Bringing the Pieces TogetherBringing the Pieces Together Division of Bilingual Education and World Languages

June 2013 Summer Heat Ms. Lourdes

Pintado

Division of Bilingual Education and World LanguagesJune 2013 Summer Heat

Ms. Lourdes Pintado

Organization and Group Norms

Organization and Group Norms

Be fully “present” by Giving and receiving feedback Challenging your belief system Communicating authentically

One voice at a time Pose questions and ideas with the group,

not only your neighbor Focus on the positive Keep electronic distractions to a

minimum Bathroom breaks are at your discretion

Be fully “present” by Giving and receiving feedback Challenging your belief system Communicating authentically

One voice at a time Pose questions and ideas with the group,

not only your neighbor Focus on the positive Keep electronic distractions to a

minimum Bathroom breaks are at your discretion

Our Commitment to Strengthening Teacher

Practice

Our Commitment to Strengthening Teacher

Practice

It is not only the amount of exposure

toEnglish that affects

learning, but the quality as well.

Echevarria et al., 2004, p. 45

It is not only the amount of exposure

toEnglish that affects

learning, but the quality as well.

Echevarria et al., 2004, p. 45

PD GoalsPD Goals

Assist teachers to develop rigorous lessons that encompass:

Reading complex text closelyEvidence-based discussions and

writingBuilding academic vocabulary

through contextOn-demand and process writingA balance of informational and

literary texts

Assist teachers to develop rigorous lessons that encompass:

Reading complex text closelyEvidence-based discussions and

writingBuilding academic vocabulary

through contextOn-demand and process writingA balance of informational and

literary texts

SECOND LANGUAGE LEARNING PARADIGM SHIFT

SECOND LANGUAGE LEARNING PARADIGM SHIFT

RationaleRationale

Old ParadigmOld Paradigm

Content Language

Primarily Vocabulary

and Grammar

Second Language Learning Paradigm Shifts

Second Language Learning Paradigm Shifts

From the concept ofFrom the concept of

Use of activities that pre-teach the content or simply “help students get through texts”

Use of activities that pre-teach the content or simply “help students get through texts”

To an understanding ofTo an understanding of Language

acquisition as a social process

Language acquisition as a social process

Traditional grammar as a starting point to learning a second language

Traditional grammar as a starting point to learning a second language

Carefully planning the “just right” kind of support to develop language and learner autonomy

Carefully planning the “just right” kind of support to develop language and learner autonomy

Bringing the Pieces Together

Lesson Plan

Bringing the Pieces Together

Lesson Plan

Learning StandardsLearning Standards

LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words.

LA.8.1.6.8 The student will identify advanced word/phrase relationships and their meanings.

LA.8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.

LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words.

LA.8.1.6.8 The student will identify advanced word/phrase relationships and their meanings.

LA.8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.

LACC.8.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

LACC.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

LACC.8.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

LACC.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Next Generation Sunshine State Standards

Next Generation Sunshine State Standards

Common Core State Standards

Learning StandardsLearning StandardsNext Generation Sunshine State Standards

Next Generation Sunshine State Standards LA.8.1.7.7 The student

will compare and contrast elements in multiple texts.

LA.8.1.7.7 The student will compare and contrast elements in multiple texts.

Common Core State StandardsCommon Core State Standards

LACC.8.RL.3.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

LACC.8.RI.3.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

LACC.8.RL.3.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

LACC.8.RI.3.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Learning StandardsNext Generation Sunshine State

Standards

Learning StandardsNext Generation Sunshine State

Standards LA.8.2.1.7 The student will locate and analyze an author’s

use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis.

LA.8.2.2.1 The student will locate, use, and analyze specific information from organizational text features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words).

LA.8.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.

LA.8.2.1.7 The student will locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis.

LA.8.2.2.1 The student will locate, use, and analyze specific information from organizational text features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words).

LA.8.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.

Learning StandardsCommon Core State

Standards

Learning StandardsCommon Core State

Standards LACC.8.RL/RI.1.1 Cite the textual evidence that most strongly supports

an analysis of what the text says explicitly as well as inferences drawn from the text.

LACC.8.RI.1.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

LACC.8.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

LACC.8.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

LACC.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

LACC.8.RL/RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LACC.8.RI.1.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

LACC.8.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

LACC.8.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

LACC.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Summative AssessmentComparison-Contrast Essay

Summative AssessmentComparison-Contrast Essay

The Story of an Eyewitnessby Jack London

The Story of an Eyewitnessby Jack London

Poem of the Earthquakeby Eliza A. Pittsinger

Poem of the Earthquakeby Eliza A. Pittsinger

Essential QuestionEvening BroadcastEssential QuestionEvening Broadcast

What is the role of an eyewitness? When events such as natural disasters, crimes, and wars occur, it’s important to describe what happened so that others can learn from these events. Imagine a hurricane has just struck your community. With a partner, create an evening broadcast of the disaster. Decide who will be the news reporter and who will be the eyewitness.

What is the role of an eyewitness? When events such as natural disasters, crimes, and wars occur, it’s important to describe what happened so that others can learn from these events. Imagine a hurricane has just struck your community. With a partner, create an evening broadcast of the disaster. Decide who will be the news reporter and who will be the eyewitness.

Prior KnowledgePrior Knowledge

San Francisco sits on top of the San Andreas Fault, a 650-mile crack in the earth’s crust that runs along the California coast.

On April 18, 1906, parts of the fault line buckled, bent, and slid past each other by as much as 21 feet! This created the great San Francisco earthquake. The earthquake had a magnitude of 7.8. Since that time, the largest earthquake to hit the Bay Area, in 1989, was magnitude 6.9.

San Francisco sits on top of the San Andreas Fault, a 650-mile crack in the earth’s crust that runs along the California coast.

On April 18, 1906, parts of the fault line buckled, bent, and slid past each other by as much as 21 feet! This created the great San Francisco earthquake. The earthquake had a magnitude of 7.8. Since that time, the largest earthquake to hit the Bay Area, in 1989, was magnitude 6.9.

Prior KnowledgePrior Knowledge

More than 3000 people are estimated to have died, but the true number of dead will never be known. Two hundred fifty thousand people lost their homes.

Just a few hours after the terrible earthquake, a magazine named Collier's sent a telegraph message to the famous American writer Jack London. They asked Mr. London to go to San Francisco and report about what he saw.

He arrived in the city only a few hours after the earthquake. The report he wrote is called, "The Story of an Eyewitness."

More than 3000 people are estimated to have died, but the true number of dead will never be known. Two hundred fifty thousand people lost their homes.

Just a few hours after the terrible earthquake, a magazine named Collier's sent a telegraph message to the famous American writer Jack London. They asked Mr. London to go to San Francisco and report about what he saw.

He arrived in the city only a few hours after the earthquake. The report he wrote is called, "The Story of an Eyewitness."

Nonfiction PieceThe Story of an

Eyewitness

Nonfiction PieceThe Story of an

Eyewitness

In “The Story of an Eyewitness,” novelist and journalist Jack London offers an extraordinary first-person account of the fiery aftermath of the 1906 earthquake in San Francisco. Jack London's report originally appeared in Collier's Weekly, May 5, 1906.

In “The Story of an Eyewitness,” novelist and journalist Jack London offers an extraordinary first-person account of the fiery aftermath of the 1906 earthquake in San Francisco. Jack London's report originally appeared in Collier's Weekly, May 5, 1906.

“Poem of the Earthquake” was written on San Francisco's Earthquake first anniversary by Eliza A. Pittsinger.

Poetess Eliza A. Pittsinger was born in Westhampton, Massachusetts, on March 18, 1837. Her earlier careers included teaching and proofreading. She eventually came to San Francisco around the time of the Civil War and stayed there until her passing on February 22, 1908.

“Poem of the Earthquake” was written on San Francisco's Earthquake first anniversary by Eliza A. Pittsinger.

Poetess Eliza A. Pittsinger was born in Westhampton, Massachusetts, on March 18, 1837. Her earlier careers included teaching and proofreading. She eventually came to San Francisco around the time of the Civil War and stayed there until her passing on February 22, 1908.

Fiction PiecePoem of the Earthquake

Fiction PiecePoem of the Earthquake

Paradigm ShiftDevelop Language Autonomy

Paradigm ShiftDevelop Language Autonomy

One of the challenges ELLs face when working with informational texts is the amount of new vocabulary required to understand nonfiction articles. Simultaneously, with the implementation of common core state standards, ELL instructors are called to teach effective vocabulary strategies that develop language autonomy.

One of the challenges ELLs face when working with informational texts is the amount of new vocabulary required to understand nonfiction articles. Simultaneously, with the implementation of common core state standards, ELL instructors are called to teach effective vocabulary strategies that develop language autonomy.

PARADIGM SHIFTLET STUDENTS CHOOSE!

Personalized Word Learning

Vocabulary Rationale

Personalized Word Learning

Vocabulary RationaleWhen students personalize word learning either by selecting their own words to learn or by using mnemonic strategies, their active engagement in learning increases.

Studies by Blachowicz and Fisher (2000) indicate that students seem to be more actively engaged when allowed to select their own vocabulary words.

Studies with seventh-graders (Fisher, Blachowicz and Smith, 1991; Fisher and Danielsen, 1998, in Blachowicz and Fisher 2000) showed that students learned words more effectively and remembered the meanings of the words they chose longer than words chosen by the teacher.

When students personalize word learning either by selecting their own words to learn or by using mnemonic strategies, their active engagement in learning increases.

Studies by Blachowicz and Fisher (2000) indicate that students seem to be more actively engaged when allowed to select their own vocabulary words.

Studies with seventh-graders (Fisher, Blachowicz and Smith, 1991; Fisher and Danielsen, 1998, in Blachowicz and Fisher 2000) showed that students learned words more effectively and remembered the meanings of the words they chose longer than words chosen by the teacher.

Personalized Word Learning

Vocabulary Activity

Personalized Word Learning

Vocabulary Activity 1. Distribute a copy of magazine article “The Story

of an Eyewitness” by Jack London2. Have three different color highlighters ready

(e.g. blue, pink, & yellow)3. Highlight in blue the 3 vocabulary words

predetermined by the authors of the textbook (defined on the marginal notes)

4. Highlight in pink the 13 vocabulary words that appear defined in the footnotes

5. Highlight in yellow the words you predict ESOL 1 students do not know/understand

1. Distribute a copy of magazine article “The Story of an Eyewitness” by Jack London

2. Have three different color highlighters ready (e.g. blue, pink, & yellow)

3. Highlight in blue the 3 vocabulary words predetermined by the authors of the textbook (defined on the marginal notes)

4. Highlight in pink the 13 vocabulary words that appear defined in the footnotes

5. Highlight in yellow the words you predict ESOL 1 students do not know/understand

Eye OpenerSample of how a textbook page might look for a struggling

reader.

Eye OpenerSample of how a textbook page might look for a struggling

reader.

So…what are we gonna do now?

Teaching Vocabulary to ELLs

Teaching Vocabulary to ELLs

As an instructor, how would you group these words?

What do you consider to be effective vocabulary strategies?

As an instructor, how would you group these words?

What do you consider to be effective vocabulary strategies?

Challenges

Welcome !

Ineffective Vocabulary Strategies

Ineffective Vocabulary Strategies

There are an estimated 88,500 words in printed school English (Nagy and Herman 1984). It is impossible to teach each one through direct instruction, nor would that be effective or efficient. Some strategies, however, are more effective than others. Strategies that are not effective include the following (Stahl and Fairbanks 1986):

1. Looking up definitions (in the absence of other strategies).2. Providing only one or two exposures to a word.3. Drill-and-practice methods of instruction that involve multiple repetitions of the same type of information.

There are an estimated 88,500 words in printed school English (Nagy and Herman 1984). It is impossible to teach each one through direct instruction, nor would that be effective or efficient. Some strategies, however, are more effective than others. Strategies that are not effective include the following (Stahl and Fairbanks 1986):

1. Looking up definitions (in the absence of other strategies).2. Providing only one or two exposures to a word.3. Drill-and-practice methods of instruction that involve multiple repetitions of the same type of information.

Effective Vocabulary Strategies

Effective Vocabulary Strategies

Instruction using both definitional information and

contextual information is stronger than instruction

incorporating only one sort of information.

Instruction that activates prior knowledge and contrasts word

meanings is more powerful than simple combinations of

contextual information and definitions.

Instruction that involves active learning, inferences,

prior knowledge, and frequent encounters is more powerful than less robust instruction.

Michael GravesUniversity of Minnesota

mgraves@umn.eduIRA Annual Conference

Orlando, May 2011

The Story of an EyewitnessVocabulary List

The Story of an EyewitnessVocabulary List

FringeMenaceLavishlyRefugeeSurmountingWreckage

FringeMenaceLavishlyRefugeeSurmountingWreckage

CompelledChimneyDoomedDynamiteEarthquakeFamine

CompelledChimneyDoomedDynamiteEarthquakeFamine

Knowledge Rating Scale Vocabulary Strategy

Knowledge Rating Scale Vocabulary Strategy

Vocabulary or knowledge rating (Blachowicz, 1986; Young et al. 2002) is a before reading strategy designed to evaluate students’ prior or background knowledge of a topic or concept.

Rating scales can help students to actively look at and be aware of new vocabulary and also help activate prior knowledge.

By identifying terms students do not know well, the teacher will be better able to prepare students for reading, viewing, listening and discussing the new topic or text.

The Story of an Eyewitness

Knowledge Rating Scale

The Story of an Eyewitness

Knowledge Rating ScaleKnowledge Rating Scale

WordI have never seen this word before.

I am not sure of the word's meaning.

I know this word and can teach the word's meaning to someone else.

compelled      

chimney      

doomed      

dynamite      

earthquake      

famine      

fringe      

menace      

lavishly      

refugee      

surmounting      

wreckage      

Divide the class into groups

Assign two words per group

Have students complete the graphic organizer

Share out

Note: The use of English-English dictionaries is recommended.

Divide the class into groups

Assign two words per group

Have students complete the graphic organizer

Share out

Note: The use of English-English dictionaries is recommended.

The Story of an Eyewitness

Vocabulary Strategy

The Story of an Eyewitness

Vocabulary Strategy

Let’s ReadLet’s ReadThe Story of an Eyewitnessby Jack London

The Story of an Eyewitnessby Jack London

Poem of the Earthquakeby Eliza A. Pittsinger

Poem of the Earthquakeby Eliza A. Pittsinger

Text Featureshttp://breeze.palmbeach.k12.fl.us/p14914026/

Text Featureshttp://breeze.palmbeach.k12.fl.us/p14914026/

Identify, analyze, and determine meaning from a variety of text features (e.g., headings, subheadings, titles, subtitles, sections, captions, italicized text, charts, tables, graphs, illustrations, maps, diagrams, text boxes) found within a text.

Here’s How1. Before you read, identify the text features.

2. Next, carefully preview the text features as follows: Read the title, headings, and subheadings to get an overview of the material Scan for boldfaced terms or key words to get a sense of important details Glance at the graphic aids and captions to see what kind of data the text

offers Locate any sidebars, marginal notes, or/and footnotes

3. Now, read the text and analyze the information. Use the text features to determine meaning from text.

Identify, analyze, and determine meaning from a variety of text features (e.g., headings, subheadings, titles, subtitles, sections, captions, italicized text, charts, tables, graphs, illustrations, maps, diagrams, text boxes) found within a text.

Here’s How1. Before you read, identify the text features.

2. Next, carefully preview the text features as follows: Read the title, headings, and subheadings to get an overview of the material Scan for boldfaced terms or key words to get a sense of important details Glance at the graphic aids and captions to see what kind of data the text

offers Locate any sidebars, marginal notes, or/and footnotes

3. Now, read the text and analyze the information. Use the text features to determine meaning from text.

The Story of an Eyewitness

Text Features Activity

The Story of an Eyewitness

Text Features Activity

Text Feature

How It Helps Me

(purpose) FCAT Question

caption    

It provides information about the photograph.

Explain how the caption aids the reader’s understanding.

The Story of an Eyewitness

Text Features Activity

The Story of an Eyewitness

Text Features Activity

1. Provide a map of San Francisco City in 1906.

2. Play the recording and ask students to highlight in the map the places that the fire burned.

3. Have students compare maps.

Here’s How

The Story of an Eyewitness

Text Features Activity

The Story of an Eyewitness

Text Features Activity1. Reread ‘The Story of an Eyewitness’ by Jack

London2. Divide the class into 9 groups (9 headings)3. Assign a text piece to each group4. Create a timeline as a class, combining the

information that each group provides

1. Reread ‘The Story of an Eyewitness’ by Jack London

2. Divide the class into 9 groups (9 headings)3. Assign a text piece to each group4. Create a timeline as a class, combining the

information that each group provides

April 18, 1906An earthquake shook

San Francisco

On Wednesday night, dynamite was used to stop

the flames

Can your students cite evidence from text?

Can your students cite evidence from text?

The Story of an Eyewitness

Citing Evidence

The Story of an Eyewitness

Citing Evidence

The Story of an Eyewitness

Text Structures Strategy

The Story of an Eyewitness

Text Structures StrategyAnalyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text.

Here’s How

Analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text.

Here’s How1. Explain the

different text structures.

2. Ask how Jack London organizes the information in his report.

3. Ask how this text structure helps the reader understand the report.

Poem of the Earthquake

Literary Terms

Poem of the Earthquake

Literary TermsIntroduce/Review:a) personificationb) metaphorc) repetitiond) Imagery

2. Record examples in the Little Book of Literary Terms.

Introduce/Review:a) personificationb) metaphorc) repetitiond) Imagery

2. Record examples in the Little Book of Literary Terms.

Our Recent Earthquake was the Chief Despoiler and Ungainly Thief That ever wrecked a city— It was the Great Iconoclast Whose deadly grip and fiery blast

Awoke the World to pity. -from ‘Poem of the Earthquake’ by Eliza A.

Pittsinger

Our Recent Earthquake was the Chief Despoiler and Ungainly Thief That ever wrecked a city— It was the Great Iconoclast Whose deadly grip and fiery blast

Awoke the World to pity. -from ‘Poem of the Earthquake’ by Eliza A.

Pittsinger

The Story of an Eyewitness

Literary Terms

The Story of an Eyewitness

Literary Terms

1. Find new examples in prose:a) personificationb) metaphorc) repetitiond) imagery

2. Record examples in the Little Book of Literary Terms.

1. Find new examples in prose:a) personificationb) metaphorc) repetitiond) imagery

2. Record examples in the Little Book of Literary Terms.

From every side came the roaring of flames, the crashing of walls, and the detonations of dynamite.

-from ‘The Story of an Eyewitness’ by Jack London

From every side came the roaring of flames, the crashing of walls, and the detonations of dynamite.

-from ‘The Story of an Eyewitness’ by Jack London

Text Dependent QuestionsRationale

Text Dependent QuestionsRationale

Text Dependent Questions: Ask why the author chose a

particular word Analyze the impact of the

syntax of a sentence Collect evidence like a

detective on the case Test comprehension of key

ideas and arguments

Look for pivot points in a paragraph

Track down patterns in a text Notice what’s missing or

understated Investigate beginnings and

endings of texts Analyze how portions of the

text relate to each other and the whole

Effective text dependent questions encourage students to spend time lingering over a specific portion of the text looking for answers instead of just a cursory look to get the gist of what is meant.

The Story of an Eyewitness

Text Dependent Questions

The Story of an Eyewitness

Text Dependent QuestionsCraft and Structure

Craft Technique Close Reading Question Possible Answer

Sentence Structure

What stands out about the way this sentence is written?

 Before the flames, throughout the night, fled tens of thousands of homeless ones. (lines 66-67)

Short Sentence

Why did the author choose a short sentence here?

  At nine o’clock Wednesday evening I walked down through the very heart of the city. I walked through miles and miles of magnificent buildings and towering skyscrapers. Here was no fire.(lines 94-95)

Long Sentence

Why did the author make this sentence really long?

 

I passed Wednesday night in the path of the advancing flames, and in all those terrible hours I saw not one woman who wept, not one man who was excited, not one person who was in the slightest degree panic stricken.(lines 63-65)

Word Order

Based on the order of words in this sentence, which word do you think is the most important? Why? What was the author trying to show by placing a particular word in a certain place?

 Before the march of flames were flung picket lines of soldiers. (line 82)

Bringing the Pieces Together

Lesson Plan

Bringing the Pieces Together

Lesson Plan

Reading

Complex Text

Speaking in context

Evidence-based Writing

Listening with a PurposeLet’s connect

the pieces!

CONTACT INFORMATION

NORTH REGIONAL CENTERDeland Innocent, Supervisor dinnocent@dadeschools.net305-995-2977

CENTRAL REGIONAL CENTERCary M. Pérez, Supervisorcmperez@dadeschools.net 305-995-1962

SOUTH REGIONAL CENTERLourdes Menéndez,Supervisorlmenendez1@dadeschools.net 305-995-2098

NORTH REGIONAL CENTERDeland Innocent, Supervisor dinnocent@dadeschools.net305-995-2977

CENTRAL REGIONAL CENTERCary M. Pérez, Supervisorcmperez@dadeschools.net 305-995-1962

SOUTH REGIONAL CENTERLourdes Menéndez,Supervisorlmenendez1@dadeschools.net 305-995-2098

Maria Cueto Curriculum Support Specialistmcueto14@dadeschools.net

Alina PlasenciaCurriculum Support SpecialistAplasencia@dadeschools.net

Lourdes Pintado Curriculum Support Specialistpintadol@dadeschools.net

Ivette Green Curriculum Support Specialist Ivette7@dadeschools.net

Maria Cueto Curriculum Support Specialistmcueto14@dadeschools.net

Alina PlasenciaCurriculum Support SpecialistAplasencia@dadeschools.net

Lourdes Pintado Curriculum Support Specialistpintadol@dadeschools.net

Ivette Green Curriculum Support Specialist Ivette7@dadeschools.net