Curriculum Support
Assistance is provided for educators in developing and matching curriculum with the State Content Standards, Frameworks, Instructional Materials and professional development in each subject area. Planning and facilitation services are provided at district request.
For more information please contact Elisa Torres-Barton, Ed.D. at 559-662-3871, by email at etorres-barton@mcsos.org; or Kirk Delmas at 559-662-3866, by email at kdelmas@mcsos.org or visit the informational websites listed to the right.
cURRICULUM lEADS
cURRICULUM lEADS![]()
cURRICULUM lEADS
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Arts
Rosie Blanco
(559) 662-3870
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Health and PE
Jennifer Enns, Ed.D.
(559) 662-3810
jenns@mcsos.org |
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Career Technical Education
TBA
(559) 662-3870
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History and Social Science
TBA
(559) 662-3870
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College and Career Readiness
Kirk Delmas
(559) 662-3866
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Instructional Technology
TBA
(559) 662-3870
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English Language Arts/English Language Development
Gini Pierce-Cummings
(559) 662-6270
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Mathematics
Kirk Delmas
(559) 662-3866
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English Learner
Gini Pierce-Cummings
(559) 662-6270
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Project Protect
TBA
(559) 662-3870
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Science
Kirk Delmas
(559) 662-3866
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eld and title iii information
eld and title iii information![]()
eld and title iii information
Madera County Superintendent of Schools (MCSOS) provides guidance and support to LEAs in the implementation and improvement of Title III programs to ensure alignment with the provisions and stipulations of Every Student Succeeds Act (ESSA), including submission and annual review of the LCAP Federal Addendum. Support for the administration, implementation, and score analysis of the English Language Proficiency Assessment for California (ELPAC), English Learner Master Plan development, and English Learner Reclassification guidance are available. Assistance and training workshops in English Language Arts (ELA) and English Language Development (ELD), and the English Learner Roadmap can be provided to districts as well. In coordination with the Madera-Mariposa SELPA, MCSOS provides guidance and support of districts in meeting the needs of dually-identified students.