup of English Learners met its AMOs for reading/language arts and mathematics, the 95% participation rate requirement, and, if the LEA includes one or more high schools, the State’s graduation rate goal or annual target. (ESEA Flexibility Frequently Asked Questions Addendum, March 5, 2013) For more information about ESEA Flexibility, access the US Department of Education website: flexibility/index.html

42 A NNUAL M EASURABLE A CHIEVEMENT O BJECTIVES (AMAO S ) Annual Measurable Achievement Objective Target AMAO 1 Annual increases in the number or percentage of children making progress towards learning English. Definition: gain of > 0.6 ACCESS for ELLS composite proficiency level score 61% AMAO 2 Annual increases in the number or percentage of children attaining English proficiency. Definition: ACCESS for ELLs composite proficiency score of > 4.5 on a Tier B or C assessment or Kindergarten assessment 26% AMAO 3 Adequate yearly progress (AYP) for LEP students. OR PA ESEA Flexibility Waiver indicators AYP Targets OR PA ESEA Flexibility Waiver targets

43 T ITLE III AMAO I MPROVEMENT P LAN R EQUIREMENT If the State Educational Agency (SEA) determines, based on AMAOs, that an eligible entity has failed to make progress toward meeting such objectives for two consecutive years, the agency shall require the entity to develop an improvement plan that will ensure the entity meets such objectives. Title III 3122 (b)(2) If the SEA determines that an eligible entity has failed to meet AMAOs described in subsection (a), for four consecutive years, the agency shall— require such entity to modify the curriculum, program, and method of instruction, or (i) make a determination whether the entity shall continue to receive funds related to the entity’s failure to meet such objectives; and (ii) require such entity to replace educational personnel relevant to the entity’s failure to meet such objectives. Title III 3122 (b) (4)

44 AMAO I MPROVEMENT P LANNING Based on AMAO Status Reports and AMAO Status Reports 4 subgrantees in 2 year AMAO IP 1 subgrantee in 4 year AMAO IP AMAO Improvement Plan Development: Implementation of plans & continued technical assistance Attended Data Retreat—April 2013 Completed Progress Check—February 2013 Ongoing implementation & evaluation—August 2013 Release from improvement planning status or continued technical assistance—August 2013

45 AMAO I MPROVEMENT P LANNING Based on AMAO Status Reports and AMAO Status Reports 5 subgrantees in 2 year AMAO IP AMAO Improvement Plan Development: Notification of the Requirement to develop and implement an AMAO Improvement Plan based on preliminary AMAO Status Reports—January 2013 Professional development—March 2013 Submission of AMAO Improvement Plan—May 2013 Submission of Assurance Statement--June 2013 Release of AMAO Status Reports—July 2013 Implementation of plans & continued technical assistance Attend Data Retreat—April 2013 or January 2014 Complete Progress Check—February 2014 Ongoing implementation & evaluation—August 2014

46 P ROFESSIONAL D EVELOPMENT

47 ESL P ROFESSIONAL D EVELOPMENT P LAN LEP Data —by PDE staff and WIDA PD Specialists Title III —by ESL TA Facilitators and PDE staff Improvement Planning —by ESL TA Facilitators, PDE staff, WIDA PD Specialists Assessment —by PDE staff and WIDA PD Specialists Instructional Practice —by PDE staff, ESL TA Facilitators, and WIDA PD Specialists Event descriptions and registration are available at

48 D ATA C OLLECTION W EBINARS CollectionDateTopic EnrollmentSeptember 17, 18, 24, October 3 PIMS Enrollment Snapshot Training PrecodeNovemberPIMS PSSA/ACCESS for ELLs Precode Training ACCESSFebruary 19, 25PIMS ACCESS for ELLs Snapshot Training LEPFebruary 27LEP System Data Collection Training End of YearJune 10, 18ESL End of Year Snapshot Training Target Audience : PIMS Administrators, PIMS Coordinators, District Test Facilitators

49 T ITLE III W EBINAR S ERIES Target Audience: Title III subgrantees and consortia The following recorded webinars and powerpoints are available on the ESL Portal at :www.eslportalpa.info Title III Application and Approved Activities Title III Requirements for Translation/Interpretation, Equitable Services for Nonpublic Students, Supplement v. Supplant Title III Requirements for Effective Applications, Use of Immigrant Children and Youth Funds, and Parental Engagement Title III Monitoring & Compliance Review DateTimeTopic May 8, am-12 pm 1:30-3:30 pm Effective Instruction for Students with Limited or Interrupted Formal Education September 25, am-12 pmeMetric Data Interaction Tool for ACCESS for ELLs October 2013TransACT: An overview of the Online Tool for Compliance and Parent Notification

50 A SSESSMENT W EBINARS DateTimeTopic August 21, 20131:30-3:30 pmUse of the W-APT for Identification and Placement November 5, 20131:30-3:30 pmAdministering Kindergarten ACCESS November 5, am-12 pmAdministering ACCESS Grades 1-12 November 7, am-12 pmAdministering Alternate ACCESS November 7, 20131:30-3:30 pmACCESS Test Ordering & Security May 22, am-12 pmACCESS for ELLs Score Interpretation Target Audience: ACCESS Test Facilitators, ELL Coordinators, ACCESS Test Administrators

51 I NSTRUCTION OF ELL S : W EBINARS Target Audience: ELL Coordinators, IU ESL Contacts, classroom, content, ESL, and special education teachers DateTimeTopic August 21, am-12 pm Effective ESL Programs: Meeting the Challenges and Embracing the Opportunities January 22, 2014 March 12, 2014 April 10, :30 am Implementing the PA ELL Overlays Series

52 I NSTRUCTION OF ELL S : O N SITE T RAININGS Target Audience: ELL Coordinators, IU ESL Contacts, classroom, content, ESL, and special education teachers Date & SiteTopic September 4-5, 2013 (PaTTAN Pittsburgh) September 9-10, 2013 (PaTTAN Harrisburg) September 12-13, 2013 (PaTTAN King of Prussia) ELD Standards in Action: Collaboration October 7, 2013 (videoconference) (PaTTAN Pittsburgh) (PaTTAN Harrisburg) (PaTTAN King of Prussia) ESL Program Development and Compliance Training for Charter Schools October 25, 2013 (PaTTAN Pittsburgh) October 23, 2013 (PaTTAN Harrisburg) October 22, 2013 (PaTTAN King of Prussia) Data Discovery November 15, 2013 (videoconference) (PaTTAN Pittsburgh) (PaTTAN Harrisburg) (PaTTAN King of Prussia) PDE’s New ELL Overlays: Supporting Rigor

53 T ECHNICAL A SSISTANCE

54 ESL T ECHNICAL A SSISTANCE P ROTOCOL Option #1: ESL Toolkit Option #2: IU ESL Contact Option #3: ESL Technical Assistance Coordinator Option #4: PDE

55 ESL T ECHNICAL A SSISTANCE F ACILITATORS o through September 30, 2013 Technical Assistant Phone number IU Regions Heidi Faust , 16, 17, 18, 19, 20, 21, 27, 28, 29 Francine Dutrisac 717 rg 1, 2, 3, 8, 9, 10, 11, 12, 13, 15 Paula Zucker 215 g 4, 5, 6, 22, 23, 24, 25, 26

56 ESL T ECHNICAL A SSISTANCE C OORDINATOR After October 1, 2013 the provision of technical assistance with primary focus on priority schools and those Local Educational Agencies (LEAs) in Title III AMAO Improvement working with PDE staff to develop and implement ESL training opportunities and supportive resource materials support PDE staff by providing technical assistance, conducting site visits, coordinating professional development opportunities, gathering information and producing ESL tools and resources to assist in the provision of instruction to English Language Learners (ELLs).

57 PDE S TAFF Division of Curriculum Linda Long | State Title III Director ESL/Bilingual Education Advisor (717) Lovinda Weaver | ESL/Bilingual Education Advisor (717) Tami Shaffer l Education Administration Associate (717) Division of Federal Programs Jesse Fry | Regional Coordinator Phone:


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