Bilingual business and finance academy proposal final

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					Bilingual Business and Finance Academy
Proposal
Lead Teacher: Beth Makowski

Unifying Vision/Identity


The Bilingual Business and Finance Academy is the longest established
academy at Venice, originating in 1996. Due to our longevity, we have a very
unique and substantiated need and identity.

The Bilingual Business and Finance Academy (BBFA) is currently a California
Partnership Academy that provides an opportunity for students to learn in a close
family-like atmosphere, integrating academic and career-technical education, and
has established viable business partnerships.

Our academy is a four-year program, in grades 9-12, structured as a school-
within-a-school incorporating a curriculum focused on college preparation and
career themes, coordinated with related academic classes, a voluntary student
selection process that identifies interested ninth graders, a small team of
teachers who work together to plan and implement the program, and a variety of
motivational activities including parental support, a well-developed reward
structure, speakers, field trips, job-shadowing, a mentor program, work
experience, and regular monitoring of progress with feedback to students.
Academic-technical integration of curriculum is a key ingredient. In the eleventh
grade, mentors are matched to students in the BBFA. Mentors are from the
business or finance community who volunteer to be a career-related “caring
adult” in the student’s life. After the junior year, students on track for graduation
are placed in summer jobs. Students apply for these jobs as they would in the
open market; they prepare resumes, complete job applications and have
interviews. Companies make the hiring decisions.              BBFA students attend
academy classes for 1/3 to ½ of their day, depending on grade level.

Completion of the BBFA coursework satisfies the California A-G requirements
ensuring that our graduates will be California State University and University of
California eligible. The culminating goal for our students is multifold: to prepare
them for a four-year university, for community college or vocational/trade school,
and for immediate employment in the work force.

              Academic       Academic       Academic      Career-Tech   Career-Tech
              class 1        class 2        class 3       class 1       class 2/other
10th          Eng. 10 A&B    Mod. World                   Elect. Key    Intro to
                             Hist. A&B                    Board         Computers
11th          Cont Comp      US Hist 20th                 Intro Word    Data
              Am. Lit        Cent A&B                     Processing    Processing
12th          Adv. Comp.                                  Bus. Org.     Adv. Comp.
              World Lit.                                                Entrepreneur
Venice High School operates on a traditonal six period day which the BBFA
adheres to. Tenth grade History and English classes are blocked and 11th grade
history and computer classes have a two-period block.

The content in our career technical courses allows keyboarding students to
develop mastery level of the keyboard on the microcompurter as they learn to
prepare business correspondence using correct format. Introduction to Computer
give students the opportunity to identify and use hardware on microcomputers.
Students use Microsoft Office Suite application programs commonly used in
business; wordprocessing, spreadsheets, database and desk top publishing. In
the Information Processing class, students continue to learn computer skills while
developing intergrated thematic academy projects. The Word Processing class
avails students the chance to develop higher level word processing skills using
Microsoft Word, Excel, Power Point and the Internet. In the Small Business
Management Class, students aquire principles and skills by developing a small
business by creating marketing, and developing an ambitious selling strategy in
order to sell a product. Advanced Computers gives students futher opportunities
to expand their knowledge of computers using Microsoft Office Suite to create a
business oriented senior project.

Curriculum for career technical education is integrated into the academy’s core
academic courses. In grades 10-12, integrated, thematic projects are culminated
in computer classes.

In 10th grade, the World History class researches and analyzes propaganda.
Propaganda used in Word War II is discussed. English lasses read Elie Wiesl's
"Night" to illustrate the personal effects of propaganda. Keyboarding classes
then type a report on both topics and provided graphics using MS Word.

In 11th grade, a Judicial System Project is also assigned to explore careers in the
judicial system and examined the requirements needed for a variety of careers.
Students gained an understanding of the court system on the national, state, and
municipal levels.

A Black History Month project is also given to students to explore the
contributions of African-Americans in America by creating power point
presentations and improving internet skills while investigating primary resources.

Upon graduation, students will have been exposed to a wide range of
opportunities, from the occupational training needed for entry-level employment
to preparation for college entrance (A-G requirements, SAT/ACT, Advanced
Placement courses, etc.). Additional goals for students in the BBFA is to have
completed 10th and 11th grade with an attendance record of no less than 80%
positive attendance, obtain 90% of the credits each academic year in courses
that are required for graduation and successfully graduate after the 12th grade
and pursue a post secondary at a trade school or a 4-year college or university.

Venice High School is located on the west side of Los Angeles about 1.5 miles
from the heart of Venice, California, a community that historically has been
immersed in the arts. The Bilingual Business and Finance Academy (BBFA) is
one of three small learning communities on Venice’s comprehensive high school
campus, serving an ethnically diverse, working class, Title I population. The
fourth small learning community, Culinary Arts and Sustainable Agriculture
Academy (CASAA) is currently in the proposal writing process. The surrounding
neighborhood is rich with companies, free-lance artists, and independent
contractors who work in the film, graphic and media arts industries. The home of
Sony Pictures, Fox Studios, MTV and Electronic Arts, the Venice-Culver City-
West Los Angeles area is the new Hollywood. Venice High School is a Title I
school, with a 65% graduation rate and demographics as follows: 73% Hispanic,
11% Black/Non-Hispanic, 11% White/Non-Hispanic, 3% Asian, 1% Filipino, 0.4%
American Indian/Alaskan Native, 0.2% Pacific Islander.

The BBFA has partnership with various employers. Employer representatives
serve on the BBFA Advisory Committee, (which also consists of school district
and school administrators and lead teachers), that oversees the program, assists
in the development of career technical curriculum, provides speakers for
Academy classes, hosts field trips to give students a perspective of the
workplace, provides mentors who serve as career-related role models and
personal points of contact and provides summer jobs and part-time school-year
jobs. There is also a BBFA Advisory Council on which parents and students
participate. The Council meets once a month on Venice’s campus and
collaborates on and evaluates instructional strategies, plan how to add
community partners, and develops new curriculum. Meetings are open to the
public and minutes are published.


Business partners provide mentors and mentor programs, work place
experiences in the form of job shadowing, and participates in the class room as
guest speakers which helps student self esteem, set goals, and prepare for
future career and college goals. Through an array of Venice High School
workshops, including academy parent night , academy parent college night, and
family academy picnic and banquet, parental participation has improved,
empowering parents to assist their child in setting goals for academic success.
Our business partners include Tom Costen, President of the Light Brighter
Project, and Michelle de Armas of Fox Studios, who serve as mentors to BBFA
students.

Our design team consists of:
Name                       Title                      Responsibility
Craig Alessi               APSCS                      Oversees the academy, master
                                                      schedule, programming
Beth Makowski     Lead Teacher       Responsible for:
                                          Guides Student Council
                                             for BBFA, including
                                             publishing BBFA
                                             newsletter
                                          Coordinates grade-level
                                             integration with
                                             Coordinator.
                                          Develops new
                                             curriculum in
                                             coordination with
                                             APSCS, counselor and
                                             Coordinator.
                                          Investigates new
                                             mentoring opportunities.
                                          Monitors current
                                             mentoring programs.
                                          Assist with recruiting
                                          Prepares and executes
                                             bi-annual academic
                                             award ceremonies.
                                          Assists in the planning
                                             of the Senior Banquet.
                                          Coordinates fieldtrips
                                             with other teachers.

Julie Markussen   BBFA Coordinator          Plans the overall budget.
                                            Coordinates grade-level
                                             integration with Lead
                                             Teacher.
                                            Oversees             BBFA
                                             Advisory Council and
                                             PTA
                                            Approves all
                                             expenditures
                                             (reimbursements for
                                             IMA, professional X-
                                             time, sub days, field
                                             trips, preparing
                                             documents for CPA, all
                                             llth grade activities).
                                            Organizes student
                                             elections for the BBFA
                                            Develops partnerships
                                             with community
                                             businesses for
                                             mentoring, job
                                             shadowing and
                                             internships.
                                            Monitors current
                                             mentoring programs.
                                            Coordinates guest
                                             speakers.
Laura Brady                 English Teacher                    BBFA Coordinator (08-09)
Carmela Taylor              11th/12th grade Business Teacher          Assisted with creation of
                                                                       the Advertising and Design
                                                                       Academy at Chiat Day.
                                                                      Curriculum development
                                                                       for the business portion of
                                                                       BBFA.
                                                                     Assists with Senior
                                                                      Banquet
Rita Bower                  BBFA Counselor                         Schedules all BBFA
                                                                      students (in addition to
                                                                      her regular student load).
                                                                   Counsels BBFA students
                                                                      one-on-one.
                                                                   Responsible for
                                                                      recruitment at middle
                                                                      schools as well as in the
                                                                      high school.
                                                                   Checks 5, 10 & 15 week
                                                                      grades and counsels
                                                                      students.
                                                                   Coordinates the BBFA
                                                                      Banquet.
Shondel Haley               Student (senior)                   BBFA President:
                                                                   Runs Student Council
                                                                      (which is responsible for
                                                                      the newsletter).
                                                                   Recruits       in    middle
                                                                      schools and regular high
                                                                      school     classes     for
                                                                      BBFA.
                                                                   Sets up/runs the senior
                                                                      fundraisers.

Rudy Flores                 Student (senior)                   BBFA Vice-President
                                                                    Assists the president in
                                                                       all activities.
PTA                                                            Donate time and supplies as
                                                               needed.
BBFA Advisory Committee                                        Donate time and supplies as
                                                               needed.



The school administration, counseling staff, and Academy instructors will provide
students and parents with information regarding the CTE Career Pathway offered
in BBFA at middle school orientations to high school. APSCS shares academy
info with dept. chairs at their monthly meetings. In addition, there is a bi-monthly
newsletter that BBFA gives to all staff members.

Decisions made by School Site Council and the SLC Leadership Team directly
relate to budget, student conduct, facilities, master schedule, student
programming, student behavior and safety.
Personalization

BBFA personalizes instruction for students by incorporating student’s
experiences and cultures into lessons that make real world connections between
curriculum and the business and finance sector. Lessons are also diverse in that
we branch off from the curriculum and explore many cultures. We have field trips
and other activities that create an “open mind set” for different types of views.
What students learn in school they get to experience in real world activities. Our
business partners, which include ING (Mutual Financial Planning-Investment),
Best-Buy, and the LA Times provide job-shadowing opportunities. In addition,
teachers employ different teaching methods/strategies (IEP accommodations,
SDAIE, CRRP) to encompass diverse learning styles.

Through peer, teacher and business mentors, dropout prevention assistance,
intervention, and internships, students are able to work with a core group of
adults for 3-4 years in caring, supportive relationships. An informal, 9th grade
orientation is held for students where information is shared on how to access
mentors and other BBFA programs and opportunities. A rapport is built between
BBFA staff and students that reciprocates support, trust, and a willingness to
work together for the betterment of BBFA students and the academy.

Many activities are conducted to involve parents in the BBFA. Newsletters,
luncheons, and monthly parent meetings are held to update parents on academic
issues and concerns and to involve them in their students’ work. Meetings will
also be used to plan activities and solicit parent input and ideas. Table displays
of BBFA student work will be exhibited at Back to School Night and Parent
Conferencing with parents hosting the exhibition.

Many supports and interventions have been put into place to assist student’s
transition from grade to grade, build upon their skills and support them
academically, personally and socially.

 A Tutoring Protocol has been established in addition to grade checks, which are
entitled, “BBFA Alert”. Notification to teachers are distributed if students grades
begin to decline, weekly progress reports are conducted if students demonstrate
a need for weekly monitoring, and letters are sent home to parents to involve
them in the process before grades slip too far, so parents remain active
participants in the process of their child being successful academically. Students
also participate in internships, senior projects, and are matched with a mentor.
In addition, community and business partners assist students find jobs that align
with their career interests. One to one grade counseling, college counseling,
financial and career counseling, in addition to a staff-mentor program, are made
available to students and their parents to attend together. BBFA staff is always
available to students if they have a problem. Students work in cooperative
learning groups in BBFA classes to build self-esteem. Peer tutoring between
BBFA students have lead to many close friendships between our students.
Referrals to social agencies associated with our campus (MAARSTAF), are also
made when deemed necessary.

To establish long-range, post-secondary goals to help students develop their
academic, personal and career plans, as per LAUSD’s Individualized Graduation
Plan, the counselor will meet at least annually with the student and their parents.
We also compile statistics to determine the percentage of students pursuing post
secondary education. Last year, 83% of BBFA students pursued post secondary
work.

All BBFA students complete a postsecondary plan with guidance from their
teachers and counselors. Students start in the 11th grade by preparing a College
and Career Portfolio. Part of the Senior Portfolio includes a postsecondary plan.
BBFA course curriculum also includes students preparing a Personal Statement,
Autobiography, and Resume in the 12th grade. The Personal Statements and
portfolio is finished one month before the due date in that many students use
them for interviews. Field trips to colleges in addition to business mentoring and
job shadowing opportunities give students a taste of college and a taste of the
business world.

To collect post-secondary data, we will have the seniors complete a survey about
their future college and career plans. We will follow up annually with these
surveys via email. We will disseminate this data to our BBFA Advisory Board for
their analysis and evaluation so that we know how to best construct curricula to
meet industry and student needs.

The staff meets throught the semester, in addtion to the end of the semester to
evaluate and plan for the next semester. We then meet with the stakeholders for
their assessment of the program. Together we identify areas for change and plan
the implementation. We also examine test scores, attendance records, and post-
secondary data to determine areas for modification. The BBFA counselor and
the office secretary in the Attendance Office provide academic and behavioral
data for BBFA staff to assist in identifying areas of change.


Equity and Access

All students are encouraged to select BBFA as their academy. BBFA students,
teachers and counselors go to feeder middle schools, as do the other three
academies, and present what their academy has to offer.             The school
administration, counseling staff, and Academy instructors will provide students
and parents with information regarding the CTE Career Pathway offered in BBFA
at middle school orientations to high school. Prospective students are given a
flyer, check off their preference, and then have it signed by their parent.
Counselors get students information electronically. Students, who would usually
slip between the cracks, have attendance problems, and low motivation, are
encouraged to participate in the BBFA. Sixty-six percent of our students meet
the at-risk criteria as set forth by CPA.

Multiple strategies have been developed to support diverse learners who
represent the range of different student subgroups at Venice and in BBFA. The
school offers three different opportunities to attend tutoring to assist students with
their academic studies. BBFA teachers also collaborate with teachers not in the
academy during school-wide department meetings in addition to collaborating
with the literacy and math coaches to assist in providing differentiated instruction
and reinforce/spiral old teaching with new concepts being taught. Students are
also allowed extra time to complete assignments.

Evaluation of student report cards and progress reports is conducted every five
weeks. The BBFA parent-student contract requires students attend mandatory
tutoring if any grade falls below a "C" through the various tutoring programs
offered at Venice High School, as well as on-going individual meetings with
academy councelors and academy teachers designed to monitor student
progress. Several incentive programs are in place, which include recognition of
students based on academic achievement, attendence, and citizenship in the
form of certificates, field trips and special recgnition assemblies.

For special needs students in the BBFA, Individual Education Plans (IEP) are
reviewed and re-visited to insure the implementation of all required
accommodations. Differentiated instruction and real world linkage to curriculum
will be incorporated into our instructional practices to provide culturally relevant,
and linguistically responsive teaching in support of all of our students. Tutoring,
BBFA Alerts, and parent notification via email and phone calls, are also included
in our intervention plan for students who have trouble mastering content
standards as a way of encouraging parents to be active participants in the child’s
learning.

Certain classes are blocked together so all BBFA students have some classes in
common. Academy classes are scheduled in a cluster, whenever possible, to
form a school within a school to better develop a variety of strategies to support
diverse learners that represent the range of different student subgroups at
Venice High School. Other specific classes are open to all students on Venice
campus, whether they are in an academy or not, as a way to support student’s
academic and personal development.

Academy teachers have a common planning period during the school day to
exchange student and educational information, and to work as a team in
planning, teaching and trouble-shooting program activities that support academic
and personal development for BBFA students. The planning period also includes
frequent analysis and review of disaggregated student outcome data to modify
instructional strategies.
Venice High School is not structured with wall-to-wall slc/academies so all
students have access to all teachers. BBFA teachers are not exclusively BBFA
teachers; they teach general education students also.

Counselors and teachers meet to review data and modify plans. We are
planning to open up this process to BBFA parents beginning Fall 2008.
Counselors then conduct curriculum/course counseling with BBFA students and
their parents. Students are encouraged and supported in enrolling into
Advanced Placement and Honors classes. Students originate the request.
Teachers also make recommendations.            Previous grades in addition to
information gathered by talking with current/former teachers are used to help
make a determination to enroll students in Advanced Placement or Honors
classes. Beginning in the 2008-2009 school year, BBFA staff will begin
identifying the percent of BBFA students in honors and AP and determine how to
actively encourage more students to take advantage of AP and honors classes.

Collaboration, Parent and Community Engagement

Parents, community stakeholders, business partners, and BBFA students play a
crucial role in the establishment and oversite of the BBFA.

The BBFA has partnership with various employers. Employer representatives
serve on the BBFA Advisory Committee, (which also consists of school district
and school administrators and lead teachers), that oversees the program, assists
in the development of career technical curriculum, provide speakers for Academy
classes, hosts field trips to give students a perspective of the workplace, provide
mentors who serve as career-related role models and personal points of contact
and provide summer jobs and part-time school-year jobs.

The BBFA has established partnerships with: TBWA/Chiat Day Advertising
Agency, Fox Studios, ING, Creative Artists Agency, Junior Achievement, Sony
Pictures, Washington Mutual, Project Echo, Santa Monica College, West Los
Angeles College and the Chamber of Commerce.

The Advisory Committee meets quarterly, however most members visit the
classroom or staff meetings on a more regular basis. The committee helps to
establish academy goals and add a "real world" aspect to the curriculum. They
help the staff and the program grow by validating our work. They closely monitor
the relevance of our coursework, ensuring that we are teaching the skills that are
required for student success after graduation. Advisory Committee members
consist of district and school administrators, lead teachers, parents, business
partners, and other community organizations.

The BBFA also has an Advisory Council that meets once a month at the school
site to collaborate on and evaluate instructional strategies, adding community
partners and developing new curriculum. Parents and students are included as
participants on the BBFA Advisory Council in order to make decisions and
develop new ideas. Meetings are open to the public and minutes are published.


The BBFA Advisory Board meets quarterly, also visiting classrooms or staff
meetings on a more regular basis. They have helped us develop a relevant
curriculum, one that readies students for the 21st century workforce. They provide
us with mentors, internships, job shadows, guest speakers, trainers, and tutors.
Business and Community Partners visit the class as guest speakers to inform
students about their jobs, provide feedback regarding students’ work, and to
teach skills that are needed to be successful in the fields of business and
finance. They help us assess student work in the career courses giving it real
world value, as well as ensuring that, as teachers, we are offering a real world
curriculum. They help the staff and the program grow by validating our work.
They closely monitor the relevance of our coursework, ensuring that we are
teaching the skills that are required for student success after graduation.


The staff meets at the end of the semester to evaluate and plan for the next
semester. We then meet with the stakeholders for their assessment of the
program . Together we identify areas for change and plan the implementation.
We also examine test scores, college attendance records, and attendance
records for modification.

The BBFA teachers meet once a week during a common conference period to
review student work and develop standards-based thematic, integrated lessons.
Grade-level integration meetings occur once or twice a month as needed, based
on a common set of rubrics. Proposed new classes for fall 2008 include
Business Ethics, Business Success Skills, Small Business Management and a
9th grade orientations/skills class.

Accountability and Leadership

The BBFA utilizes a leadership plan that involves all stakeholders through
individual accountability, group collaboration and collective responsibility.

There will be an administrator who is assigned to work with our academy as one
of their duties. They will work with the Academy Coordinator, Lead Teacher,
Academy Counselor, and resource teachers to assist academy teachers develop
a focus and direction for the academy as we implement the 7 attributes.

Our principal will provide guidance and information and will collaborate with
academy teachers as needed. In addition, she will provide support to academies
and will encourage and direct administrators to be involved with the academy
they select.
    The BBFA will utilize several services provided to the Venice High School as
a whole. Existing staff to ensure conformity with the school wide ISIS system will
provide attendance, including PSA services. Data generation and management,
including grading and demographic analysis of student progress, will be handled
by Assistant Principals and other school personnel who service the larger school.

Case carriers for our special needs students will collaborate with academy
teachers. Regular staff meetings will be conducted to assist in coordinating the
integration of special needs services and expertise into our program.


An SLC/Academy Leadership Team, which will consist of students, parents,
teachers, support staff, administrators, and community members, will be
established. Their role is to oversee the running of the SLC’s/Academies and
handle disputes. They will operate in concert with School Site Council and
School Based Management to enable the school to function as a collaborative
unit. Decisions made by School Site Council and the SLC Leadership Team
directly relate to budget, student conflict, facilities, master schedule, student
programming, student behavior and safety.

Professional Development

Currently, Venice has two professional development days per month, which
occur on the first and third Tuesday. The BBFA proposes to use one of those
days to meet as an academy/slc. Those professional development days will be
open to all stakeholders and will provide a forum for collaborating on issues
involving students, curriculum, events and evaluation of assessment results that
inform future planning.

BBFA will offer on-going training through professional development to increase
awareness of different student sub-groups that may require differentiated
learning styles.

Teachers in our academy will share strategies that incorporate best practices
throughout the curriculum, including multi-modal teaching strategies, modeling
expected behavior and performance outcomes, providing clear criteria and
rubrics for evaluating student work, collaborating on curriculum across all
disciplines.

    In addition, BBFA faculty, parents, community and business stakeholders will
use professional development time to collaborate on lessons that are responsive
to the students’ multiple learning styles. Integrated curriculum that is culturally
relevant and linguistically responsive, will be developed to address the needs of
a fully inclusive student population, seeking greater connection between school
and career.
       Selected professional development days will also be used for the resource
specialist teacher (RST) to collaborate with BBFA teachers in developing
curriculum, accommodations, and modifications that are integrated with the
general education curriculum. Parents will have the opportunity to ask questions
and address concerns regarding heir student’s specific learning style.

Standards-Based Instruction and Assessment

The Bilingual Business and Finance Academy (BBFA) is currently a California
Partnership Academy that provides an opportunity for students to learn in a close
family-like atmosphere, integrating academic and career-technical education, and
has established viable business partnerships.

Our academy is a four-year program, in grades 9-12, structured as a school-
within-a-school, incorporating a curriculum focused on a career theme,
coordinated with related academic classes, a voluntary student selection process
that identifies interested ninth graders, a small team of teachers who work
together to plan and implement the program, and a variety of motivational
activities including parental support, a well-developed reward structure,
speakers, field trips, job-shadowing, a mentor program, work experience, and
regular monitoring of progress with feedback to students. Academic-technical
integration of curriculum is a key ingredient. In the eleventh grade, mentors are
matched to students in the BBFA. Mentors are from the business or finance
community who volunteer to be a career-related “caring adult” in the student’s
life. After the junior year, students on track for graduation are placed in summer
jobs. Students apply for these jobs as they would in the open market; they
prepare resumes, complete job applications and have interviews. Companies
make the hiring decisions.

Upon graduation, students will have been exposed to a wide range of
opportunities, from the occupational training needed for entry-level employment
to preparation for college entrance (A-G requirements, SAT/ACT, Advanced
Placement courses, etc.). Additional goals for students in BBFA is to have
completed 10th and 11th grade with an attendance record of no less than 80%
positive attendance, obtain 90% of the credits each academic year in courses
that are required for graduation and successfully graduate after the 12th grade
and pursue a post secondary at a trade school or a 4-year college or university.

Our Business and Public Sector partners provide mentors and internships and
help us develop a relevant curriculum, one that readies the student for the 21st
century workforce. They provide us with mentors, internships, job shadows,
guest speakers, trainers, and tutors. They also assist us in assessing student
work in the career courses, giving them real world value, as well as ensuring that,
as teachers, we are offering a real world curriculum.
BBFA teachers will utilize best practices throughout the curriculum, including
multi-modal teaching strategies, modeling expected behavior and performance
outcomes, providing clear criteria and rubrics for evaluating student work, and
collaborating on curriculum across all disciplines during regular faculty
professional development meetings.


All partners have the opportunity to help and assess student projects. This gives
the student and teacher "real world validation" of their work. They also help to
identify the requirements of potential employees in today's work force. Parental
involvement is crucial when an intervention is needed.


Weekly staff meetings are conducted to discuss student achievement. Mandatory
peer tutoring is required if grades are below acceptable level. Parent contact for
both academic and attendance issues is crucial, continuous and consistant.

The academy staff also meets at the end of each term to evaluate the previous
semester and prepare for the upcoming semester. We then meet with our
stakeholders for their assessment of the academy program. Together we identify
areas of proposed change and its implementation. The staff also examines the
state test scores, college atttendance records, and attendance records for
modification.

				
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