table of contentsdepartments.bcsd.com/tabs/1415/010815/printable tab 01-08-15.pdf · the workshop...

The Advisory Bulletin

TABLE OF CONTENTS

TAB# TO SUBJECT 15282 All Employees Job Opportunities

15283 All Employees New Employee Tuberculosis (TB) Procedures

15284 15285

All Employees All Principals, School Secretaries and Teachers

Closing Dates for Requisitions – Current Year 2014-1015 Migrant Young Authors Book Making Workshop

15286

All Principals, School Secretaries and Teachers

Migrant Winter Literacy & Writing Academy

15287 All Principals and Grades K-3

Teachers Primary Grades Visual Arts Workshop for Kindergarten - 3

rd Grade

Teachers 15288 Principals, Program Specialists, and

Teachers Curriculum Lab Open Saturday, January 10, 2015

15289 Principals, Program Specialists,

Academic Program Leaders, Community Liaisons

District English Learner Advisory Committee (DELAC) Meeting January 14, 2015

15290 15291 15292 15293 15294 15295 15296

Principals, Teachers Grades 5 and 6 Junior High/Middle School Principals and Language Arts Teachers K-8 Principals and Coaches All Certificated Employees All Teachers Special Education Teachers, Aides, Site Administrators All Users of Electronic Ordering for 2014-2015

Math Bowl – March 18, 2015 Young Writers of Kern Essay Contest: Should the U.S. Pass Immigration Reform? 2014-2015 Coaches’ Training for Mathematics – January 16, 2015 CPACE Field Testing Opportunity ELD Module Professional Development Pro-Act Training Closing Dates for “On-Line” Ordering – Current Year 2014-2015

Printable TAB – Click Here

January 8, 2015

Volume XX Number 19

Published weekly by the

Communications Department

http://departments.bcsd.com/TABS/1415/121814/Printable%20TAB%2012-18-14.pdf

Bakersfield City School District


To: ALL EMPLOYEES Date: January 8, 2015 No. 15282

Subject: JOB OPPORTUNITIES

Prepared By: Mary Helen Donez, Employment Supervisor, Human Resources

Approved By: Christine Cornejo, Director, Human Resources Page 1 of 2

CLASSIFIED

ACTIVITY LEADER: AFTER SCHOOL PROGRAM, HOMEWORK 3.5 HR.

$1,072 - $1,302 per month

OPEN UNTIL FILLED

COMPUTER/LIBRARY TECHNICIAN, BILINGUAL, 3 HR.

$770 - $938 per month

CLOSING: January 21, 2015

CLERK I, 6 HR.

$1,435 - $1,742 per month


INTERPRETER FOR THE DEAF, 6 HR.

$1,967 - $2,388 per month

OPEN UNTIL FILLED

NUTRITION ASSISTANT I, 3 HR.

$620 - $753 per month

OPEN UNTIL FILLED

PLUMBER

$5,131 - $5,959 per month

CLOSIING: January 21, 2015

SCHOOL BUS DRIVER

Eight hour equivalent: $2,530 - $3,076 per month

(Prorated salary based on hours worked)

OPEN UNTIL FILLED

SCHOOL BUS DRIVER CLASSROOM TRAINING

February 2nd

– February 6th

, 2015

H6 DMV printout required


SCHOOL BUS DRIVER TRAINEE

Must have current TO-1 card

$10.41 per hour

OPEN UNTIL FILLED

SPECIALLY FUNDED PROGRAM CLERK, BILINGUAL, 5 HR.

$1,342 - $1,629 per month


CERTIFICATED

SCHOOL NURSE

Current teacher salary

OPEN UNTIL FILLED

Details and application can be accessed from any internet connected computer:

Visit our web page at: http://www.bcsd.com

http://www.bcsd.com/



Prepared By: Donell Whiting, Human Resources Assistant, Human Resources

Subject: NEW EMPLOYEE TUBERCULOSIS (TB) PROCEDURES

New Employee Tuberculosis (TB) Procedures

As we start 2015, we are reminded that each new calendar year brings new requirements

based on recently-enacted legislation.

As a result, AB 1667 amended Education Code section 49406 to permit a TB risk

assessment, rather than TB examination, in most cases to determine if school employees

are free from active tuberculosis. As required under the newly amended law, a Risk

Assessment Form has now been developed and published by the California Department

of Public Health (CDPH) and the California Tuberculosis Controllers Association

(CTCA). AB 1667 requires a TB risk assessment for each prospective and current

employee.

Effective January 1, 2015, in lieu of receiving a Certificate of Freedom from Active

Tuberculosis form to update your TB test, a TB risk assessment form will be sent to

employees to complete and return to Human Resources. Please be advised that the TB

risk assessment form will need to be completed and returned to Human Resources. Do

not take the form to a physician to complete the section titled, “Certificate of

Completion”. Once the form is returned to Human Resources and if risk factors are

identified, the law requires a submission to a TB examination, as under previous law, to

determine that the individual is free of infectious TB.

Should you have any questions when you receive your TB risk assessment form, please

contact Rebecca Bauer, Sr. Human Resources Technician, at extension 14707.

Thank you.

Approved By: Christine Cornejo, Director, Human Resources Page 1 of 1

To: All Employees Date: January 8, 2015

No. 15283



To: ALL EMPLOYEES Date: January 8, 2015 No. 15284

Subject: CLOSING DATES FOR REQUISITIONS – Current Year 2014-2015

Prepared By: David J. West, Director, Stores and Purchasing

Approved By: Steve McClain, Chief Business Official Page 1 of 1

PURCHASING DEADLINES FISCAL YEAR 2014 - 2015

THE FINAL DATE TO SUBMIT REQUISITIONS TO PURCHASING IS FEBRUARY 26, 2015

This deadline applies to all orders for instructional materials, classroom and office supplies, and orders for new or replacement equipment. Requisitions to encumber funds for online ordering and Store stock requisitions are subject to the February 26, 2015 deadline. The deadline applies to all types of purchases regardless of the budget utilized, including General Unrestricted, Lottery, Attendance Incentive and all Categorical budgets. Some grants, due to grant criteria, may be exempt from this deadline. Check with Fiscal Services if needed. The only exceptions to the above deadline will be for the purchase of perishable food items used in classroom instruction and for end of the year activities. School cafeterias that buy food items under a standing purchase order at specified stores must have all paper work to the Food Services Department by May 7, 2015. Duplicating requisitions received by June 2, 2015 and processed by June 30, 2015 will be charged to the 2014-2015 fiscal year. All duplicating requisitions received and/or processed after June 30, 2015 will be charged to the 2015-2016 fiscal year. Please note: All items delivered to the warehouse July 1st or later will be charged to the school’s or department’s 2015-2016 budget. Funds for these purchases will NOT be carried over from the current fiscal year. Requisitions are processed on a “first in first out” basis. Requisitions received near or on the deadline will necessarily take much longer to process as we routinely receive thousands of requisitions this time of year. As you prepare your requisitions for classroom and office supplies, especially printer ink, copier toner, and Smartboard projectors, please keep in mind that you are purchasing supplies to last until the end of the school year. As much as is possible, requisitions for “end of the year” activities (awards, trophies, etc.) should also be submitted by the February 26th deadline. Please call David West at extension 14711 with questions or concerns related to the February 26, 2015 deadline.

h:\PURCHASING\TABS



To: All Principals, School Secretaries and Teachers Date: January 8, 2015 No. 15285

Subject: Migrant Young Authors Book Making Workshop

Prepared By: Janie Flores, Supervisor I, Migrant Education

Reviewed By: Mark Luque, Director, Curriculum & Standards

Approved By: Dr. Aida Molina, Assistant Superintendent, AIA Page 1 of 1


Migrant Education, Region 21

1300 Baker Street, Bakersfield, California 93305 (661) 631-4754

Migrant Young Authors’ Book-Making Workshops

Schedule for the 2014-2015 School Year

Tuesdays and Thursdays from 4:30 p.m. to 6:30 p.m.

For migrant students in Pre-K through 8th grade and their families.

Bakersfield City School District – Migrant Office

1300 Baker Street, Bakersfield, CA 93305

*NC – No Class

*Special Book-Making Presentation by Mrs. Sandra Yoon on Tuesday, January 6 and Thursday, January 8, 2015.

For additional information, please call the Migrant Education office at 631-4754.

January

Tuesday Thursday

6 8

NC 15

NC 22

27 29

February

Tuesday Thursday

3 NC

10 12

17 19

24 26

March

Tuesday Thursday

3 5

10 12

17 19

24 26

April

Tuesday Thursday

14 16

21 23

28 30



To: All Principals, School Secretaries and Teachers Date: January 8, 2015 No. 15286

Subject: Migrant Winter Literacy & Writing Academy

Prepared By: Janie Flores, Supervisor I, Migrant Education

Reviewed By: Mark Luque, Director, Curriculum & Standards

Approved By: Dr. Aida Molina, Assistant Superintendent, AIA Page 1 of 1


Migrant Education, Region 21

1300 Baker Street, Bakersfield, California 93305 (661) 631-4754

Migrant Winter Literacy & Writing Academy

“Every Child is a Young Author”

Sequoia Middle School

815 Potomac Avenue, Bakersfield, CA 93307

Saturdays from 8:00 a.m. – 2:30 p.m.

January 17 & 31 and February 7, 14 & 21, 2015

For migrant students 5th – 8

th grade attending

Sequoia, Wayside, Casa Loma and Pauly

Transportation & nutrition will be provided.

Migrant Education

Winter Ac demy

For additional information, please call the Migrant Education office at 631-4754.



To: All Principals and Grades K-3 Teachers Date: January 8, 2015 No. 15287

Subject: Primary Grades Visual Arts Workshop for Kindergarten – 3rd

Grade Teachers

Prepared By: Michael D. Stone, Coordinator, Visual and Performing Arts Department Page 1 of 2

Approved By: Dr. Tim Fulenwider, Director, Instructional Support Services Division

Primary Grades Visual Arts Workshop for

Kindergarten – 3rd

Grade Teachers

“Creating Colorful Self-Portraits” Based on the Cubist Style of Pablo Picasso and Georges Braque

The Visual and Performing Arts Department will present a special afternoon workshop on teaching

the visual arts for Kindergarten – 3rd

grade teachers.

Participants will:

Gain ideas to use in the classroom

Be given a unit lesson plan

Learn to use oil pastels

Learn about the Visual Arts Standards

The presenter will be Angela Bennett, Visual Arts Teacher at Sequoia Middle School. Ms. Bennett

has taught Art and Ceramics at the elementary and junior high/middle School levels. She will model

an actual 15-20 minute art lesson that can be done in the classroom. All materials will be standards-

aligned with the Visual and Performing Arts Content Standards.

Primary Grades Visual Arts Workshop for Kindergarten – 3rd

Grade Teachers

“Creating Colorful Self-Portraits”

Based on the Cubist style of Pablo Picasso and Georges Braque

Tuesday, March 10, 2015, from 3:30 – 5:00 P.M.

Sequoia Middle School, Art Classroom 24

Reservation Deadline: Friday, January 30, 2015, at 4:30 P.M.

Please fax the attached reservation form to the Visual and Performing Arts Department Office at

324-3182. If you have questions, please contact the Visual and Performing Arts Department Office

at 631-4774. This workshop will be limited to the first twenty-five (25) teachers who respond.

Teachers will be paid one and a half hours of project pay for their participation.



Page 2 of 2

Bakersfield City School District Visual and Performing Arts Department

Primary Grades Visual Arts Workshop for

Kindergarten – 3rd

Grade Teachers

“Creating Colorful Self-Portraits” Based on the Cubist style of Pablo Picasso and Georges Braque

Reservation Form

___________________________ ___________________________ LAST NAME FIRST NAME

____________________________________ ____________________________________

SCHOOL GRADE

I will attend the Primary Grades Visual Arts Workshop presented by the Visual and Performing Arts

Department on Tuesday, March 10, 2015, from 3:30 – 5:00 P.M., at Sequoia Middle School, Art Classroom 24.

_____________________________________________

TEACHER SIGNATURE

The workshop will be limited to the first twenty-five (25) teachers who respond. Teachers will be paid one and

a half hours of project pay for their participation. Should the workshop be full when your reservation form is

received, you will be notified with a phone call to your school site.

Please complete and fax this reservation form to the Visual and Performing Arts Department Office, at 324-

3182, by Friday, January 30, 2015, at 4:30 P.M.



To: Principals, Program Specialists, and Teachers Date: January 8, 2015 No. 15288

Subject: Curriculum Lab Open Saturday, January 10, 2015

Prepared By: Pamela Fisher, Coordinator, Library Media Services Department

Approved By: Dr. Tim Fulenwider, Director, Instructional Support Services Division Page 1 of 1

Curriculum Lab Open Saturday

The Curriculum lab will be open

Saturday, January 10, 2015. 10 a.m. until 2 p.m.

Our regular hours are Monday – Friday

7:30 a.m. until 4:30 p.m.

If you have any questions, please contact Pamela Fisher at extension 14808.



To: Principals, Program Specialists, Academic Program Leaders,

Community Liaisons

Date: 1/8//2015

No. 15289

Subject: District English Learner Advisory Committee (DELAC) Meeting- January 14, 2015

Prepared By: Erick Casallas, Supervisor, ELL Services

Reviewed By: Mark Luque, Director, Curriculum and Standards

Approved By: Dr. Aida Molina, Assistant Superintendent, Academic Improvement &

Accountability

Page 1 of 1

For any questions regarding DELAC, please contact Tina Mendez at 631-4682, Ext. 14682.

DELAC District English Learner Advisory Committee

Meeting

January 14, 2015

Education Center

Professional Development Center (PDC)

9:00-11:00 a.m.



To: Principals, Teachers Grades 5 and 6 Date: 1/8/15 No. 15290

Subject: Math Bowl – March 18, 2015

Prepared By: Hilda Wright, Instructional Specialist, Curriculum and Standards


Approved By: Dr. Aida Molina, Assistant Superintendent,

Academic Improvement and Accountability

Page 1 of 7

Wednesday, March 18, 2015 9:30 a.m. – 12:00 p.m.

Chipman Junior High School

Please see the attached pages for contest descriptions

and entry form information.

Copies of the Practice Tests may be accessed on our website:

www.bcsd.com

Departments>Curriculum & Standards>Mathematics>Math Bowl

Questions may be directed to Hilda Wright at Ext. 14777.

http://www.bcsd.com/

BAKERSFIELD CITY SCHOOL DISTRICT Curriculum and Standards

MATH BOWL 2015

Math Bowl 2015 Page 1 of 6

Twenty-Ninth Annual Elementary Math Bowl

Elementary and Middle Schools are invited to participate in the Twenty-Seventh Annual

Bakersfield City School District Elementary Math Bowl. The Math Bowl offers an opportunity for

students to sharpen their math skills.

Gold – 6th Grade (Middle and K-6 Schools) Silver – 5th Grade (K-5 Schools)

Cato Mt. Vernon Casa Loma Jefferson

Chavez Nichols Evergreen McKinley

College Heights Owens Intermediate Fletcher Munsey

Curran Middle Pioneer Frank West Noble

Downtown Sequoia Garza Pauly

Eissler Sierra Harris Penn

Emerson Stiern Hills Roosevelt

Franklin Thorner Horace Mann Wayside

Fremont Voorhies Hort Williams

Harding

Longfellow

Washington

Each site competing in the Gold Division may send 1 to 14 students. Sixth graders may

compete in one of the following events: Super Star (1 student), Fantastic Flash (1 student),

Thinker (1 student), Dynamic Duo (2 student team), Power Relay (5 student team), and Team

Round (4 students). In addition, each site may compete in the Traditional Relay by using 4 of

the students who competed in the previous contests.

Each site competing in the Silver Division may send from 1 to 7 students. Fifth graders may

compete in one of the following: Super Star (1 student), Dynamic Duo (2 student team), Team

Round (4 students). In addition, each site may compete in the Traditional Relay by using 4 of

the students who competed in the previous contests.

Principals or coaches with questions about the Math Bowl should contact Hilda Wright at (661)

631-4777. The required forms may be faxed to (661) 324-3187.

If your school plans to participate in the Math Bowl, please return the Entry Intent Form to:

Hilda Wright in Curriculum and Standards by Friday, February 6, 2015

The Team Assignment Form is due by Friday, February 20, 2015

Please read the following description of the contests. An entry intent form, transportation

information, and team assignment form are also included. Copies of the practice tests may

be accessed on our web.

Chipman Junior High School

Wednesday, March 18, 2015

9:30 a.m. – 12:00 p.m.


MATH BOWL 2015


ELEMENTARY MATH BOWL – CONTEST INFORMATION

General Directions:

Each school in the Gold Division has a team of no more than 14 sixth grade students.

The Silver Division has teams of no more than 7 fifth grade students.

PLEASE DO NOT BRING ALTERNATES.

Each school should send no more than 2 chaperones.

All tests will be taken in approximately 60 minutes.

Be sure all students have completed permission slips at the school prior to the contest

day.

Each student should bring 2, sharpened, #2 pencils.

Calculators are only allowed in the Thinker contest and will be provided by the district.

All fractional answers must be in simplest possible form.

SPECTATORS ARE NOT ALLOWED TO VIEW THE EVENTS. AT APPROXIMATELY 11:00 A.M.

SPECTATORS MAY VIEW THE AWARDS ASSEMBLY IN THE CHIPMAN CAFETERIA.

CONTEST DESCRIPTIONS

The Thinker – Gold Division

This contest is designed for your BEST problem solver. Each student will take a test consisting of

20 standards-based questions. These questions mirror the practice questions. This contest is

NOT multiple-choice.

The Super Star – Gold and Silver Divisions

Students will take an individual written test of 47 standards-based multiple choice questions

and 3 constructed response questions. Student answers will be marked on an answer sheet.

These questions mirror the practice questions.

The Fantastic Flash – Gold Division

Rapid-fire computation is a necessity for this competition. Fifty standards based multiple

choice questions are asked two at a time. Students are given 90 seconds to complete two

problems on a page and record their answers on a scantron. At the end of this 90 second

period students will be instructed to turn the page, answer two new questions, and record their

answers. This process will continue until all 50 questions have been answered. Students are not

to turn pages back or forward, but work only on the problems on their current page. Any

student who does not remain on the proper page will be warned once and then disqualified.

All work is to be completed on the test (NO SCRATCH PAPER). These questions mirror the

practice questions.


MATH BOWL 2015


Team Round – Gold and Silver Divisions

The team round consists of teams of 4 students. Each team is given twenty standards-based

questions. Each team turns in one common answer sheet and may work on the problems as

they see fit. In other words, they may work on the questions together, in pairs or individually.

This contest is NOT multiple-choice. These questions mirror the practice questions.

Dynamic Duo – Gold and Silver Divisions

Two students work together on 47 standards-based multiple choice questions and 3

constructed response questions. Each student must work separately for the first half of the

contest, with no talking allowed. During the second half, students may talk, check each

other’s work, and complete the remainder of the test together. Student answers will be

marked on an answer sheet. These questions mirror the practice questions.

Power Relay – Gold Division

The power relay consists of teams of 5 students competing in 16 different rounds (pages)

consisting of multiple choice and constructed response questions. Each round contains 5

questions that may only be attempted once by any student. The 5-member team lines up in

front of their designated desk with a button numbered 1 to 5 pinned to their shirts (buttons will

be provided by the District). Each student will in turn run to the desk and answer his/her

specific question. The student with button 1 always answers the 1st question on the page, the

student with button 2 answers the 2nd question, and so on. All questions are standards-based.

These questions mirror the practice questions.

Traditional Relay – Gold and Silver Divisions

Each school’s relay team consists of 4 students. The students must have participated in one of

the earlier contests. The relay contains 4 standards-based problems. On a signal, the first

team member will run a short distance to a desk. The student will sit down, solve a problem,

write the answer on an answer card taped to the desk, run back to the starting line, and tag

the second team member. The second team member then runs to the desk and solves his/her

problem. The third and fourth team members follow the same procedure. If any problem(s)

are incorrect, the judges will do nothing and each student must return in order to correct or

leave his or her answer alone. The judges will not indicate which answers are incorrect. When

all 4 questions are correct, the judge at the desk will wave his/her hands.

Poster Contest

Each team has the option to design and decorate a poster for the Math Bowl. The Poster must

include your school name and must show your team’s interpretation of this year’s theme “To

the Nines.” Include a fun fact about the #9 in your poster (example: Nine judges sit on the

Supreme Court). Poster requirements: Posters are to be NO LARGER than a standard size

poster (22in x 28 in). Bring your poster with you on the day of the competition. DO NOT send

your posters to Chipman Junior High School or to the district office in advance. At the end of

the competition, please take your poster back to school with you. Any posters left at

Chipman will be disposed of. We will give two awards for posters. The first award will be for

the poster that is the most creative. The second award will be for the poster that best

represents the theme.


MATH BOWL 2015


ELEMENTARY MATH BOWL ENTRY INTENT

_______________________ will send a math team to compete in the Annual Bakersfield City School

School District Elementary Math Bowl on Wednesday, March 18, 2015.

BUS TRANSPORTATION

Bus arrangements will be made by Curriculum and Standards only if this form is returned by

February 6, 2015. Field trip requests are the responsibility of the school site.

Number of Students ________ Number of Staff ________

______________________________________________

Coach

______________________________________________

Principal

Please return to Hilda Wright, Curriculum and Standards, by Friday, February 6, 2015.

FAX (661) 324-3187.


MATH BOWL 2015


Math Bowl Gold Division Team Assignment Form

Each school is allowed a maximum of 14 (fourteen) sixth grade students on their math team.

Only 1 entry per event per school is allowed. (An entry in each contest is not required.)

PLEASE PRINT CLEARLY.

The Super Star

_____________________________________

The Fantastic Flash

________________________________________

The Dynamic Duo

_____________________________________

_____________________________________

The Thinker

_______________________________________

Power Relay

______________________________________

______________________________________

_____________________________________

______________________________________

______________________________________

Team Round

______________________________________

______________________________________

_____________________________________

______________________________________

Traditional Relay

Relay members must be competing in one of the above contests to compete in this relay.

_______________________________________ _______________________________________

_______________________________________ _______________________________________

School ________________________________

Accompanying Adult(s) ___________________________________________________________________


FAX (661) 324-3187.


MATH BOWL 2015


Math Bowl Silver Division Assignment Form

Each school is allowed a maximum of 7 (seven) fifth grade students on their math team. Only

1 entry per event per school is allowed. (An entry in each contest is not required.)

The Super Star

_____________________________________

The Dynamic Duo

______________________________________

______________________________________

Team Round

______________________________________

______________________________________

______________________________________

______________________________________

Traditional Relay

Relay members must be competing in one of the above contests to compete in this relay.

______________________________________ ______________________________________

______________________________________ ______________________________________

School ___________________________________

Accompanying Adult(s) ______________________________________________________________


FAX (661) 324-3187.



To: Junior High/Middle School Principals and Language

Arts Teachers

Date: January 8, 2015 No. 15291

Subject: Young Writers of Kern Essay Contest: Should the U.S. Pass Immigration

Reform?

Prepared By: Michael D. Stone, Coordinator, Visual and Performing Arts Department

Approved By: Dr. Tim Fulenwider, Director, Instructional Support Services

Division

Page 1 of 20

Essay Topic: Should the U.S. Pass Immigration Reform?

Essay Competition

What: Students attending District junior high/middle schools in Bakersfield City School District and throughout the County are invited to participate in an Essay Contest sponsored by the Writers of Kern. This project will be aligned with Common Core State Standards in the area of argumentative writing. The writing prompt will be on the following topic: “Should the U.S. Pass Immigration Reform?” Lesson plans for this project will be included in next week’s bulletin, provided for the purpose of building background knowledge and student discourse that will align to the writing prompt. Initial screening of essays will be conducted by teachers from participating schools. Each school selects up to 10 entries. Submissions will be judged using the SMARTER Balanced Writing Rubric.

Who: Students in Grades 6, 7, and 8 at the District’s Junior High/Middle Schools at other similarly-configured schools outside of the District are eligible to participate.

When: The lesson plan will be introduced and taught during the week of February 2-6, 2015, with submission of up to 10 essays from each school at the discretion of the principal submitted to the Visual and Performing Arts Department Office by Friday, February 26, 2015, at 4:30 p.m.

Guidelines: Essays are to be typed in Arial font, size 12, double-spaced, and no more than 1,200 words in length.

Screening Selection Process: Initial screening will be conducted by teachers from the respective participating schools. Each participating school principal may select up to 10.

Rating Criteria: Submissions will be judged using the SMARTER Balanced Writing Rubric.

Deadlines: Submissions from school principals are to be delivered to the Visual and Performing Arts Department Office by Friday, February 26, 2015, at 4:30 p.m. These entries will be delivered to the official judges. Winners will be selected and announced by the last week of April, 2015.

Awards: Cash prizes will be given to the top students from throughout the County.



Page 2 of 20

REGISTRATION FORM (Duplicate as Necessary)

School Name: ________________

STUDENT’S NAME GRADE

SCHOOL NAME_____________________________________

TEACHER’S NAME_____________________________________

Important: Make a copy of this box and attach to the entry (e.g., essay, short story, or poetry)


SCHOOL NAME_____________________________________

TEACHER’S NAME_____________________________________



SCHOOL NAME_____________________________________

TEACHER’S NAME_____________________________________


Release of Directory Information for Purposes of Publicity

As an outcome of participating in the above-mentioned writing and art competition, information about a participating student may be

publicly disclosed (e.g., student's name, school award received, and involvement in this contest). These disclosures are permissible under

"directory information" law and policy unless the parent or legal guardian ("Parent") has notified the school in writing that such

information may not be disclosed. I declare that no Parent of a student entered in this contest has given a notice of non-participation

in the release of directory information policy (i.e., placed a check in the "Release of Directory Information" box of the Parent

Acknowledgement page of the Guide for Parents and Students).

_______________________________________

PRINCIPAL’S SIGNATURE

Return: (1) Registration Form and (2) Labeled Entries to the Visual and Performing Arts Department Office no later

than Friday, February 26, 2015.

Questions, please call the Visual and Performing Arts Department Office at 631-4774.

DUPLICATE FORM AS NECESSARY


Essay Competition



Page 3 of 20

Lesson Plans (Placeholder)

Should the U.S. Pass Immigration Reform?

Essay Competition Teacher Resource

Dear Teacher,

Thank you for your consideration and work to include your students in the Writers of Kern 2015 Essay

Contest. Contained within this document, you will find an array of resources to help you prepare your

students for participation and suggestions for instruction. The writing prompt is “Should the U.S. Pass

Immigration Reform?”

In order to prepare your students to fully address this prompt and provide a well-reasoned point of view,

you will need to build background by reading materials, holding class discussions and collaborative

conversations, and allowing your students time to research the topic on their own. Contained in this

packet you will find:

Suggested Instructional Approach:

● Building Background

● Identifying the Problem

● Self-Directed Student Research

Teaching Materials:

● Student Graphic Organizer

● Suggested Sources

● 6-8 SBAC Argumentative Rubric


Essay Competition



Page 4 of 20

Suggested Instructional Approach

Build Background For students to fully appreciate the concept of immigration and then form an opinion on whether it should

be reformed or not, they must first understand what it is. Use a KWL chart and class discussion to

determine what students already know.

Next, we recommend you create instruction suited to your style (class inquiry, direct instruction, or as a

student-led activity) based on focusing on the following questions and purposes:

Guiding Question Purpose Where to find information

What is immigration? Students must have a concept

of what the word means, the

various forms of legal

immigration.

http://pbskids.org/itsmylife/fa

mily/immigration/article3.html

http://www.kidsdiscover.com/s

hop/issues/immigration-for-

kids/

What are the current laws

about immigration?

Students must understand

what the current laws are to

determine whether they need

modification.

http://www.uscis.gov/laws http://www.whitehouse.gov/issues/immigration

What is the history of

immigration in the U.S.?

Students must understand

how immigration policy and

immigrants have shaped our

country.

*Suggestion: focus on three

periods:

● colonial immigration

● immigration during

the Industrial

Revolution

● Modern Immigration

(post WWII)

http://www.history.com/topics/

u-s-immigration-before-1965

http://www.immigrationpolicy.

org/issues/history

http://ocp.hul.harvard.edu/imm

igration/timeline.html

Identify the Problem During this phase of the lesson, the students should gain information and begin to form an opinion on

current events to determine what are the perceived problems of immigration. Information students

acquire during this phase can be organized by using a graphic organizer. Teacher can use the articles and

sources provided to help build an understanding and to further student knowledge by using current

events regarding immigration.

Self-Directed Student Research Students should have discussions with groups, create research questions for themselves to learn more

information, and perform research to form their opinion. When the class has a concept of the current

issues regarding education, they should begin to perform research independently to solidify their

position, and finally prepare to write their essay.

http://pbskids.org/itsmylife/family/immigration/article3.html

http://pbskids.org/itsmylife/family/immigration/article3.html

http://www.kidsdiscover.com/shop/issues/immigration-for-kids/



http://www.uscis.gov/laws

http://www.whitehouse.gov/issues/immigration

http://www.whitehouse.gov/issues/immigration

http://www.history.com/topics/u-s-immigration-before-1965

http://www.history.com/topics/u-s-immigration-before-1965

http://www.immigrationpolicy.org/issues/history

http://www.immigrationpolicy.org/issues/history

http://ocp.hul.harvard.edu/immigration/timeline.html

http://ocp.hul.harvard.edu/immigration/timeline.html



Page 5 of 20

Identifying the Problem Graphic Organizer

Current Event Summary How does impact my

position?

Children Immigrants from

Central America

Undocumented Immigrants

Obama’s Executive Order

Migrant Workers



Page 6 of 20

Graphic Organizer for Student Research

Research Question Information Found How this

strengthens my

opinion

Citation



Page 7 of 20

In-class Background Building Resource

How the United States Immigration System Works: A Fact Sheet

U.S. immigration law is very complex, and there is much confusion as to how it works. The Immigration

and Naturalization Act (INA), the body of law governing current immigration policy, provides for an

annual worldwide limit of 675,000 permanent immigrants, with certain exceptions for close family

members. Congress and the President determine a separate number for refugee admissions. Immigration

to the United States is based upon the following principles: the reunification of families, admitting

immigrants with skills that are valuable to the U.S. economy, protecting refugees, and promoting

diversity. This fact sheet provides basic information about how the U.S. legal immigration system is

designed.

I. Family-Based Immigration Family unification is an important principle governing immigration policy. The family-based

immigration category allows U.S. citizens and lawful permanent residents (LPRs) to bring certain family

members to the United States. There are 480,000 family-based visas available every year. Family-based

immigrants are admitted to the U.S. either as immediate relatives of U.S. citizens or through the family

preference system.

There is no numerical limit on visas available for immediate relatives, but petitioners must meet certain

age and financial requirements. Immediate relatives are:

● spouses of U.S. citizens.

● unmarried minor children of U.S. citizens (under 21 years old).

● parents of U.S. citizens (petitioner must be at least 21 years old to petition for a parent).

There are a limited number of visas available every year under the family preference system, and

petitioners must meet certain age and financial requirements. The preference system includes:

● adult children (married and unmarried) and brothers and sisters of U.S. citizens (petitioner must

be at least 21 years old to petition for a sibling).

● spouses and unmarried children (minor and adult) of LPRs.

In order to balance the overall number of immigrants arriving based on family relationships, Congress

established a complicated system for calculating the available number of family preference visas for any

given year. The number of family preference visas is determined by subtracting from 480,000 the

number of immediate relative visas issued during the previous year and the number of aliens “paroled”

into the U.S. during the previous year. Any unused employment preference immigrant numbers from the

preceding year are then added to this sum to establish the number of visas that remain for allocation

through the preference system. By law, however, the number of family-based visas allocated through the

preference system may not be lower than 226,000. Consequently, the total number of family-based visas

often exceeds 480,000.

http://www.uscis.gov/iframe/ilink/docView/SLB/HTML/SLB/act.html




Page 8 of 20

Below is a table summarizing the family-based immigration system:

Family-Based Immigration System

Category U.S. Sponsor Relationship Numerical

Limit

Immediate

Relatives (IRs)

U.S. Citizen

adults Spouses, unmarried

minor children, and

parents

Unlimited

Preference allocation

1 U.S. citizen Unmarried adult children

23,400*

2A LPR Spouses and minor

children 87,900

2B LPR Unmarried adult

children 26,300

3 U.S. citizen Married adult

children 23,400**

4 U.S. citizen Brothers and Sisters 65,000***

* Plus any unused visas from the 4th

preference.

** Plus any unused visas from 1st and 2nd

preference.

***Plus any unused visas from the all other family-based preferences.

Worldwide level of family preference allocation: 480,000 minus visas issued to IRs

and parolees, plus unused employment-visas from previous fiscal year. Floor for

preference categories: 226,000.

In order to be admitted through the family preference system, a U.S. citizen or LPR sponsor must

petition for an individual relative (and establish the legitimacy of the relationship), meet minimum

income requirements, and sign an affidavit of support stating that they will be financially responsible for

their family member(s) upon arrival in the United States.

II. Employment-Based Immigration

Temporary Visas The United States provides various ways for immigrants with valuable skills to come to the United

States on either a permanent or a temporary basis. There are more than 20 types of visas for temporary

nonimmigrant workers. These include L visas for intracompany transfers, P visas for athletes,

entertainers and skilled performers, R visas for religious workers, A visas for diplomatic employees, O

visas for workers of extraordinary ability, and a variety of H visas for both highly-skilled and lesser-

skilled employment. Many of the temporary worker categories are for highly skilled workers, and

immigrants with a temporary work visa are normally sponsored by a specific employer for a specific job

offer. Many of the temporary visa categories have numerical limitations as well. The U.S. Citizenship

and Immigration Services (USCIS) website contains a more complete list of temporary worker

categories.

http://www.uscis.gov/working-united-states/temporary-workers/temporary-nonimmigrant-workers

http://www.uscis.gov/working-united-states/temporary-workers/temporary-nonimmigrant-workers



Page 9 of 20

Permanent Immigration Permanent employment-based immigration is set at a rate of 140,000 visas per year, and these are

divided into 5 preferences, each subject to numerical limitations. Below is a table summarizing the

employment-based preference system:

Permanent Employment-Based Preference System Preference

Category Eligibility

Yearly Numerical

Limit

1 “Persons of extraordinary ability” in

the arts, science, education, business,

or athletics; outstanding professors

and researchers, some multinational

executives.

40,000*

2 Members of the professions holding

advanced degrees, or persons of

exceptional abilities in the arts,

science, or business.

40,000**

3 Skilled workers with at least two

years of training or experience,

professionals with college degrees, or

“other” workers for unskilled labor

that is not temporary or seasonal.

40,000*** “Other” unskilled

laborers restricted to

5,000

4 Certain “special immigrants”

including religious workers,

employees of U.S. foreign service

posts, former U.S. government

employees and other classes of

aliens.

10,000

5 Persons who will invest $500,000 to

$1 million in a job-creating

enterprise that employs at least 10

full time U.S. workers.

10,000

*Plus any unused visas from the 4th

and 5th

preferences.

**Plus any unused visas from the 1st preference.

***Plus any unused visas the 1st and 2

nd preference.

Worldwide level of employment-based immigrants: 140,000 for principal

applicants and their dependents.

Per-Country Ceilings In addition to the numerical limits placed upon the various immigration preferences, the INA also places

a limit on how many immigrants can come to the United States from any one country. Currently, no

group of permanent immigrants (family-based and employment-based) from a single country can exceed

7% of the total amount of people immigrating to the United States in a single year. This is not a quota

that is set aside to ensure that certain nationalities make up 7% of immigrants, but rather a limit that is

set to prevent any immigrant group from dominating immigration patterns to the United States.




Page 10 of 20

Source 1

PRO/CON: How Should We Handle the “Children’s Border Crisis”

By McClatchy-Tribune News service, adapted by Newsela staff, August 19, 2014

PRO: Provide visas when justified, send home safely when necessary

INDIANAPOLIS — Southwest Indiana is a long way from the U.S.-Mexico border, but the area

recently became a hot spot of undocumented children from Mexico and Central America who snuck

their way into the country.

From 2004 to 2010, the federal government hired a privately owned youth jail center in Vincennes,

Indiana, to house immigrant children. It was meant to hold the children considered the most dangerous.

These children arrived at the Southwest Indiana Regional Youth Village after being identified at the

border because of tattoos or suspicion of drug use and other offenses in their home countries. Others had

caused trouble or run away from less secure holding centers in the United States. A few had U.S. police

records.

As the director of the Immigration Clinic of Indiana University's school of law, I traveled to Vincennes

with volunteer law school students. We went to provide legal assistance to these kids.

"Know Your Rights" The federal government helped pay for the Immigration Clinic students and me to give "Know Your

Rights" presentations to the children. We explained to them their legal rights and what they could expect

once they went to immigration court.

Children — like adults — have no legal right to government-provided attorneys in immigration

proceedings. As a result, we interviewed the children to match strong cases with volunteer attorneys.

We found children fleeing domestic abuse, gang violence and drugs. Some were raped and mistreated in

other U.S. holding centers.

These children were eligible for U.S. government protection in the form of asylum and other special

visas. The visas, which grant them permission to stay in the U.S., are for abandoned children and victims

of crime and human trafficking. Many children have been trafficked from their homes to other places

and forced to work. Many were reunited with family in the United States. Others went home voluntarily.

Some were deported.

SWAT Team At Protest At one point, the immigrant children in Vincennes staged a peaceful sit-down to protest the conditions in

which they were held. The local Knox County SWAT team was called in with riot gear, billy clubs and a

police dog. Children were subject to lockdown, solitary confinement and other abuse.

When they told IU's law school students of the holding center's bad treatment, we notified the federal

government, which took immediate action. Shortly thereafter, the privately owned center stopped

housing immigrant children.

The federal treatment of today's immigrant children is like what happened at Vincennes, although on a

much larger scale.



Page 11 of 20

The violence in Central America is increasing because the U.S. keeps buying illegal drugs and guns

from there. Children are gathering along the border. Volunteer attorneys are being recruited to travel to

these sites to deliver "Know Your Rights" presentations and individually screen children. Privately paid

attorneys and those offering their services for free are representing children reunited with families

throughout the country.

U.S. immigration and refugee law protects survivors of violence and persecution. Attorneys, law school

students and other volunteers are now stepping up and coordinating their services with the federal

government.

Protecting The Children Certainly, it is not a perfect system. But the Obama administration continues to demonstrate a

commitment to protecting undocumented children within today's political and legal limits.

Part of that effort includes figuring out whether children in Honduras should count as refugees.

Individuals fearing persecution throughout the world have had the right to seek refugee status at U.S.

embassies because of the Refugee Act of 1980.

These laws are built upon our historical protection of persons and acceptance of international

agreements passed in the wake of World War II.

Not every child should be allowed to stay. But turning children away at gunpoint does not match with

law and practice. Our youngest immigrants must continue to have their legal rights protected, provided

visas when justified, and sent back home safely as necessary.

———

ABOUT THE WRITER: Linda Kelly is the M. Dale Palmer Professor of Law and the Immigration

Clinic Director at Indiana University's Robert H. McKinney School of Law. Readers may write her at

Lawrence W. Inlow Hall, Room 213, IU School of Law, 530 W. New York St., Indianapolis, IN 46202

or email her at [email protected].

This essay is available to McClatchy-Tribune News Service subscribers. McClatchy-Tribune did not

subsidize the writing of this column; the opinions are those of the writer and do not necessarily represent

the views of McClatchy-Tribune or Newsela.

CON: Secure the border, discourage illegal crossings

WASHINGTON — Try as he might, President Obama cannot escape responsibility for the disaster at

the U.S. southwest border. It's been caused, in part, by his administration's mismanagement.

Until Congress returns next month, he should use the tools he has to secure the border and to discourage

illegal crossings. One can only hope that he will not take actions on his own that might make matters

worse.

The president has been trying to walk a fine line. He wants to keep Latino leaders who support him

happy, while at the same time convincing Central Americans not to start the perilous journey north.

Although compassionate talk about immigrants is good politics, it is not good policy.



Page 12 of 20

After all, the current crisis has been stoked by loose talk in Washington about a possible "amnesty" of

illegal immigrants. Obama's 2012 decision to suspend deportation of youth with long-standing ties to the

United States got people first talking about an amnesty that would pardon immigrants who crossed

illegally. News that young children arriving at the border were being released until their hearings only

increased the chatter.

A Rush Across The Border During a visit to Washington last month, Honduran President Juan Orlando Hernandez blamed the

unclear understanding of U.S. border enforcement for helping encourage people to rush across the U.S.

border. It is part of what he calls the "pull factor."

Hernandez also explained the push factor: drug violence that creates insecurity and deadly street gangs

preying on youth in his country and neighboring El Salvador and Guatemala. Unfortunately, these are

poor nations with governments unable or unwilling to deal with these challenges.

Immigrant supporters assert that more than half of those arriving recently have legitimate claims that

require a hearing under U.S. and international law to determine if they qualify as refugees.

That is contradicted by a Border Patrol survey in May that found that nearly all of those interviewed

made the trek because of recent rumors of weak border enforcement. According to sources in Central

America, so-called "coyotes" — criminals who make their living smuggling people — have been

advertising weak U.S. border enforcement to drum up business.

Crisis Fueled By Smuggling In 2008, a law was passed to prevent human trafficking, a crime in which people are taken from their

homes and forced to work elsewhere, usually in another country. Part of the initial problem in

responding to the border crisis was the Obama administration's too broad use of that law. It requires a

complicated hearing to determine if an immigrant should receive protection in the form of asylum,

which allows them to stay in the U.S.

The current crisis is fueled primarily by smuggling, not trafficking. Border guards should be allowed to

use their experience and judgment to screen for authentic refugee or trafficking cases.

Of course, real refugees in U.S. territory must be treated lawfully. However, the United Nations should

work with local governments to offer relief to refugees in their country of origin. It shouldn't wait for

them to run all the way to the U.S. border.

One thing that all can agree upon is that no one is better off risking the thousand-mile trek through

Mexico. Many migrants are abused, robbed, raped or killed along the journey.

If the appearance of weak enforcement lures people to risk life and limb that must change immediately.

Republicans made these arguments while crafting a tough measure. It would strengthen border

enforcement, make it easier to deport new arrivals and send a clear signal that the border is being

secured.



Page 13 of 20

Securing The Border Although the president initially talked tough on border enforcement, his political advisers apparently

recommended that he toss the "hot potato" to congressional Republicans.

However, securing the border is the responsibility of the president, not the Congress. And, the president

does not need new authority to get a handle on this crisis. He can gain control of it by stating firmly that

illegal crossings will be stopped, most new arrivals will be turned around, and that "amnesty-for-all" is

off the table.

Seeking a domestic political "win" by blaming congressional Republicans for inaction on the border is

extraordinarily irresponsible — even dangerous.

Not only does it prolong the current crisis, it undermines any agreements between Democrats and

Republicans. They'll need to work together to pay the costs of the current crisis and to eventually rebuild

an immigration system that is failing the country.



Page 14 of 20

Source 2

More Teens are Children Crossing into the U.S. Unaccompanied

By The Maimi Herals, adapted by Newsela staff, August 7, 2014

MIAMI — Irene Granados turned 16 two years ago while walking through the desert, trying to reach the

United States.

Brothers Javier and Denis Giron, 13 and 17, also came to America. They floated on a raft across the Rio

Grande last year.

These young people were all fleeing Central America, where gang violence is spreading, and life is not

safe.

More and more children and teenagers are crossing the Mexican border into the United States. They are

often traveling without parents or other adults.

Hoping For A DREAM In recent years, the number of minors, or young people, arrested by border police has risen sharply.

Between 2004 and 2011, about 6,800 children were arrested each year.

But in 2012, police caught 13,000. And in 2013, there were 24,000.

Officials estimate that up to 120 youths are arriving in the States each day.

Some young people, like Granados and the Girons, leave their countries to escape gang violence. Other

children are sent by their parents, who hope they can become U.S. citizens if Congress passes new

immigration laws.

President Obama has called on Congress to pass the DREAM Act, new laws which would help

immigrants who were brought to the U.S. when they were under 16. The DREAM Act, if it becomes

law, would make it easier for those brought to the U.S. as children to become permanent U.S. residents.

But Granados and the Giron brothers had to find a different way to become legal residents.

Arriving safely in the U.S. was only the first step for them. Once they arrived, they hoped to get a green

card, which would give them the right to stay legally in the United States.

In order to qualify for a green card, they must show in court that they have been abandoned, abused or

neglected.

Granados and the Girons are in the process of applying for green cards now. All three are being helped

by lawyers from the Duane Morris law office in downtown Miami. These lawyers are working “pro

bono,” which means they are donating their time, working for free.

The cases involving Granados from El Salvador and the Giron brothers from Honduras are among the

first to surface in South Florida. The three youths were recently interviewed at the Duane Morris office.

A Birthday In The Desert Irene Granados’ journey began in her hometown of La Union, near the Pacific coast of El Salvador.

“I had a problem,” Granados recalled. “Someone wanted to harm me.”

When asked for details, Granados said gang members were threatening to steal her belongings as

pressure for her to join.



Page 15 of 20

She said her mother and other relatives told her the best thing to do was to flee to the United States,

where she had an aunt living in Florida.

“So I began my journey,” Granados recalled.

Though Granados traveled without her parents or any other relative, she was not alone.

She was part of a group a “coyote,” or paid guide, was leading to the United States. It often happens that

Central American migrants who want to reach family members in the United States pool their resources

to pay smugglers to guide them along the way.

Granados and her group traveled by bus from El Salvador to Guatemala and then all the way to northern

Mexico, a journey of more than 2,000 miles.

From northern Mexico they walked into the Sonora desert toward Arizona. Granados, who was 15 when

she started the voyage, turned 16 while walking in the desert. It was Dec. 23, 2011.

Then immigration police caught the group and held Granados in Arizona. Eventually, Irene’s aunt from

Florida found her there and convinced the police to let her take her niece home.

"I Want To Be A Doctor" Local lawyers working pro bono began trying to get Granados a visa. They explained to a court in West

Palm Beach, Fla., that Irene’s father had abandoned the family when she was still a child and that her

mother left later.

Now Granados is hoping to build her life in the United States.

“I want to be a doctor,” she said.

The Giron brothers began their journey out of their native Honduras on Feb. 7, 2013. They traveled in a

car with a guide and five other teens ranging in age from 13 to 16.

It took the group 11 days to travel from Honduras to Guatemala to the U.S. border between Texas and

Mexico, where the border is marked by the Rio Grande.

On the Mexican side of the border, in Reynosa, the Giron brothers and the other teens boarded an

inflatable raft and the guide paddled them across the river toward McAllen, Texas.

Once on the U.S. side, the guide left the teens by themselves after telling them to keep walking until the

Border Patrol showed up.

They walked for seven hours through a field until they saw a Border Patrol vehicle. The officers arrested

the teens and took them to a detention center near the border.

The Giron brothers were held there for two months until an older brother, who lives in South Florida,

picked them up.

“We miss our family in Honduras, but we finally feel safe here,” said Javier Giron.



Page 16 of 20

Source 3

Obama's immigration speech, cheered by immigrants, angers Congress

By Associated Press, adapted by Newsela staff, 11.21.14

WASHINGTON — President Barack Obama used executive actions on immigration Thursday night to

spare nearly 5 million people in the U.S. illegally from deportation. He also directed enforcement efforts

against illegal immigrants to focus just on "felons, not families."

The moves marked the most sweeping changes to the nation's immigration laws in nearly 30 years.

The president spent months trying to get a law passed through Congress, before taking action on his

own. By using executive actions, Obama set off a fierce fight with Republicans over the limits of

presidential powers.

In a televised address to the nation, Obama defended the legality of his actions. He challenged GOP

lawmakers to not block his measures. Instead, he asked them to approve a law to take the place of his

executive actions.

"To those members of Congress who question my authority to make our immigration system work

better, or question the wisdom of me acting where Congress has failed, I have one answer: Pass a bill,"

Obama said.

The move is seen as a flexing of his presidential powers. Just two weeks earlier his political standing

was challenged in midterm elections that saw Republicans gain firm control of Congress.

"Gracias Presidente Obama"

As Obama spoke from the White House, immigration supporters marched in Washington D.C. They

walked with American flags draped over their shoulders, carrying signs that read, "Gracias, Presidente

Obama."

Despite Obama's challenge to Republicans to pass a broader immigration bill, his actions and the angry

GOP response could do the opposite. They might prevent any chance of an immigration law for the rest

of his presidency.

Republicans have felt strengthened by their sweeping victories in the midterms. They are debating their

possible responses to the president's actions.

"The president will come to regret the chapter history writes if he does move forward," said Senator

Mitch McConnell of Kentucky, the top Republican in the Senate.

Obama's measures are sweeping in their goals. Yet they still leave more than half of the 11 million

people living in the U.S. illegally in a state of uncertainty.

The president announced new deportation rules. Law enforcement will now be directed to focus on

tracking down serious criminals and people who have recently crossed the border. People who have

been in the U.S. for more than 10 years will not be targeted.

Obama insisted that his actions were not an amnesty. An amnesty for illegal immigrants would forgive

their acts of entering the U.S. without permission. It would also give them some legal rights to stay in

the U.S.



Page 17 of 20

"Amnesty is the immigration system we have today — millions of people who live here without paying

their taxes or playing by the rules, while politicians use the issue to scare people and whip up votes at

election time," he said.

Young People And Parents Benefit

An amnesty would affect all illegal immigrants. Obama's actions will affect mostly parents and young

people.

One group will benefit most: Immigrants who have been in the U.S. illegally for more than five years

but whose children are citizens or permanent residents. Those individuals will be able to seek relief from

deportation and get work permits. Before doing so, they'll have to pass background checks and pay fees.

The administration expects about 4.1 million people to qualify.

Obama is also broadening a rule he made in 2012. It delayed deportation for some young immigrants

who entered the country illegally. The current cutoff was for people who arrived in the U.S. as minors

before 2007. Obama will expand that to 2010. He also will lift the rule that anyone seeking the delay be

under 31. In all, those changes are expected to affect about 300,000 people.

Immigrants can apply for the new delay in deportation in the spring. Those who qualify would receive

delays for three years at a time.

Immigration-rights activists gathered around the country to listen to the president. Many have sought the

changes for years.

"This is a great day for farmworkers. It's been worth the pain and sacrifice," said Jesus Zuniga, a 40-

year-old who picks tomatoes in California's Central Valley.

In New York City, however, a couple of protesters held "no amnesty" signs.

"We have a lot of unemployed Americans right now, and I don't understand why unemployed

Americans can't be hired to do the jobs these illegals are doing," said John Wilson.

Who's The Boss?

The White House insists Obama has the legal authority to halt deportations for parents and children.

Administration officials say deportations can be stopped on humanitarian grounds. As support, officials

mentioned immigration executive actions by previous presidents.

Parents of citizens or permanent residents will have a new path to gain citizenship. Adult citizens are

already allowed to sponsor their parents for immigration. Obama's plan goes a step further. Now, young

citizens can sponsor their parents.

GOP lawmakers disagree with Obama's claims of legal authority. They called his actions

unconstitutional.

Republicans could respond by filing legal challenges or force a government shutdown.

GOP leaders have warned against such talk. Republican leaders say such moves could backfire, angering

many Hispanic voters for the next presidential election.



Page 18 of 20

Source 4

What's Causing The Latest Immigration Crisis? A Brief Explainer

July 09, 201410:54 AM ET

Alan Greenblat

It's turning into the largest influx of asylum seekers on U.S. soil since the 1980 Mariel boatlift out of

Cuba. Since October, more than 52,000 children — most from Central America and many of them

unaccompanied by adults — have been taken into custody. That's nearly double last year's total and 10

times the number from 2009.

President Obama has called on Congress to supply nearly $4 billion simply to deal with the problem. In

the meantime, U.S. officials are doing what they can to discourage Central Americans from sending

their children in the false belief they will readily be admitted to live with relatives. As the crisis

continues, here's an explainer on some of the key questions facing policymakers:

What is fueling this influx? Why have so many children from Central America attempted to enter

the U.S. over the past nine months? A study by the U.N. High Commissioner for Refugees found that 58 percent of the unaccompanied

children are motivated by safety concerns, fearing conditions back home.

Their home countries have been racked by gang violence, fueled by the drug trade. According to U.S.

Customs and Border Protection, "Salvadoran and Honduran children ... come from extremely violent

regions where they probably perceive the risk of traveling alone to the U.S. preferable to remaining at

home."

There's violence in Guatemala, too. Many Guatemalan children, however, come from poor rural areas

and may be seeking economic opportunities. The same is true for children from poorer parts of El

Salvador. For many, the prospect of reuniting with family members in the U.S. is also a powerful

motivating force.

Central American families may have been misled by rumors — often spread by profit-seeking smugglers

— that their children will readily be reunited with relatives already in the U.S.

Republicans argue that the president's 2012 decision not to deport so-called dreamers — young adults

brought to the country illegally as children — has led more families to hope for similar treatment.

Why are Central American children treated differently than Mexican children attempting to cross

the border illegally? U.S. policy allows Mexican child migrants to be sent back quickly across the border. However, under a

2008 law meant to combat child trafficking, the Trafficking Victims Protection Reauthorization Act,

children from Central America must be given a court hearing before they are deported (or allowed to

stay). Given the huge backlog of cases, they may have to wait years for a hearing.

"Because of a backlog, which is growing greatly with the recent influx, in essence a kid released

tomorrow could stay in the U.S. for up to three years waiting for that date," explains NPR's Carrie Kahn.

http://www.unhcrwashington.org/sites/default/files/1_UAC_Children%20on%20the%20Run_Full%20Report.pdf

http://adamisacson.com/files/dhsuacmap.pdf

http://adamisacson.com/files/dhsuacmap.pdf

http://www.npr.org/blogs/itsallpolitics/2014/03/14/290244211/hispanic-activists-vow-to-keep-pressing-white-house-over-deportations

http://www.nytimes.com/2014/07/08/us/immigrant-surge-rooted-in-law-to-curb-child-trafficking.html?hp&action=click&pgtype=Homepage&module=first-column-region&region=top-news&WT.nav=top-news



Page 19 of 20

"And for most of these kids, that's three years with a long-lost relative or three years away from extreme

poverty and violence."

In the meantime, as many as 90 percent of the children stay with relatives or family friends already

living in the U.S., with the rest placed in foster care, according to the Migration Policy Institute.

President Obama recently asked Congress to amend the 2008 law to make it easier to repatriate Central

American children more quickly.

President Obama wants nearly $4 billion to help deal with this backlog. How will Congress

respond? The administration on Tuesday asked Congress for $3.7 billion to deal with the immigration crisis, as

part of an "emergency" package of funds that would also help pay for Western wildfires. The money

would be spent on additional Border Patrol manpower, detention facilities and more judges, while also

improving care for children during the deportation process.

The request carefully sidesteps addressing questions of current immigration law. For that reason, debate

may be limited to dealing with the immediate crisis, rather than how and whether to change policies.

The Senate Appropriations Committee will hold a hearing on the matter on Thursday. House leaders did

not signal immediate approval or disapproval, but Kentucky Republican Rep. Hal Rogers, who chairs

the House Appropriations Committee, told Politico, "Plainly, the situation for many of these

unaccompanied children is extremely dire, and the United States has both a security and a moral

obligation to help solve the crisis at hand."

What effect — if any — will all this have on the larger immigration debate? The U.S. Conference of Catholic Bishops and other groups advocating for immigrants are calling for the

children to be treated as refugees who are fleeing violent criminals in their home countries.

The U.N. High Commissioner for Refugees echoed that desire on Tuesday, noting that this is a region

wide problem.

But the migrants are unwelcome among groups traditionally concerned with illegal immigration. Most

dramatically, last week protesters blocked busloads of migrant children and families from entering a

processing facility in Murrieta, Calif.

"Word has gotten out around the world about President Obama's lax immigration enforcement policies,

and it has encouraged more individuals to come to the United States illegally, many of whom are

children from Central America," House Judiciary Committee Chairman Robert Goodlatte, a Virginia

Republican, said last month.

For its part, administration officials say that overall apprehensions of immigrants seeking to cross at the

Southwestern border remain at near-historic lows. The administration hopes to speed up deportations,

even as top officials describe the situation as a humanitarian crisis.

http://www.migrationpolicy.org/article/dramatic-surge-arrival-unaccompanied-children-has-deep-roots-and-no-simple-solutions

http://www.latimes.com/nation/la-na-deport-children-20140706-story.html#page=1

http://www.npr.org/2014/07/08/329884047/obama-requests-nearly-4-billion-in-funds-to-speed-deportations

http://www.politico.com/story/2014/07/barack-obama-congress-child-migrants-108657.html#ixzz36tZK5SmT

http://www.usccb.org/news/2014/14-118.cfm

http://www.npr.org/blogs/thetwo-way/2014/07/08/329774643/u-n-urges-u-s-to-treat-migrants-as-refugees

http://www.npr.org/blogs/thetwo-way/2014/06/29/326680790/reports-obama-administration-seeks-change-in-law-to-speed-deportations



Page 20 of 20



To: K-8 Principals and Coaches


Subject: 2014-2015 Coaches’ Training for Mathematics – January 16, 2015

Prepared By: Dr. Aida Molina, Assistant Superintendent – Academic Improvement

& Accountability



Prepared By: Valerie Saylor, Supervisor, New Teacher Support

Subject: CPACE Field Testing Opportunity

Approved By: Diane Cox, Assistant Superintendent, Human Resources Page 1 of 1

To: All Certificated Employees Date: January 8, 2015 No. 15293

The Commission on Teacher Credentialing (CTC) is in need of your assistance in field testing questions for

the re-developed California Preliminary Administrative Credential Examination (CPACE). Field testing is a

critical step in the test development process. It allows the CTC to collect information about the

performance of new test questions to ensure that they are appropriate for use with the CPACE. The

participation of California educators is important to this stage of test development and to the strength of

the testing program. Items approved through field testing will appear on the CPACE beginning with its

administration in July 2015.

How to Get Involved

Beginning January 12, 2015, go to www.pearsonvue.com/espilot/ to schedule an individual computer-

based field test administration for the date, time, and test center of your choice. Computer-based field

test appointments are offered at Pearson VUE test centers across California starting January 26, 2015.

Who is Eligible to Participate?

Educators are eligible to participate in the field test if they have at least three years of certificated

experience in California schools, such as teaching, counseling, nursing, or as librarians. Faculty members

teaching school administration courses and holders of a Preliminary, Clear, or Life Administrative Services

Credential are not eligible to participate in the field test.

Advantages of Participation

Participants can receive their choice of either a $50 Barnes & Noble eGift Card or a $75 test

registration voucher for each completed field test form. Participants may take up to six forms.

o A Barnes and Noble eGift Card is valid for use until the balance is consumed

at www.bn.com and has no expiration date.

o A voucher may be applied toward registration fees for a future California credentialing

examination, including the California Basic Educational Skills Test™ (CBEST®), California

Subject Examinations for Teachers® (CSET®), California Preliminary Administrative

Credential Examination (CPACE), California Teacher of English Learners® (CTEL®), or

Reading Instruction Competence Assessment® (RICA®). Test registration vouchers are

transferable and expire on June 30, 2016.

Participants have the opportunity to view and respond to test questions that may appear on the

actual CPACE. (Participants will not receive feedback on their responses.)

Participants have the opportunity to provide input on the development of the test.

http://www.pearsonvue.com/espilot/

http://www.bn.com/



To: All Teachers Date: 1/8/15 No. 15294

Subject: ELD Module Professional Development

Prepared By: Esmeralda Romero, Curriculum and Standards


Approved By: Dr. Aida Molina, Assistant Superintendent,

Academic Improvement and Accountability

Page 1 of 1

English Language Development Module Professional Development

Training Locations: Professional Development Center (PDC)

& Cato Middle School

Call Curriculum & Standards at Ext. 14874 to register.

Module 1

Creating the Culture and

Climate for Active Language

Engagement

Time: 3:30 – 5:30 p.m.

Thursday, January 8, 2015 Wednesday, February 4, 2015

Thursday, February 5, 2015

Module 2

The Art of Questioning, Cueing

and Prompting

Time: 3:30 – 5:30 p.m.

Tuesday, January 13, 2015 Wednesday, January 14, 2015

Tuesday, February 10, 2015 Wednesday, February 11, 2015

Module 3

Collaboration Conversations:

CA ELD Standards Part 1

Interacting in meaningful ways

Time: 3:30 – 5:30 p.m.

Wednesday, January 21, 2015 Friday, January 23, 2015

Wednesday, February 18, 2015 Wednesday, February 25, 2015

Modules 1 - 3

Location: Stiern Middle School

Time: 8:00 a.m. – 3:00 p.m. (Lunch not provided)

Saturday, January 31, 2015 Saturday, February 21, 2015



.

Subject: Pro-Act Training

To: Special Education Teachers, Aides, Site Administrators


Prepared By: Rebecca Ruiz, Program Manager, Behavioral Health

Reviewed By: Julius Steele, Ed. D., Director, Special Education

Page 1 of 1

PPrroo--AAcctt

TTrraaiinniinngg

FFoorr SSppeecciiaall EEdduuccaattiioonn TTeeaacchheerrss,, PPaarraapprrooffeessssiioonnaallss aanndd ootthheerr

SSppeecciiaall EEdduuccaattiioonn SSuuppppoorrtt SSttaaffff

Location: Rafer Johnson School, 1001 10

th Street Bakersfield, Ca. 93304

2:30 p.m. – 6:30 p.m.

Dates: Monday 1/26/15 Wednesday 1/28/15 Tuesday 2/3/15 Thursday 2/5/15 Tuesday 2/10/15 Thursday 2/12/15

Presenter: Liz Gonzalez, Certified Trainer Joshua Valverde, Certified Trainer

Description: Pro-Act certification is mandatory for Special Education Severely Handicapped, Emotionally Disturbed and Autism Teachers and Paraprofessionals who currently have not had the training or are new to BCSD. Mild moderate teachers/staff are also recommended to attend. This certification addresses pro-active behavior intervention in addition to reactive techniques, including physical restraint.

To register for trainings please contact Liliana Ayala at 11110

Pro-Act is a 20 hour certification training and in order to become certified,

participants must attend all 6 sessions listed below. Employees must attend all 6

sessions listed below and complete the certification in order to be paid.

Approved By: Dr. Aida Molina, Assistant Superintendent, Academic Improvement

and Accountability



To: All Users of Electronic Ordering for 2014/2015 Date: January 8, 2015 No. 15296

Subject: CLOSING DATES FOR “ON-LINE” ORDERING – Current Year 2014 - 2015

Prepared By: David J. West, Director, Stores and Purchasing

Approved By: Steve McClain, Chief Business Official Page 1 of 1

PURCHASING DEADLINES

FOR ON-LINE ORDERS

FISCAL YEAR 2014-2015

THE FINAL DATE TO SUBMIT “ON-LINE” ORDERS FOR

ALL ENCUMBERED PURCHASE ORDERS AT THE FOLLOWING COMPANIES IS APRIL 23, 2015

OFFICE DEPOT

STINSON’S

SOUTHWEST SCHOOL SUPPLY

SCHOOL SPECIALTY

ONLINE ORDERS MAY ALSO BE SUBMITTED UNTIL APRIL 23, 2015

Please note: All items delivered to the warehouse July 1st or later will be charged to

the school’s or department’s 2015-2016 budget. Funds for these purchases will NOT

be carried over from the current fiscal year.

As you prepare requisitions for “on-line” ordering, please keep in mind that you must use

the requisition within the allotted “10 orders” per requisition. You will be purchasing

supplies to last until the end of the fiscal school year. As much as is possible, requisitions

for “end of the year” activities (awards, trophies, etc.) should be submitted by the April 23rd

deadline. Please call David West at extension 14711 with questions or concerns related to

this important deadline.

h:\PURCHASING\TABS

table of contentsdepartments.bcsd.com/tabs/1415/010815/printable tab 01-08-15.pdf · the workshop...

Documents