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Presenta<on Agenda
• Overview of Common Core en Español Project
• Linguis:c Adapta:on Process • Implica:ons for Teacher Prepara:on and
Staff Development
• Implica:ons at the Na:onal Level
• Ques:ons and Answers
ADVISORY COMMITTEE
Carrie Heath Phillips, Council of Chief State School Officers Dr. Alma Flor Ada, University of San Francisco Dr. F. Isabel Campoy, Transforma:ve Educa:on Ins:tute Tom Adams, California Department of Educa:on Cliff Rudnick, California Department of Educa:on Lillian Pérez, California Department of Educa:on Dr. Verónica Águila, BuUe County Office of Educa:on Mónica Nava, San Diego County Office of Educa:on Silvia Dorta-‐Duque de Reyes, San Diego County Office of Educa:on
September 2011!
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!Common Core Translation Project
Committed to providing leadership, assistance, and resources so that every student has access to
an education that meets world-class standards, the Council of Chief State School Officers, the
California Department of Education (CDE) and the San Diego County Office of Education (SDCOE)
proudly announce the Common Core Translation Project.
Standards-based instruction is at the forefront of education reform because it p
resents a framework
to ensure that all students are exposed to rigorous curricula and prepared to contrib
ute positively to
an increasingly complex world.
As we prepare to build capacity to implement the new California Common Core Standards (CCCS)
stakeholders have identified the need for th
e Translation and Linguistic Augmentation of the
California Common Core ELA and Math Standards to Spanish. This translated and linguistically
augmented version of the CCSS is important because it establishes a guide for equitable assessment
and curriculum development.
Objectives, Timelines, and Process
The translation and linguistic augmentation of the CCCS addresses four phases: Translation,
Linguistic Augmentation, Peer Review, and Publication. Staff from SDCOE and CDE met to identify
clearly defined activities, responsibilities, and tim
elines to complete this project within a twelve-
month period. The completion of the project will position California to lead the nation in providing
equity and access through the same rigorous standards to students in Alternative and Dual
Language Programs.
Dissemination
In exemplary service to districts, communities and our students, an electronic version of the
document will be posted on the California Departm
ent of Education website for public access.
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##Mónica Nava, Senior Director
Learning Resources and Educational Technology
Silvia C. Dorta-Duque de Reyes, Project Coordinator
#
Tom Adams, Director
Curriculum Frameworks and Instructional Division
!!!
Timeline 2011-‐2012
Fall – Transla:on Winter – Augmenta:on Spring – Revisions Summer – Peer Review
Dra[ for Public Review Available on line by end of
December 2012
★
COMMON CORE EN ESPAÑOL OVERVIEW
PROJECT COLLABORATORS
• Editors Alma Flor Ada, University of San Francisco Isabel Campoy, University of San Francisco Pía Cas:lleja, Stanford University Silvia Dorta-‐Duque de Reyes, San Diego County Office of Educa:on Alicia de Gregorio, Academia Norteamericana de la Lengua Española Izela Jacobo, Cajon Valley School District Lillian Pérez, California Department of Educa:on
• Linguis<c Augmenta<on Sandra Ceja, San Diego County Office of Educa:on Silvia Dorta-‐Duque de Reyes, SD County Office of Educa:on Jill Kerper Mora, San Diego State University • Translator Teresa Ibarra
hUp://commoncore-‐espanol.com
REVIEWERS
Peer review was conducted on July 26-‐27, 2012 at the CABE Summer Ins:tute in Long Beach, California.
40 par:cipants represen:ng Teachers, District and County and CDE Office Administrators, parents and community members throughout California Representa:ves from New York, Virginia, and Florida Mexican American Legal Defense and Educa:on Fund (MALDEF)
PEER REVIEW PROCESS
Peer review is a process of self-‐regula:on by a profession or a process of evalua:on involving qualified individuals within the relevant field. Peer review methods are employed to maintain standards, improve performance and provide credibility. In academia peer review is o[en used to determine an academic paper's suitability for publica:on.
What is a peer review?
PEER REVIEW OUTCOMES
« Comprehensibility in Spanish.
« Equivalence to English « Linguis:c adapta:ons « Cohesiveness of terms in Spanish
« Format u:lity
Analysis and evalua<on of Common Core en Español for Language Arts and Mathema<cs:
• CA State Grade Level Spans Version • CA State Grade Specific English/Spanish Version • Na:onal Common Core Version English/Spanish
COMING SOON!
Language Arts will be available by the end of June 2013
Standards will be available FREE on line.
San Diego County Office of Educa:on maintains prin:ng publishing rights and house them on their server.
Mathema<cs will be available the end of July 2013 • CA State English/Spanish Version • Na:onal English/Spanish Version
PEDAGOGY FOR THE 21ST CENTURY
The Framework builds on the idea that there is a core content that students need to master, we used to call the 3 R’s, but we want to fuse that with what we now call the 4 C’s, the Learning and Innova<on Skills: Cri<cal Thinking and Problem Solving, Crea<vity and Innova<on, Communica<on and Collabora<on
21 First Century Skills for Career Readiness
TABLE TALK
What impact do you expect Common Core en Español to have?
• Na:onal, State, and Local Level • Students, Parents, Teachers • Bilingual and Dual Language Program
PARALLEL DESIGN AND ARCHITECTURE
Anchor Standards for College and Career Readiness
Aligned through Corresponding Strands and Clusters
Standards K -‐ 8 Single grade level 9 -‐10 Grade Spans 11-‐12 Grade Spans
ANCHOR STANDARDS ACROSS MODALITIES
READING
SPEAKING AND
LISTENING
WRITING
LANGUAGE
Language Modali<es
Previously called
Domains
Now called
Strands
VERTICAL and HORIZONTAL ARTICULATION
One of the most cri:cal features to understand about the K-‐12 horizontal progression, is that they begin and backward map from the College and Career Readiness Anchor Standards. In other words, each standard begins with an anchor standard that represents the thinking and skills required for college and career readiness. The progression toward that standard is mapped backward across the grade levels, demonstra:ng growth in complexity, beginning from Kindergarten.
STRANDS K 1 2 3 4 5 6 7 8 9-‐10 11-‐12 CCR READING
WRITING
LISTENING and SPEAKING
LANGUAGE
VERTICAL and HORIZONTAL ARTICULATION
K-‐5 READING STRAND AND CLUSTER CATEGORIES
READING
Literature Informa<onal Text
Founda<on Skills
Key Ideas and Details Crah and Structure Integra<on of Knowledge and Ideas Range of Reading and Level of Text Complexity
Print Concepts Phonological Awareness
Phonics and Word Recogni<on
Fluency
Key Features: Text complexity and the growth of comprehension Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connec:ons among ideas and between texts, considering a wider range of textual evidence, and becoming more sensi:ve to inconsistencies, ambigui:es, and poor reasoning in texts.
ESTÁNDARES DE LECTURA PARA GRADOS K-‐5
Literatura
Texto Informa<vo Destrezas Fundamentales
Ideas clave y detalles
Composición y estructura
Integración de conocimientos e ideas
Nivel de lectura y de complejidad del texto
Conceptos de lo impreso
Conciencia fonológica
Foné<ca y reconocimiento de palabras
Fluidez
Acentuación
Caracterís<cas clave: La complejidad del texto y el desarrollo de la comprensión Los estudiantes deben demostrar una capacidad en constante crecimiento para discernir y hacer un mayor uso de cualquier que sea el texto que lean, esto incluye el aumentar el número de conexiones entre las ideas y entre los textos, tomando en cuenta una gama más amplia de la evidencia textual, y de ser cada vez más sensibles a las inconsistencias, las ambigüedades, y al razonamiento pobre o erróneo en los textos.
6-‐12 READING STRAND AND CLUSTER CATEGORIES
READING
Literature Informa<onal Text
Literacy in H-‐SS Science + Tech
Key Ideas and Details Crah and Structure Integra<on of Knowledge and Ideas Range of Reading and Level of Text Complexity
Instruc<onal Shihs: • Ques:ons and tasks that are text dependent, where use of suppor:ng evidence
is text-‐based.
• Careful selec:on of texts, mee:ng the complexity requirements at each grade.
• Increased use of informa:onal text.
• Connec:ons between reading and wri:ng across the curriculum.
ESTÁNDARES DE LECTURA PARA GRADOS 6-‐12
Literatura
Texto Informa<vo
Lecto-‐escritura en Historia-‐Estudios Sociales
Ciencias y Materias Técnicas
Ideas clave y detalles Composición y estructura Integración de conocimientos e ideas Nivel de lectura y de complejidad del textos
• Preguntas y tareas que dependen de lo que dice explícitamente el texto y que se sustentan con pruebas textuales. • La selección de los textos es consciente y cumple con los requisitos de complejidad de cada grado. • Aumento en el uso del texto informa:vo. • Se establecen conexiones entre la lectura y escritura al integrar el currículo.
Cambios para la instrucción
K-‐5 WRITING STRAND and CLUSTER CATEGORIES
Wri<ng
Key Features: Text types, responding to reading, and research The standards acknowledge the fact that whereas some wri:ng skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of wri:ng, other skills are more properly defined in terms of specific wri:ng types.
Text Types and Purposes Produc<on and Distribu<on of Wri<ng Research to Build and Present Knowledge Range of Wri<ng
Opinion Argumentation
Informative Explanatory
Narrative
LOS ESTÁNDARES DE ESCRITURA PARA GRADOS K-‐5
Carácterís<cas clave: Los <pos de texto, en respuesta a la lectura y la inves<gación
Los estándares reconocen el hecho de que algunas de las habilidades de escritura, tales como la capacidad de planificar, revisar, editar y publicar, se aplican a muchos :pos de escritura, mientras que existen otras habilidades que se definen más apropiadamente en término de cada :po específico de escritura.
Tipos de textos y sus propósitos Producción y redacción de la escritura Inves<gación para la formación y la presentación de conocimientos Nivel de Escritura y Redacción
Opinión Argumentación
Información Explicación
Narración
6-‐12 WRITING STRAND and CLUSTER CATEGORIES
Wri<ng
Instruc<onal Shihs: -‐ Argumenta:ve and informa:ve wri:ng, using evidence from sources as support
-‐ Short, focused research projects -‐ Three types and purposes: Argumenta:on Informa:ve/Explanatory Narra:ves
Text Types and Purposes Produc<on and Distribu<on of Wri<ng Research to Build and Present Knowledge Range of Wri<ng
Opinion Argumentation
Informative Explanatory
Narrative
Writing Standards for Literacy in H-SS, Science and Technical Subjects
ESTÁNDARES DE ESCRITURA EN LOS GRADOS 6-‐12
Los cambios para la instrucción: -‐ La redacción de escritura argumenta:va e informa:va, con datos procedentes de fuentes para sustentar ideas y conocimientos. -‐ Los proyectos de inves:gación breves y enfocados -‐ Tres :pos y propósitos: la argumentación
la información, la explicación la narración
Tipos de textos y sus propósitos Producción y redacción de la escritura Inves<gación para la formación y presentación de conocimientos Nivel de escritura y redacción
Opinión Argumentación
Información Explicación
Narración
Estándares de escritura para historia y estudios sociales, ciencias y materias técnicas -‐ grados 6 al 12
K-‐12 LANGUAGE STRAND and CLUSTER CATEGORIES
Language
Key Features: Conven<ons, effec<ve use, and vocabulary The Language standards include the essen:al “rules” of standard wriUen and spoken English, but they also approach language as a maUer of cra[ and informed choice among alterna:ves. The vocabulary standards focus on understanding words and phrases, their rela:onships, and their nuances and on acquiring new vocabulary, par:cularly general academic and domain-‐specific words and phrases.
Language
Conven<ons of Standard English
Knowledge of Language
Vocabulary Acquisi<on and Use
ESTÁNDARES DE LENGUAJE PARA GRADOS K-‐12
Caracterís<cas clave: Las norma<vas, el uso efec<vo y el vocabulario
Las normas del lenguaje no sólo son las “reglas” esenciales del idioma Español hablado y escrito, también afirman al lenguaje como una cues:ón de composición y de la selección informada entre dis:ntas alterna:vas. Las normas se centran en el vocabulario, las palabras y las frases, la comprensión de sus relaciones y sus ma:ces, y en la adquisición de vocabulario nuevo, especialmente en las palabras y frases académicas y las que son específicas a las materias técnicas.
Lenguaje
Normas y convenciones del español
Conocimiento del lenguaje
Adquisición y uso del vocabulario
K-12 SPEAKING AND LISTENING STRAND AND CLUSTER CATEGORIES
Speaking
and
Listening
Key Features: Flexible communica<on and collabora<on Including but not limited to skills necessary for formal presenta:ons, the Speaking and Listening standards require students to develop a range of broadly useful oral communica:on and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate informa:on from oral, visual, quan:ta:ve, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communica:ve purposes, and adapt speech to context and task.
Speaking and Listening
Comprehension and Collabora<on
Presenta<on of Knowledge and Ideas
LOS ESTÁNDARES PARA AUDICIÓN Y EXPRESIÓN ORAL
Audición y Expresión Oral
Comprensión y colaboración
Presentación de conocimientos e ideas
Caracterís<cas clave: La comunicación flexible y la colaboración incluye pero no se limita solamente a las habilidades necesarias para realizar presentaciones formales. Las normas de la audición y el habla requieren que los estudiantes desarrollen una serie de habilidades interpersonales y de comunicación amplias y ú:les. Los estudiantes deben aprender a trabajar juntos, expresar y escuchar con atención a las ideas propuestas, a integrar la información de fuentes orales, visuales, cuan:ta:vas, y de los medios de comunicación; evaluar lo que escuchan; u:lizar los medios de comunicación y recursos visuales de manera estratégica para contribuir al logro de los propósitos de comunicación, y poder adaptar el habla al contexto y asignación.
in ENGLISH…
.. y en ESPAÑOL!
PARALLEL AND AUGMENTED
Linguis:c augmenta:ons have been marked in blue font.
LINGUISTIC ADAPTATION AND AUGMENTATION
The purpose of the linguis:c augmenta:on is to address points of learning, skills and concepts that are specific to Spanish language and literacy, as well as areas of transfer of learning between English and Spanish in educa:onal sezngs where students are instructed in both languages. The linguis:c augmenta:on is based on the norms and rules of usage for oral and wriUen Spanish from the Real Academia de la Lengua Española (RAE) promulgated in 2010. The intent is to promote the same high standards for Spanish as a language in its own right as educators expect for English usage through quality curriculum and instruc:on. The linguis:c augmenta:on also provides a structure specific features of Spanish that must be addressed and specific detail for developing instruc:onal materials that address the to support students’ academic language learning on a par with English in dual language programs.
Underlying Principles of Linguis<c Augmenta<on
• Honor and preserve the integrity of Spanish as a spoken and wriUen language with its own norms.
• Apply the new rules and terminology from the Real Academia de la Lengua Española 2010.
• Recognize the commonali:es and differences between language arts instruc:on in Spanish and in English.
• Maintain the targeted metalinguis:c knowledge of the standard using Spanish examples or near-‐equivalent concepts, principles or skills to maximize cross-‐linguis:c transfer.
Linguis<c Augmenta<on Language and Literacy Universals
• Does the CCCS target a language or literacy universal, i.e., a concept, principle or skill that applies or func:ons the same in both Spanish
and English?
• Does the CCCS address a fully transferable concept, principle or skill?
• In the many cases of language and literacy universals, can equivalent Spanish example be provided?
Language and Literacy Universals
Reading Strand • Reading Standards for Literature • Reading Standards for Informa:onal Text • Founda<onal Skills Wri<ng Strand Speaking & Listening Strand Language Strand
Literacy Universal Example Concept, principle or skills applies and func<ons the same in both English and Spanish and it is fully transferable.
Key ideas and details Ideas clave y detalles
1 . Ask and answer such ques:ons as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
1. Hacen y contestan preguntas tales como, quién, qué, dónde, cuándo, por qué y cómo, para demostrar la comprensión de los detalles clave en un texto.
GRADE 2: Reading Standard for Literature
Equivalent Example
Grade 2 Language Standards 4.d Compound Words
Concept, principle or skills applies and func<ons the same, examples may differ and are provided for each language
Vocabulary acquisi<on and use La adquisisción y uso de vocabulario
4.d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark)
4.d. Usan el conocimiento del significado de palabras individuales para predecir el significado de palabras compuestas (Ejemplo: lavaplatos, sacapuntas, bienvenidos). Example
highlighted in blue
Spanish Language-‐Specific Standards
• Does the Common Core target a language or literacy concept, principle or skill that applies or func:ons only in English?
• If so, is there a similar concept or principle in Spanish where Spanish examples can illustrate the standard’s target knowledge?
• Are there language & literacy concepts, principles and skills explicit to Spanish that should be added or augmented to address the unique linguis:c characteris:cs of the Spanish language?
Spanish Language Specific Standards
Founda<onal Skills (K-‐5) • Print Concepts • Phonological Awareness • Phonics & Word Recogni:on • Fluency Language Strand • Conven:ons of Standard Spanish • Knowledge of Language
First Grade: Founda<on Skills
Print Concepts Conceptos de lo impreso
1. Demonstrate understanding of the organiza:on and basic features of print.
a. Recognize the dis:nguishing features of a sentence (e.g., first word, capitaliza:on, ending punctua:on).
1. Demuestran comprensión de la organización y caracterís:cas básicas de
los materiales impresos.
a. Reconocen las caracterís:cas de una oración, por ejemplo: uso de mayúsculas en la primera palabra, puntuación final, uso de los signos de interrogación (¿?), exclamación (¡!), y guión largo para abrir y cerrar un diálogo.
Spanish Language-‐Specific Example
The concept is specific to the language
Spanish Language-‐Specific Example The concept is specific to the language
First Grade: Phonics and Word Recogni<on
Phonics and Word Recogni<on
Foné<ca y reconocimiento de palabras
3. c. Know final -‐e and common
vowel team conven:ons for represen:ng long vowel sounds.
3. c. Dis:nguen entre las vocales
fuertes (a,e,o) y las vocales débiles (i,u) que se juntan en una sílaba para formar diptongo.
Spanish Language-‐Specific Example The concept applies to specific language elements in each language
First Grade: Phonics and Word Recogni<on 3.a Diagraphs
Phonics and Word Recogni<on
Foné<ca y reconocimiento de palabras
3. Know and apply grade-‐level phonics and word analysis skills in decoding words.
a. Know the spelling-‐sound correspondences for common consonant digraphs.
3. Conocen y aplican la foné:ca y las destrezas de análisis de palabras a nivel de grado, en la decodificación de palabras.
a. Conocen la correlación grafo-‐fónica para dígrafos consonán:cos comunes: ch, ll, rr (chile, lluvia, perro).
Second Grade Segundo Grado
Phonics and Word Recogni<on Foné<ca y reconocimiento de palabras 3. Know and apply grade-‐level phonics and word analysis skills in decoding words both in isola:on and in text. a. Dis:nguish long and short vowels when reading regularly spelled one-‐syllable
words. b. Know spelling-‐sound correspondences for addi:onal common vowel teams c. Decode regularly spelled two-‐syllable words with long vowels. d. Decode words with common prefixes and suffixes.
3. Conocen y aplican la foné:ca y las destrezas de análisis de palabras a nivel de grado, en la decodificación de palabras. a. Dis:nguen los sonidos de las vocales y de los
diptongos al leer palabras de una sílaba de ortogra�a regular (dio, pie, bien).
b. Dis:nguen los sonidos de las vocales en los triptongos al leer palabras ya conocidas (buey, Paraguay, Uruguay) fijándose en el uso de la ye (y) como vocal. c. Decodifican palabras mul:silábicas. d. Decodifican palabras con prefijos y sufijos de uso frecuente.
Third Grade Tercer Grado
Conven<ons of Standard English Normas y convenciones del español 2. Demonstrate command of the conven:ons of standard English capitaliza:on, punctua:on, and spelling when wri:ng. a. Capitalize appropriate words in :tles. b. Use commas in addresses. c. Use commas and quota:on marks in dialogue. d. Form and use possessives
2. Demuestran al escribir dominio de norma:vas del español para el uso de las letras mayúsculas, signos de puntuación y ortogra�a. a. Emplean la mayúscula solo en la primera letra de la primera palabra en
�tulos. b. Usan comas al escribir una dirección. c. Usan el guión largo para indicar los diálogos. d. Forman y usan la preposición “de” para
indicar el posesivo.
Cuarto Grado
Phonics and Word Recogni<on Foné<ca y reconocimiento de palabras 3. Know and apply grade-‐level phonics and word analysis skills in decoding words. a. Use combined knowledge of all leUer sound
correspondences, syllabica:on paUerns, and morphology (e.g., roots and affixes) to read accurately unfamiliar mul:syllabic words in context and out of context.
3. Conocen y aplican la foné:ca y las destrezas de análisis de palabras a nivel de grado, en la decodificación de palabras.
a. Usan el conocimiento combinado de todas las correlaciones entre grafemas y fonemas, patrones de división en sílabas y la morfología (ejemplo: raíces y afijos), para leer con precisión palabras desconocidas de sílabas múl:ples, en contexto y fuera de contexto. b. Dis:nguen palabras homófonas por su función y significado y reconocen el uso del acento diacrí:co para dis:nguirlas.
c. Reconocen los cambios necesarios en la pronunciación y ortogra�a cuando se añade un afijo a la palabra (ejemplo: lento, lentamente; rápido, rapidísimo). d. Usan correctamente la diéresis para señalar la letra u con sonido en las sílabas güe y güI (bilingüe, pingüino).
Fourth Grade
TABLE TALK 1. Think 2. Pair 3. Share
• What squares with your prac:ce?
• What ques:ons are going around in your mind ? • What are three points to remember?
ACENTUACIÓN
• A separate cluster within the Founda:onal Skills grades K-‐5 was added to appropriately address the accent.
• Common Core en Español standards present an integrated approach to the accent throughout the founda:onal skills:
Print Concepts Phonological Awareness Phonics and Word Analysis • Common Core en Español standards follow a well ar:culated
scope and sequence of the development of print awareness and word analysis skills for each grade level, keeping in mind the research of the developmental progression toward mastery of accent use in Spanish.
ACENTUACIÓN: AN INTEGRATION OF PHONICS, WORD RECOGNITION AND SPELLING
• Knowledge of the rules for use of the accent mark to signal syllable stress.
• Categoriza:on of words according to their stressed syllable to apply the rules.
• Correct use of the acento desinencial requires aUen:on to meaning and func:on of words in sentences.
Common Core en Español specifically addresses:
ACENTUACIÓN Conceptos de lo impreso
ACENTUACIÓN Conciencia fonológica
ACENTUACIÓN Foné<ca y reconocimiento de palabras
ACENTUACIÓN Foné<ca y reconocimiento de palabras grados 3-‐5
Meta: La automa<cidad de un proceso internalizado
TABLE TALK 1. Think 2. Pair 3. Share
1. What are some of the instruc:onal implica:ons of an integrated approach to teaching and learning acentua:on?
Print Concepts Phonological Awareness Phonics and Word Analysis 2. What are the advantages of a systema:c progression to teaching accentua:on across grades K-‐5?
3. Why is this approach necesary?
• Common Core en Español affirms leveraging students’ primary language to promote high levels of bilingualism that posi:vely impact on literacy and cogni:ve development.
• Drawing on students’ linguis:c resources supports the higher levels of cogni:on, discourse, evolved understandings, and cri:cal and crea:ve thinking required to meet the demands of the new Common Core standards.
ACCESS and OPPORTUNITY TO LEARN
The Common Core en Español affords us the opportunity to re-‐conceptualize classroom prac:ces by acknowledging the ways that students authen:cally use a primary and second language to organize higher mental processes,
mediate cogni:on and develop autonomy as they become proficiently biliterate.
Professional Development
Next Steps…
Appendix A Appendix B Appendix C Supplemental Informa:on on founda:onal skills
Exemplars of Text Complexity Quality and Range
Wri:ng Rubrics and Student Samples
Research
Glossary
References
Sample Performance Tasks Related to Core Standards
Student Por�olio Samples
Under Construc<on during 2012-‐2014
Na<onal Implementa<on
Each state will be able to adapt the Estándares Estatales Comunes en Español inclusive of linguis:c adapta:ons to parallel their state standards. The San Diego County of Educa:on will host and maintain the Estándares Comunes Estatales in their server and owns the publica:on copyrights.
For informa:on regarding permissions requests please contact: David B. Liss, Manager, Graphic Communica:ons San Diego County Office of Educa:on [email protected] 858.292.3724
Ques<ons, Ideas, Comments
For more informa<on please contact:
Silvia C. Dorta-‐Duque de Reyes Spanish Language Arts Coordinator
San Diego County Office of Educa<on [email protected]
