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2011-2012 School
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Korean

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Collaborative Decision Making

Elementary Reading/Language Arts Program

Student/Parent Handbooks/Guides

Medical Forms

  • Parent's Request to Treat Diabetes @ School
  • Parents Request to Administer Medication at School

Translation Services
 

The following documents are available in translated (pdf) format through your school administrators.  Please contact your school and they will be able to assist you in getting these translations.   (If you need additional documents translated, please call Ellen Olsen @ 410-222-5425.

  • English Language Development Program - Exit Letter

  • Parent-Teacher Conference Letter

  • Field Trip Permission Form

  • MD Testing Exemption ESOL #21

  • Emergency Information Card

  • Waiver-Refusal of ESL-Bilingual Program

  • NCLB - Notification of English Language Development Program Placement

  • Field Trip Permit Slips

  • Home Language Survey - Rev. 03/2005

  • Absence, Documentation for - Rev. 03/2005


Translation Links
The following translation links are courtesy of the MD Public Schools website.   They are listed here for your convenience.

Title III Program
Parent Notification Letters

PARENTAL NOTIFICATION

Section 1111 9 (g)
 

Each Local Education Agency must inform parents of a limited English proficient child identified for
participation in the district's ESOL program

  • no later than 30 days after the beginning of the school year for students who enter at the start of the school year.
  • within the first 2 weeks for those children of attendance for children who have not been identified as limited English proficient prior to the beginning of the school year.

Parent Notification Letter
English
          Translations


Simplified versus Traditional Chinese

 

Due to the variation of geographic areas in which Traditional and Simplified Chinese are employed as the written form of communication, we are providing the Parent Notification Letter in both formats. Please ascertain the needs of the individual families and provide the appropriate translation.

2008 Top 10 Things Parents Need to Know About the High School Assessments
English | Spanish | French | Korean | Vietnamese | Simplified Chinese


2010-2011 A Parent’s Guide, Maryland’s plan for
preK-12 education

EnglishEspañol
A Parent's Guide

The 2010-2011 Parent's Guide has been translated into Spanish.

El guía para los padres; Plan de educación de Maryland 2010-2011 se ofrece en español.

Parent Involvement Matters Award
December 2007
An annual program to honor Maryland parents who have made outstanding contributions to public education.
 
English | Chinese | French | Korean | Spanish | Vietnamese


Maryland Classroom: Parent’s Guide to the MSA
October 2007 Vol. 13  No. 1
English | Chinese | French | Korean | Spanish | Vietnamese
 

Leadership Succession Planning Guide for Maryland Schools (2006) - This innovative guide is a unique look at leadership succession issues in the public school sector, particularly the shortage of quality principals.  It provides a stimulus for conversation for senior leadership in school systems, an outline for those educators interested in preparing their own leadership succession plan, and an actual leadership succession plan for an example school system.
Traditional Chinese Version
Simplified Chinese Version


M-PAC Summary
Chinese Cover Summary|French Cover Summary | Korean Cover Summary |Spanish Cover Summary| Vietnamese Cover Summary 


Your Child Goes to PREKINDERGARTEN
English

Amharic | ArabicChinese | French | Gujarati Hindi Korean | Russian | Spanish | Tagalog | Urdu | Vietnamese


Your Child Goes to KINDERGARTEN English

Amharic | ArabicChinese | French | Gujarati Hindi Korean | Russian | Spanish | Tagalog | Urdu | Vietnamese 



Parents' Rights and Responsibilities in the Early Intervention System Brochure
 
English | Amharic | Arabic | Chinese | Farsi | French | Gujarati |Haitian Creole | Hindi | Japanese | Korean | Portuguese | Spanish | Tagalog | Urdu | Vietnamese

 
Maryland Instructional Leadership Framework (2005) - This document serves as the philosophical basis for the work of the Division for Leadership Development.  It defines instructional leadership through eight outcomes and provides evidences in practice that should be evident where such leadership exists.
Traditional Chinese Version
Simplified Chinese Version