location code - clovis hs freshman academy

4/22/2019 Location Code - CLOVIS HS FRESHMAN ACADEMY

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Santi Gutierrez

Location CLOVIS HS FRESHMAN ACADEMY

LocationCode 056

District name CLOVIS

Created at 1/23/2019 2:25 PM by Last modified at 4/22/2019 7:44 AM by

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Resources Application Files

BME Act and Rule Assurances DistrictBoard Signature Page School Signature Page Instructions for 20192020 BMEP Application 20192020 State BMEP Funding Application Rubric

Mission Statement & Goals

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Sriram VaranasiSanti Gutierrez



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We believe in creating an equitable environmentthat supports and fosters success for all Bilingualstudents. We are committed to facilitating thecultural and linguistic development they need toachieve overall fluency and success throughregular assessments. Data from theseassessments will drive our instruction.

Our program will be evaluated through student progress reflected in our data. Our data originates from Access 2.0, EOC's, Pivot, Statemandated standardized testing, growth reflected on pre and postassessment of the AVANT Spanish language proficiency assessment, andacquisition of the number of bilingual seals at graduation. We will know our methods are effective due to the rising of proficiency levels. Datadrives our teaching methods and schoolwide curriculum both in the mainstreamed classes as well as TESOLaligned classrooms. Allteachers and administration will analyze the data and it will be disseminated to the staff. Teachers will work together to create curriculum thattargets weaknesses and builds on strengths. The annual progress report will be shared with stakeholders and board members as part of theprogram evaluation process as well.

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Students

Effective schools meet the needs of all their students and develop anequitable program that sparks connectivity and multiculturalism. Wehave a large population of students who have cultural and linguisticneeds and having a BMEP will meet those specific needs.The visionand goal of a BMEP program is shared by staff and administration andthis program produces student academic and life achievement. Our ELpopulation breakdown suggests that students need enriched, balancedcurriculum in order to help them develop and prosper. Studies showthat most students who participate in a heritage language programshow increased achievement in reading, math, have higher grade pointaverages, have an overall greater sense of self, and will more thanlikely complete high school. By creating an effective BMEP program,we will give our students a sense of connectedness and purpose. In aculture that is proving the need for dual language knowledge andsuccess, it's our duty to provide bilingual and multicultural education forour students. By providing heritage language education, we are givingall students an opportunity to not only connect to their heritages but toconnect to others and develop an overall appreciation of diversity. Ouracademic culture is global and we need to accommodate the variousneeds of all our students.

Our BEP's come into our school with ambitions, strengths, and struggles like any otherstudent and it's up to our staff to develop enriched curriculum that is aligned with statestandards to demonstrate overall student achievement. We must ensure a sense ofcommunity and highly involve their parents in decisionmaking of the educational process sowe have instituted a Bilingual PAC to maintain that connection. The majority of the school'sbilingual population comes from Spanishspeaking homes. The majority of our BMEP's haveparents who have not exceeded a secondary education so they may feel that they aren't ableto contribute to their children's educational lives. In order to fortify our partnership, we needto continue to develop a welcoming environment that exhibits appreciation for bilingual aswell as biliterary curriculum. Our population has a strong, familial bond and family comes firstand as a closelyknit staff, we understand the importance of family. Parents are willing to helpwith their children's achievement and we succeed because of them and we are able tocommunicate with them during our Bilingual PAC meetings as well as Parent/Teacherconferences, weekly emails, and phone calls. Our EL population is classified as: 14% areentering level, 17% emerging, 58% are developing, and 11% are expanding. 10% of ourSpanish speakers showed proficiency when testing Avant, while the rest of this specificpopulation has an average score of 3.21 overall according to Avant parameters. In order tomonitor BMEP students, the district/school uses Access 2.0, WIDA Screener, Avant, EOC's,Pivot 3, 4, 6, and 9 weeks assessments, PARCC, writing samples, informal assessments,Alpine and Skyward data.

The CMS BMEP is open to allCMS students at each of thefive program sites, but due tolimited funding, space, andpersonnel, a weightedapplication process is used toprioritize BMEP participationin accordance with the NewMexico Bilingual MulticulturalAct. (Please see the BMEPApplication Questionnaire in"Uploaded Documents"section.) As Teachers planinstruction to develop both L1and L2 proficience as well asacademic content proficiency,differentiated learning andscaffolding are planned tosupport individualizedlearning needs to ensureequal access to thecurriculum.

Students identified as havingdisabilities have equalopportunity to participate inBMEPs as do students notidentified with disabilities. SWD participating in BMEPswill have language support

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services defined in their IEP,as appropriate. Languagedifferences are an initialconsideration when studentsare going through SATreferral processes andsubsequent evaluations todetermine eligibility forSpecial Education Services ofany kind.

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Instruction & Strategies

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CHSFA has a Principal's 90day Plan that emphasizes a strategic, thorough plan on training teachers with modern as well and triedandtrue teaching strategies. We

highly emphasize Tier 1 Interventions throughout all courses and curriculums, and we modify our teaching in order to implement those stratagems. They are as

follows: sheltered instruction (language and content integration), cooperative learning activities, flexible grouping, Whole Brain teaching, crosscurricular, scaffolding,

and Tier 1 Interventions. Standards used in lesson plans are: WIDA Standards and Common Core (SLA included) standards. Our school staff is knowledgeable and

dedicated to modifying and adjusting our teaching to fit student needs. Teachers regularly model the type of work they want to see and thus engage their students in

academic conversations, vocabulary building, scaffolding language skills, differentiated instruction, DynEd, graphic organizers, Tier 1 interventions, Google Classroom

and all technologybased academic programs, Word Walls, anchor charts, sentence stems, sentence builders, cooperative learning, crosscurricular, Jane Schaffer

writing program, and characterbuilding activities (Capturing Kids' Hearts and Boys Town).

Dr. Sharroky Hollie emphasizes that, “Culturally responsive teaching is when schools validate and affirm the indigenous culture and home languages of a student for

the purpose of building and bridging the student to success in the culture of academia and mainstream society.” Through his VABB philosophy (Validate, Affirm,

Bridge, and Build), educators can create a culture that is conducive to connectivity connecting educators with their students and students with their peers. By making

students feel as if they are valued along with their various cultures, we give them the confidence to succeed. The goal of the CHSFA staff is to provide students with

an approachable curriculum that encompasses the varied cultures and history of New Mexico. The staff also needs to engage parents and community stakeholders is

our daytoday activities through notices, emails, and phone calls. The community is our strength and we can’t succeed without it. On campus, our first goal is for

our staff will maintain the lines of communication by sending letters and notices in the students’ home languages. This is vital in making parents feel connected to

the school and will help develop our unified goals for success. To begin with, teachers will gather information on individual students to ascertain the steps needed to

produce a Culturally Responsive Learning (CLR) classroom. They will also selfassess their own biases on their journeys to create a productive and effective CLR

environment. In the classroom, teachers need to engage students in culturally appropriate activities. Activities include: discussions (that involve their thoughts

processes and peer engagement). Next, discussion activities will help them build relationships and give them an overall appreciation for their diverse backgrounds.

Team building activities that center on New Mexico history and culture will both strengthen their prior knowledge and add to it. Finally, students will greatly bridge

and build their culture knowledgebase by engaging in all kinds of literature and in all mediums. They learn content more effectively when they are emotionally

invested in it. Success begins when we teach all our students crosscultural skills and teach them about the cultures in which they thrive.

New MexicoCommonCore StateStandards(ELA, Math), WIDAEnglishLanguageDevelopmentStandards,NM CCSSSpanishLanguageArtsStandards,WIDASpanishLanguageDevelopmentStandards



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BMEP Guidelines

Edit Instructional Materials Additional Programs

Materials our school is currently using are as follows: textbooks,laptops, Google Classroom, dictionaries, translators, novels,short stories, Internet (academic websites) that are aligned tothe Common Core and WIDA Standards. Instructional materialsare selected with a biliteracy focus when at all possible.Materials that are specifically used for our BMEP studentsinclude: Edge textbook, vocabulary board games, grammar andwriting practice books, reading skills textbook, novels, andepics. These materials are for 9th grade only, as this is the onlygrade level served. All instruction aligns with NM CCSS for ELA,SLA, WIDA ELD, WIDA SLD, NM Standards and Benchmarks Math

CMS approaches resource allocation at all campuses using anequitable perpupil formula. With available additional funds, thedistrict is committed to providing specific instructional materialsto fully support SLA instruction and intervention as well as othercontent delivered in Spanish. Additionally, the district alreadyprovides materials and online learning platforms for additionallanguage instruction for English Learners.

All students at our school are offered to be a part of the same programs: Upward Bound, Educational Methodology, Student Council,JNHS, and all offered extracurricular programs. Many of our bilingual students currently participate in our Folkloric Dance Program.We also incoporate parentchild involvement programs: Dia de los Muertos Celebration, Christmas Pageant and Mother's DayCelebration. All our bilingual students have access to any and all extracurricular programs. Bilingual students are currentlyparticipating in several sports, choir, dance, and band. Our mission is to create an environment of support and acceptance where ourstudents will develop their language skills and succeed in school and life. Any problematic situations would probably arise during theorganizational process as administration works with teachers and staff. We need to train teachers and staff to understand that theirexpectations highly influence student achievement and that the BMEP is not a remedial program but one that is equal to alleducational programs and demands rigor in content as well as language standards. By developing a unified vision, we will embodyadvocacy and support. Bilingual students tend to feel excluded or marginalized and through the overall goal and organized program,we hope to help them connect to their school culture and be successful in all of their endeavors.

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Course Information and Instructional Model

Edit Grade Level Course code Course Name Course Description Teacher License Number Actual Course Content Description

9 1062 EnglishLanguageDevelopment(ELD) Grades K 12

This coursesatisfiesobligations underTitle VI of the CivilRights Act of 1964for English Learner(EL) students toattain Englishlanguageproficiency. Thiscourse code maybe used for pullout ELDinstruction, or atthe elementarylevel, for a

35342

English Language Development (ELD) Grades K 12 This course satisfies obligations under Title VI of theCivil Rights Act of 1964 for English Learner (EL) students to attain English language proficiency. This coursecode may be used for pullout ELD instruction, or at the elementary level, for a dedicated ELD block of aminimum of 45 minutes during selfcontained instruction. The purpose of this course is for students to attainEnglish language proficiency, as measured by the departmentapproved annual English language proficiencyassessment. This ELD course must provide specific instruction on the English language. Therefore, ELDinstruction must be provided in English and focus on reading, writing, speaking, and listening skills. This ELDcourse must consider the English language proficiency level of ELs and must include instruction in the basicstructures of the English language, social and instructional conversational English, and academic uses of theEnglish language. An orientation to the customs and culture of people in the United States may be included inthe ELD course. This course must follow the current stateadopted English Language Development (ELD)Standards Framework, the 2012 Amplification of the WIDA ELD Standards. This course code may be repeated. Ifthis course code is used for ELD instruction that is part of a statefunded bilingual program at the elementary




dedicated ELDblock of aminimum of 45minutes duringselfcontainedinstruction. Thepurpose of thiscourse is forstudents to attainEnglish languageproficiency, asmeasured by thedepartmentapproved annualEnglish languageproficiencyassessment. ThisELD course mustprovide specificinstruction on theEnglish language.Therefore, ELDinstruction mustbe provided inEnglish and focuson reading,writing, speaking,and listening skills.This ELD coursemust consider theEnglish languageproficiency level ofELs and mustinclude instructionin the basicstructures of theEnglish language,social andinstructionalconversationalEnglish, andacademic uses ofthe Englishlanguage. Anorientation to thecustoms andculture of peoplein the UnitedStates may beincluded in theELD course. Thiscourse must followthe current stateadopted EnglishLanguageDevelopment

level, the teacher must have a Bilingual or TESOL endorsement. At the secondary level, the teacher must have aTESOL endorsement (cannot be substituted with a Bilingual endorsement).




(ELD) StandardsFramework, the2012 Amplificationof the WIDA ELDStandards. Thiscourse code maybe repeated. Ifthis course code isused for ELDinstruction that ispart of a statefunded bilingualprogram at theelementary level,the teacher musthave a Bilingual orTESOLendorsement. Atthe secondarylevel, the teachermust have aTESOLendorsement(cannot besubstituted with aBilingualendorsement).

9 1064 EnglishLanguageArts ELD I SubstitutedforGraduation Grades 9

This course alignswith gradelevelNew MexicoCommon CoreState Standards(NMCCSS) forEnglish LanguageArts (ELA) and thecurrent stateadopted EnglishLanguageDevelopment(ELD) Standards.This course isintended forEnglish learners(ELs) whoseEnglish languageproficiency level isnearingproficiency, asmeasured by thedepartmentapproved annualEnglish languageproficiencyassessment. Thiscourse integrates

TBD

English Language Arts ELD I Substituted for Graduation Grade 9 This course aligns with gradelevel NewMexico Common Core State Standards (NMCCSS) for English Language Arts (ELA) and the current stateadoptedEnglish Language Development (ELD) Standards. This course is intended for English learners (ELs) whoseEnglish language proficiency level is nearing proficiency, as measured by the departmentapproved annualEnglish language proficiency assessment. This course integrates gradelevel ELA content (provides instruction inlanguage arts skills with an emphasis on grammar, writing, and editing) with ELD using appropriate languagesupports based on the English language proficiency level of ELs. Teachers are required to have secondarylicensure and be endorsed in ELA. In addition, teachers must have received specialized training in serving theneeds of ELs (as required of districts in order to meet their obligations under civil rights law and other federalrequirements). Course 1064 may be substituted for 1001 to receive high school graduation credit, whereapplicable, if 1064 meets all course requirements for 1001. See course description for 1001 above for moreinformation. This course may be repeated for credit. This course may also be used for ELs participating in astatefunded bilingual program. When 1064 is part of a statefunded bilingual program, the teacher must have aTESOL endorsement in addition to the ELA endorsement.




gradelevel ELAcontent (providesinstruction inlanguage artsskills with anemphasis ongrammar, writing,and editing) withELD usingappropriatelanguage supportsbased on theEnglish languageproficiency level ofELs. Teachers arerequired to havesecondarylicensure and beendorsed in ELA.In addition,teachers musthave receivedspecialized trainingin serving theneeds of ELs (asrequired ofdistricts in order tomeet theirobligations undercivil rights law andother federalrequirements).Course 1064 maybe substituted for1001 to receivehigh schoolgraduation credit,where applicable,if 1064 meets allcourserequirements for1001. See coursedescription for1001 above formore information.This course maybe repeated forcredit. This coursemay also be usedfor ELsparticipating in astatefundedbilingual program.When 1064 is partof a statefundedbilingual program,




the teacher musthave a TESOLendorsement inaddition to theELA endorsement.

9 1277 SpanishLanguageArts I Grades 9

This courseprovidesinstruction anddevelopment forstudents inSpanish languagearts, with anemphasis oncommunicationand literacy skills(Speaking,Reading, Writing,Listening andComprehension).This course mustaddress theCommon CoreState Standards(Common Core enEspanol) forSpanish LanguageArts. The coursebuilds upon thestudents' priorknowledge ofgrammar,vocabulary, wordusage, andmechanics ofwriting, andusually includesthe four aspects oflanguage use:reading, writing,speaking, andlistening. Usually,the various genresof literature areintroduced anddefined, withwriting exercisesoften linked toreading selections.This course mustbe taught inSpanish. (i.e.home/heritagelanguage). As perBilingualMulticultural

353421

Spanish Language Arts I Grades 9 This course provides instruction and development for students in Spanishlanguage arts, with an emphasis on communication and literacy skills (Speaking, Reading, Writing, Listening andComprehension). This course must address the Common Core State Standards (Common Core en Espanol) forSpanish Language Arts. The course builds upon the students' prior knowledge of grammar, vocabulary, wordusage, and mechanics of writing, and usually includes the four aspects of language use: reading, writing,speaking, and listening. Usually, the various genres of literature are introduced and defined, with writingexercises often linked to reading selections. This course must be taught in Spanish. (i.e. home/heritagelanguage). As per Bilingual Multicultural Education regulation and statute, extensive study of the cultures andtraditions related to the home/heritage language at the regional, national and international levels must beincluded. This course/class WILL be considered as part of a funded bilingual program.




Educationregulation andstatute, extensivestudy of thecultures andtraditions relatedto thehome/heritagelanguage at theregional, nationaland internationallevels must beincluded. Thiscourse/class WILLbe considered aspart of a fundedbilingual program.

9 2020 ElementaryMath(Elementarysetting)

Fill the Coursedescripton inActual CoursecontentDescription field

315657

APPROPRIATE COURSE CODE IS NOT AVAILABLE IN THE DROP DOWN ABOVE TO ALLOW INDICATION OFMATH AS THIRD HOUR. Algebra I Grades 9 10 This course aligns to the high school standards for Algebra I and formalizes andextends the mathematical concepts. The critical areas include: (1) relationships between quantities andreasoning with equations; (2) linear and exponential relationships; (3) descriptive statistics; (4) expressions andequations; and (5) quadratic functions and modeling. The Standards for Mathematical Practice apply throughoutthis course and, together with the content standards, prescribe mathematics as a coherent, useful, and logicalsubject that makes sense of problem situations.

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Courses & Assessment

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The school regularly assesses individual student progress in both the home and school languages. In order to monitor BMEP students, the school annually uses Avant to assess students in theirnative language.We ensure that our assessments are aligned to specific language instruction according to each student's proficiency with it. EOC's and Pivot exams are closely aligned with CommonCore standards. In order to monitor BMEP students, the school uses Access 2.0, WIDA Screener, Avante, EOC's, Pivot 3, 4, 6, and 9 weeks assessments, PARCC, writing samples, informalassessments, Alpine and Skyward data. This data allows us to be effective in aligning our curriculm with our mission statement. We closely monitor the strengths and weaknesses of our biliteratestudents and develop datadriven curriculum that builds on their strengths and supplements their weaknesses. We are also committed to preassessing our students' Spanish language proficiency atthe beginning of the year in order to provide targeted, differentiated Spanish Language instruction to foster growth in proficiency of our students' heritage language. Currently, we use the AVANTassessment for this pre assessment.

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BMEP PD

Edit Professional Development Timeline Responsible Parties Participants Allocated Resources Actual Professional Development



Edit Professional Development Timeline Responsible Parties Participants Allocated Resources Actual Professional Development

Professional Development A1 August Principal BME Teachers TBD as funding availability is known Culturally Sensitive training (Dr. S. Holly guidelines)

Professional Development A1 Aug. Principal BME Teachers TBD as funding availability is known Difference between TESOL and Bilingual

Professional Development A1 August Principal BME Teachers TBD as funding availability is known WIDA and AVANT Training to Faculty and Staff

Professional Development A1 September Principal BME Teachers TBD as funding availability is known Horizontal alignment for HighPerforming Bilingual reading programs

Professional Development A2 Sept. Principal BME Teachers TBD as funding availability is known ESL techniques: TPR, Sentence builders, academic conversations, etc.

Professional Development A2 OctMar Principal BME Teachers TBD as funding availability is known Academic Conversations (Andrew Zwiers)

Professional Development A2 September Principal BME Teachers TBD as funding availability is known Language vs. Academic Objectives

Professional Development A2 Sep, Oct, Mar Principal BME Teachers TBD as funding availability is known SWRL training (Speaking, Writing, Reading, Listening)

Professional Development A2 SepDec Principal BME Teachers TBD as funding availability is known Differentiation for ELs and ELs with Disabilities

Professional Development A3 SepNov Principal BME Teachers TBD as funding availability is known DataDriven instruction for ELs (State based test, Pivot, and Access results)

Professional Development A4 August Principal BME Teachers TBD as funding availability is known Language Acquisition training

Professional Development A4 SepMar Principal BME Teachers TBD as funding availability is known Sheltered Instruction training

Professional Development A5 JanApr BME Director BME Teachers TBD as funding availability is known Application process: orientation/review of statefunded BMEP requirements

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Teachers

Edit Teachers Recruitment and Support



Edit Teachers Recruitment and Support

At CHSFA we have two teachers who are TESOL endorsed and one more teacher who is in the process of earning herendorsement. Two teachers are Bilingualendorsed which allows our BMEP to serve as a 3hour program by offeringBilingual Math. As the evergrowing need to help our bilingual students increases, so will our staff members who realizethat in order to help all of our students, they need training in sheltered instruction, pedagogy, and standardsbasedteaching. Our district strongly encourages our teaching staff to advance their credentials by earning a TESOLendorsement. Our district reimburses teachers for the TESOL courses they take. We have a supportive administration andwould not be able to get things accomplished without them. We have many opportunities for professional development inthe areas of greatest need. On our campus, teachers and administration maintain an open communication with oneanother as we keep our vision clearly in mind. We are working to support ALL staff who provide instruction for students inthe BMEP by offering ongoing, jobembedded professional development in sheltering content and in language acquisition. The district provides mentors for teachers new to the profession and targeted support through assignment of an EnglishLearner Instructional Coach and Domain Element Coaches.

In order to strengthen both recruitment and retention, our district providesa $2,500 stipend for BLendorsed teachers who are teaching in a bilingualprogram setting. We continuously and aggressively recruitbilingual/biliterate certified staff in New Mexico and across the southwestregion by participating in job fairs and by posting positions on a widevariety of internetbased platforms. Our BMEP Department is activelyworking to create a marketing video to expand understanding of the typesof BMEPs available in Clovis Municipal Schools and to support recruitmentefforts. Also, our district reimburses teachers for TESOL coursework andmaterials.

Our staff fully supports having a BMEP in our school. The entire staff hasparticipated in the district's training "Elevate your EL Instruction" and haveall received professional development on language acquisition, culturalsensitivity, WIDA purpose and standards, and differentiated instruction forELs. Our staff modifies and accommodates their lessons and teaching tosupport our BMEP and even illustrates modifications in daily lesson plans.If any resistance exists, it is due to a lack of understanding of the needs ofbilingual students and a certain level of intimidation that comes withuncertainty in a particular discipline. This staff need is being monitored byadministration. Also, all questions or concerns are being addressedthrough continued professional development and oneonone assistancefrom administration and TESOL endorsed staff.

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School BMEP PAC

Edit Detailed description of proposed school BMEP PAC activity Timeline Responsible Parties Allocated Resources

Bilingual PAC meeting Sept Principal TBD as funding availability is known

Bilingual PACDia de los Muertos presentations Nov. Principal TBD as funding availability is known

Bilingual PACChristmas Festival Dec. Principal TBD as funding availability is known

Bilingual PACMother's Day celebration May Principal TBD as funding availability is known

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Parent, Family and Community Support

Edit Parent, Family and Community Support Administrative Support Parent Notification



Edit Parent, Family and Community Support Administrative Support Parent Notification

Successful schools have parental support. It's the best interest of any school to develop a strongrelationship with parents. We recently administered a BMEP parent survey to learn more about thethoughts and wishes of parents of our bilingual program students. Parents expressed a positive opinionabout having their children participate in bilingual education. They mentioned that the greatest benefits arethe opportunities for better jobs, opportunities for college, being literate in two languages, and as aconsequence will have better futures with more options. The majority of them feel they are supported byschool staff and administration. Only one parent expressed a concern with the BMEP program but did notexplain what that concern was. The problem staff encounters is that its difficult for them to communicatewith only Spanish speaking parents. The majority of our parents' struggle communicating with teachers;however, we are working to remedy that as we have five bilingual staff members who are always availableto help staff communicate with parents. We are in the process of translating literature, letters to home,notices, and posters in Spanish and English in order to promote a more pleasing, welcoming environmentfor parents. The role of our BMEP PAC is to accomplish goals that would specifically best benefit ourbilingual and multicultural students while also keeping in mind the entire culture of the school. Their visionwould be to strengthen the BME population but also keep in mind the various cultures in our school and tohelp us maintain a balance and respect of all students.

We have full support from all stakeholders, including teachers andadministration. Administration knows that the greatest benefit of ourCMS Bilingual education program is to offer all students an opportunityto become biliterate in English and Spanish. All stakeholders need aclear understanding of how valuable an awareness of variouslanguages and cultures can be for our district. Students who earn abilingual seal not only graduate with a honor that can help enter aprestigious college but gives them a defining sense of self. Becausethey know who they are, they can continue the philosophies ofmentorship that can sustain our way of life. Resources are alwaysavailable to meet student needs. There's a great deal of insight andorganization to be considered to have the types of materials that wouldbe benefit all students. The BMEP program is highly advantageous forour district. Our purpose is to prepare students for their lives afterschool. A solid, strong BMEP will do that. We strive to ensure the entireportion of our community is served and their needs are addressed.

CMS approaches resource allocation at all campuses using anequitable, perpupil formula. With available additional funds, the districtis committed to providing instructional materials to support SLAinstruction and intervention as well as to support delivery of corecontent in Spanish. Additionally, the district provides additionallanguage support materials and online learning platforms for EnglishLanguage acquisition.

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CMS BEP Questionnaire

CHSFA BMEP Signature Page

CMS Parent Notification LetterEL

CMS BMEP Parent Letter

CMS District Signature Page

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CMS BEP Questionnaire

CHSFA BMEP Signature Page

CMS Parent Notification LetterEL

CMS BMEP Parent Letter

CMS District Signature Page



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