trimble county school district … 20112012.pdftrimble county school district comprehensive...

TRIMBLE COUNTY SCHOOL DISTRICT

COMPREHENSIVE IMPROVEMENT

PLAN 2011-2012

Mission Statement

We expect each and every student to be a proficient, productive, and contributing

member of society.

ASSURANCE CERTIFICATION SCHOOL YEAR

2011-2012

I certify that to the best of my knowledge, the information contained in this application is correct

and complete and that the agency named in this application has authorized me, as its

representative, to obligate this agency to conduct any ensuing program or activity in accordance

with all applicable Federal and State laws, regulations and specific program assurances contained

on the following link:

http://www.education.ky.gov/NR/rdonlyres/efgp7cbgltnjyfyyhqzr77s47t7oiptwzcgzaizunhciwzni

uoekowm6hgtseudoqpsr72afy4khwpqn2gisw76bh7b/DistrictAssurancesEmailInstructions.pdf SUPERINTENDENT _______________________________ BOARD CHAIRPERSON ___________________________ DATE___________________________________________

http://www.education.ky.gov/NR/rdonlyres/efgp7cbgltnjyfyyhqzr77s47t7oiptwzcgzaizunhciwzniuoekowm6hgtseudoqpsr72afy4khwpgn2gisw76bh7b/DistrictAssurancesEmailInstructions.pdf

http://www.education.ky.gov/NR/rdonlyres/efgp7cbgltnjyfyyhqzr77s47t7oiptwzcgzaizunhciwzniuoekowm6hgtseudoqpsr72afy4khwpgn2gisw76bh7b/DistrictAssurancesEmailInstructions.pdf

Comprehensive District Improvement Plan 2009-2010

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COMPREHENSIVE DISTRICT IMPROVEMENT PLAN

EXECUTIVE SUMMARY

Mission Statement

We expect each and every student to be a proficient, productive and contributing member of

society.

Plan Summary

The main academic focus for 2010-2012 will be in the area of Response to Intervention,

Differentiation of Instruction, District Professional Learning Teams, curriculum alignment,

Characteristics of Highly Effective Teaching and Learning, and formative assessment.

Curriculum alignment will address the New Core Standards for Mathematics and English

Language Arts. Our focus will be on the development of the curriculum and formative and

summative assessments. We will improve in these areas through the following approaches:

1. Curriculum Realignment Continuum

2007-2008: School level curriculum realignments reflect revised Core Content 4.1.

2008-2009: School level curriculum maps revised.

2009-2010: District curriculum documents realigned to reflect College Readiness

Standards. School level curriculum maps revised.

2010-2011: District realignment of curriculum documents to include the new revised

content standards and assessment – formative and summative. Program reviews in

Arts/Humanities, Practical Living & Career Studies, and Writing will be

implemented.

2011-2012: Continued alignment of curriculum documents in math and English

Language Arts; District realignment of curriculum documents to include the new

Science Common Core Content. Curriculum alignment will also be completed to

address the findings of the Program Reviews conducted in 2010-2011.

2. The 2011 Kentucky Performance and NCLB Reports will continue to reflect an 10%

decrease in the gap between the scores of the entire student group and the scores of the

students when separated into the following subgroups:

Gender

Special Education

Free/Reduced Lunch eligible students

Gifted/Talented

Career/Technical Education


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3. Instructional Support

Individual Learning Plans (ILP) and school schedules will ensure that all students

have instruction from and access to the least restrictive environment and age-

appropriate grade level for the Kentucky Core Content for Assessment.

A “Response to Intervention” district plan will be implemented in which teachers will

provide extended instruction to include one-to-one and small group instruction to

assist students in developing concepts addressed in the Common Core Standards in

Math and English Language Arts, the revised Kentucky Core Content 4.1for other all

other content areas, Program of Studies, and College Readiness Standards.

District Professional Learning Teams will focus on the deployment of the New Core

Standards in Math and English Language Arts and conduct “in-house” pilots of the

Program Reviews in Writing, Arts/Humanities, and Practical Living/Career Studies

(2010-2011).

District Professional Learning Teams will focus on the Characteristics of Highly

Effective Teaching and Learning and utilizing formative assessment to guide

instruction in Math and English Language Arts.

Process Summary

1. How Planning and Needs Assessment Teams Were Organized and Timelines

Established:

During the 2010-2011 school year, each of the Trimble County Schools and district

personnel conducted needs assessments involving each stakeholder. The stakeholders

included the following: the superintendent, board member, program coordinators,

instructional supervisor, SBDM members, principals, parents, teachers, community

members, support personnel, and students as appropriate. These stakeholders were

involved in ensuring that appropriate tasks were undertaken and appropriate timelines

were set for training and completion of the comprehensive improvement process. Needs

Assessment Teams were organized at the school levels making sure they were comprised

of the required members, and ad hoc committees were established to carry out individual

tasks as needed. The District Improvement Planning committee established meeting

dates for reviewing progress of the plan and for its final adoption. The meeting dates and

agendas were as follows:

September – October 2010 – Individual schools completed data analysis and

submitted reports to their SBDM councils and Trimble County Board of

Education for approval.

October 2010 – Plan revised based on NCLB and KCCT data analysis

October 21, 2010 – District Planning Committee training including overview of

the planning process, member responsibilities, and timelines.


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October – November 2010 – Each school revised their SIPs and those were

approved through their respective SBDM Councils.

November 16, 2010 – Review of School and District Mission Statements, Priority

Needs, Principal Reports on School Improvement Plans, Establish District

Priority Needs

December 6, 2010 – First Reading of the District Improvement Plan

December 9, 2010 – Public Meeting for DIP review and discussion

December 15, 2010 – Final Reading and Approval of 2011-2012 District

Improvement Plan

December 6 – December 15, 2010 – Public review of the 2011-2012 District

Improvement Plan

December 15, 2010– Board Approval of 2011-2012 District Improvement Plan

February 2011 – DIP revised to address AMAO needs

December 2011 – DIP revised to address NCLB AYP status

District Comprehensive Committee

Participants Names Stakeholder Group

Marcia Dunaway Superintendent

Joey Martin Board Member & Business Owner

Rebecca Moore Instructional Supervisor &

Director of Federal Programs

Jean Adams Director of Special Education

Rod Smothers Chief Information Officer

Denise Hall Family Resource & Youth Service

Center Coordinator

Carla Goins Gifted/Talented Specialist

Jeff Vincent Migrant Education

Tracie Heveline Community Representative & Parent

Debbie Beeles BES Principal

Mike Genton TCMS Principal

Sharon James MES Principal

Stirling Sampson TCHS Principal

Dana Will BES Teacher

Tara Isley MES Teacher

Alice Messer TCMS Teacher

Natalie Green TCHS Teacher

Misty Mills BES Parent

Greg Clifford MES Parent

Steve Consley MES Parent

Steve Kunselman TCMS Parent & Community

Representative

Sandy Ward TCHS Parent

Kassi Green TCHS Student


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Brian Hemmer TCHS Student

2. Planning & Needs Assessment Teams:

a. School and District Planning Committees were established.

b. School level data and assessment scores were analyzed utilizing the following:

KASC Assessment Study

Student, Parent, and Staff Surveys

Round Table Discussions of the teachers and students

Implementation and Impact Reports

c. A district authorized committee prioritized the schools’ action plans and developed

the district action plans.

The Needs Assessment process incorporates data from each school and district

program. Again, the focus is on student learning. After careful review of student

data (cognitive and non-cognitive), the following Priority Needs were identified:

There is a need to ensure continuous progress toward meeting proficiency as

defined by the No Child Left Behind Act, the College Readiness Standards

and other achievement indicators.

There is a need for the continuance of the district to function as an effective

learning community.

The Perkins Act of 2006 effective July 1, 2007, requires each school district to

meet specific program indicators, to make continuous progress toward

mastery in the Kentucky Occupations Skills Standards Assessments and to

create at least one high school Career and Technical Program of Study.

Implementation is expected to result in students achieving at maximum academic

potential while optimizing utilization of all available funding; enhancing and

improving the school climate; insuring an equitable playing field for all students;

and lead to fulfillment of our mission statement.

3. Goals

(a) The Trimble County District will meet the No Child Left Behind Standards by

making AYP (Annual Yearly Progress) in 2011.

(b) Trimble County Public Schools will be a school district that provides a safe

and caring environment to promote student learning.

(c) Trimble County Public Schools will prepare students to meet the College

Readiness requirements and/or Career Standards to be productive citizens.

4. Internal Review Process


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The District Improvement Plan is reviewed, discussed, and approved by the

Trimble County Board of Education annually.

A review of the previous DIP, analysis of state and national assessment data, and

review and analysis of student data are used for development of the Priority Needs.

Goals are developed and written based on the identified priority needs.

Individual school plans are evaluated by their School’s Planning Team/Committee.

The District Improvement Plan is evaluated by representatives from each School’s

Planning Committee.

The SBDM Councils and the District Planning Team approve the plans in a public

meeting.

The KDE Review Rubric is used to ensure that all areas have been addressed.

The District will distribute copies of the plan to the SBDM Councils and school

offices.

The plan will be available for public view and/or comment at the Central Office.

Public notification will be made through schools’ SBDM councils and Trimble

County Board Meeting.

5. External Review Process

The Trimble County Middle School Improvement Plan and Trimble County

District Improvement Plan are submitted to the Ohio Valley Educational

Consortium team for review.

The Trimble County Board of Education approves the District Improvement Plan

at a regular meeting.

5. How Comprehensive Planning will be Ensured in the Future:

The use of an Implementation and Impact Check Form on a periodic basis will ensure

effective implementation and program amendments or changes. This process will

ensure long range planning and ongoing involvement of all stakeholders.

Reports of the District Plan Implementation and progress will be provided to the

Board of Education monthly.

Quarterly school component reports will be made to the respective SBDM Councils

including a monthly budget review, and the District Planning Team Coordinator will

monitor and ensure implementation of the District Plan.

District Improvement Plan 2011-2012

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Action Component _Academic Performance_- Curriculum, Instruction, and Assessment_____ District Name _____Trimble County___ Component Manager ___Instructional Supervisor_____________ School Name _____All Schools______ Date February 2, 2011_____________________________

Priority Need

Goal (Addresses the Priority Need)

According to a comprehensive district needs assessment (using KCCT and other achievement data input from schools), there is a need to ensure continuous progress toward the standard of proficiency for all students in all subject areas on the Kentucky Core Content Test and continued progress on meeting the No Child Left Behind indicators and College Readiness Standards. In order to reach the goal of proficiency, continuous work with curriculum, instruction and assessment is needed on a long-term basis.

The Trimble County District will reach and maintain the proficiency standards set forth in the No Child Left Behind Act and continue reduction of achievement gaps by 10% between the sub-populations for the 2010-2012 biennium.

Causes and Contributing Factors

Objectives with Measures of Success

A. Per records of curriculum committee and staff meeting minutes, and staff interviews, teachers do not have the same expectations for all students.

B. Per curriculum documents, committee meeting minutes, and

staff interviews, the district has developed a curriculum document in an attempt to eliminate curriculum overlaps and gaps; however, math and reading instruction is generally based on a textbook or program, not on the combined curriculum document.

A–C. All teachers will implement an aligned curriculum that will meet the individual needs of all students and specific learning targets will be posted in every classroom on a daily basis as evidenced in walk-through data.

A 3-tiered approach to intervention will be in place and utilized at each school and provided to students as needed providing constant monitoring of student progress as evidenced in monthly school based RtI


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C. Per implementation and impact checks, curriculum documents, and lesson plans, the use of formative assessment is not effectively implemented in many classrooms.

D. Per the 2010 KCCT data, current instruction does not

provide effective differentiation for the free/reduced lunch and disabilities populations.

1. 2010 KCCT Proficiency Percentages in Reading

Grade 3 4 5 6 7 8 10

% 81 72 60 58 66 76 62

2. 2010 KCCT Proficiency Percentages in Mathematics

Grade 3 4 5 6 7 8 11

% 68 64 56 57 62 58 26

3. 2010 KCCT Proficiency Percentages in Science

Grade 4 7 11

% 72 59 38

4. 2009 KCCT Proficiency Percentages in Social

Studies Grade 5 8 11

% 53 67 34

5. 2009 KCCT Proficiency Percentages in On-Demand

Writing Grade 5 8 12

% 49 48 37

minutes. The 2011 Kentucky Performance and NCLB Reports will continue to reflect a 10% decrease in the achievement gap between the scores of the entire student population and the scores of the sub-populations listed below: a. Gender b. Special Education c. Free/Reduced Lunch eligible students d. Gifted/Talented e. Career/Technical Education

D. KCCT Proficiency Percentages will increase by 10 percentage points in each content area at each grade level by 2012.


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Action Component __Academic Performance – Curriculum, Instruction, and Assessment__ District Name ____Trimble County_____________ Component Manager ___Instructional Supervisor______________ School Name ____All Schools_________________ Date ____December 12, 2011_____________________________

Strategy/Activity

1. All teachers will post learning targets/goals in their classrooms and discuss these goals with their students.

2. All teachers will receive

training on the differences between formative and summative assessment and how to write high quality assessments.

3. Administrators and teachers

will attend the “Thinking Strategies” training.

Expected Impact in Terms of Progress and Success

Classroom instruction will be based on core content and Program of Studies. Evidence of clear, student friendly learning targets in written lesson plans. Teachers will use data obtained from a variety of formative and summative assessment techniques to drive PLC/faculty discussions and provide evidence of instructional modifications as a result. Submission of summative assessments to Instructional Coach/Principal/Designee with data disaggregated. Teachers attending “Thinking Strategies” training will video their classrooms and share obtained skill with staff during Instructional Faculty meetings.

Responsible Person

Principals Principals, Instructional Supervisor Superintendent & Instructional Supervisor

Start Date

Aug. 2010 Mar. 2011 March 2011

End Date

June 2012 Aug. 2012 May 2012

Estimated Resources and

Costs

$0 $0 $21000 Title I


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4. The District Leadership Team will develop the schedule for implementation of “Thinking Strategies” during the 2011-2012 school year.

5. All teachers, English

Language Learners and Migrant Education staff will receive training on the Characteristics of Highly Effective Teaching and Learning and implementation of “Thinking Strategies,” which will address the needs of sub-populations: disabilities, free/reduced lunch, migrant education, ELL, gifted/talented, gender.

6. New staff (principals,

teachers, instructional assistants) will receive training in a Curriculum/Instruction Orientation as part of new staff training.

7. District Professional Learning

Teams will vertically and horizontally align the curriculum documents to include the new revised content standards.

The district walkthrough document will provide evidence of the expected instructional practices used in lessons. Higher student achievement data based on PAS scores and summative assessments.

Principals will monitor daily lessons of new staff and reflect on effectiveness in evaluations.

Complete curriculum document posted on the website for availability to all stakeholders.

.

Superintendent & Instructional Supervisor Instructional Supervisor & Principals Instructional Supervisor, Principals Instructional Supervisor & Principals

June 2011 Aug. 2011 Aug. 2011 June 2011

July 2011 Aug. 2014 Aug. 2011 Aug. 2012

$0 PD Credit for individual teachers $2000 – Title 1 PD PD Credit for individual teachers $500 - PD $2000 – Title 1 PD


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8. Each school will implement a

3-tiered approach to intervention in reading and math. Assessment results, including PAS data, will be used to determine appropriate interventions for at-risk students.

9. All teachers and staff of

English Language Learners will receive professional development on scientifically-based instructional strategies specific to ELL.

10. All schools will analyze

individual student work and use the feedback to adjust instructional practices.

11. The teachers of ELL students

will complete a book study on ESL Manual for Mainstream Teachers.

12. The district will provide ELL

students access to Rosetta Stone to enhance oral communication acquisition in English.

Response to intervention plan is established to identify at-risk students who need a specific support to achieve at high levels. Evidence of student performance monitored by RTI PLC. . Higher student achievement on ACCESS and state accountability testing. PLC/faculty minutes will reflect data discussions and changes in instructional programs as a result of the data. Higher student achievement on ACCESS and state accountability testing. Higher student achievement on ACCESS and state accountability testing.

Principals Principals Principals ELL Coordinator Principals

Sept. 2010 Aug. 2011 Jan. 2011 Aug. 2011 Aug. 2011

June 2012 June 2012 June 2012 June 2011 June 2011

$2000 – Title 1 $1000 – PD, Title I $0 $200 - PD $0


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13. 100% of the teaching staff in all schools will meet the definition of Highly Qualified as defined by Title 1 NCLB regulations. (Appendix A)

14. Contract with University of

Louisville to conduct leadership assessments at the district office, TCHS, TCMS and MES.

15. TCMS will utilize a reading

and math interventionist to reduce gaps in student conceptual understanding.

16. Implement a summer reading

camp to provide intervention and reading instruction for 2nd and 3rd grade students reading below grade level.

Teachers’ content knowledge and instructional pedagogy will allow them to better meet the needs of all students. Reports will provide the district a process of next steps to provide continued staff improvement resulting in higher student achievement. Higher student achievement on state and national assessments. Higher student achievement in reading on state and national assessments and gap reduction.

Assistant Superintendent & Principals Superintendent TCMS Principal, Instructional Supervisor Elementary Principals, Instructional Supervisor

June 2011 Dec. 2011 Dec. 2011 June 2012

Aug. 2012 April 2012 June 2012 July 2012

PD - $500 Title 1 - $1200 $4800 – Title I $3800 – General Fund $20000 – Title I $6000 – ESS $4000 – General Fund


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Action Component __Learning Environment____________ District Name ______Trimble_____________ Component Manager _____Instructional Supervisor__________ School Name ______All Schools___________ Date ________December 12, 2011_______________________

Priority Need

Goal (Addresses the Priority Need)

Based on the district’s comprehensive needs assessments (which included non-cognitive data, Title I, Head Start/Preschool, special services, Title IV data, Extended School Services, KyCID data, and input from each school), there is a need to continue to have the district function as an effective learning community.

Trimble County Public Schools will be a school district that provides a safe and caring environment to promote student learning as measured by the Safe Schools Report and Infinite Campus data.

Causes and Contributing Factors

Objectives with Measures of Success

A. A district-wide positive disciplinary management system is

not in place. .

B. Teaching and administrative staff do not have a consistent knowledge of new research, teaching methods, learning methods, equipment, support services and available resources to meet the behavioral needs of all students.

C. A common understanding of what high expectations look

like, sound like, etc. is not consistent throughout the school district.

A. A district-wide positive disciplinary management system is

adopted and data reviewed monthly in committee to make adjustments.

B. Staff will receive professional development focused on

technology integration and positive instructional discipline and how to incorporate these practices to promote a healthier climate for instruction and social development.

C. All stakeholders will have high expectations for all

students, as measured by parent, teacher and student surveys. All district stakeholders will develop a common language/understanding for what high expectations are and will put those understandings into practice in the classroom.


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Action Component ____Learning Environment__________ District Name ____Trimble County______________ Component Manager _____Instructional Supervisor____________ School Name ____All Schools__________________ Date _____December 12, 2011_____________________________ Strategies/Activities

Strategy/Activity Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

1. Each school will study the

KyCID, a positive behavioral support system.

2. District staff will

facilitate/support school-based activities and programs to improve successful transition from Head Start/Preschool to Kindergarten, Elementary to Middle School, Middle School to High School, and High School to Post-Secondary.

3. Establish a Student

Transition Team that includes representation from FRYSC, the high school, elementary school, middle school and support service agencies. Determine the roles and responsibilities of the team.

Student behavior will improve.

Increase communication between teachers at various levels so that student needs can be discussed prior to the students entering the next phase of their academic career.

The drop-out and retention rate will decrease.

Principals Instructional Supervisor, Principals FRYSC coordinator; Jessica Wilcoxson, DPP

Jan. 2011 May 2011 Aug. 2011

June 2011 Aug. 2011 June 2012

$0 $5000 – Title 1 PD - $300


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4. The middle and high school will explore the option of a 8th/9th grade transition course to reduce the number of retentions and drop-outs.

5. The district will support communication with families through school and district websites, teacher classroom web pages, e-mail, social networking, home visits and other personal contacts as appropriate.

6. All schools will implement

ESS after school and/or daytime waivers to address the needs of students who are not proficient in reading, math, and writing.

Students who are struggling with concepts and/or skills will be provided an intervention to enable them to function in the classroom with their peers. Increase communication between home and school in order to meet the needs of all students and increase parent involvement. ESS teachers will continue the implementation of the student’s Targeted Intervention Plan. Progress monitoring will be presented and discussed by the RTI PLC/committee.

Principals DPP, Instructional Supervisor, Principals Principals

Jan. 2011 Aug. 2010 Sept. 2010

April 2011 June 2012 June 2012

$3000 –Title 1 $6500 KETS $20000 ESS


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Appendix A: Title II A, 2141(a) Improvement Plan

Name of District ____Trimble_______ Title II, A Coordinator___Rebecca Moore___________ Date__November

29, 2011______

1. List the issues that prevented the district from achieving 100% Highly Qualified Teacher (HQT) Status for 2 consecutive

years (2009-10 & 2010-2011).

The district rarely receives certified applicants in the areas of math, science, FMD, and media specialist.

Small student enrollment numbers often cause scheduling issues for one or two class periods each day resulting in

emergency certifications for those class periods.

2. What strategies will the district employ to ensure these issues are addressed to meet the 100% HQT objective?

A district leadership team will attend college, university, and educational cooperative job and recruitment fairs or events.

A member of the district staff and/or principal will contact state colleges and universities for lists of recent graduates.

Principals will search Kentucky REAP for certified applicants as soon as a vacancy is known.

The PD Coordinator will assist any teacher who may be hired on an emergency certification in enrollment in an

Alternative Certification Program.

The principals and PD Coordinator will assist teachers who do not meet the highly qualified definition in participating in

professional development activities to enhance subject matter competency.

Title 1 funds will be allocated for reimbursement for PRAXIS, course work, etc. to assist teachers in becoming highly

qualified.


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Title II A – Section 2141 (c) Funding Agreement School District: ___Trimble County_______ School Year: ___2011-2012________ I. Assurances The following years (2007-2008, 2008-2009, and 2009-2010) the above named local school district has not met Adequate Yearly Progress (AYP) and Highly Qualified Teacher (HQT) requirements. As a result, the following agreement on the school district’s use of funds has been developed collaboratively between the Kentucky Department of Education and the local school district, in accordance with the No Child Left Behind (NCLB) Section 2141 (c). The following participated in the development of this agreement (teachers, principals and staff responsible for teacher quality):

Name Position Name Position

Dunaway, Marcia

Superintendent Wilcoxson, Jessica

Assistant Superintendent

Moore, Rebecca Director of Federal Programs

Beeles, Deborah BES Principal

James, Sharon MES Principal Genton, Mike TCMS Principal

Sampson, Stirling

TCHS Principal

Technical Assistance in the development of this agreement provided by:

Name Position Contact Number/E-mail

By signing and submitting this completed agreement, I, an authorized official of the local school district, certify that the information contained is true to the best of my knowledge and the agreement will be implemented as outlined in this document.

Print Name: Rebecca Moore

Signature: Date:

II. Professional Development Strategies and Activities to achieve 100 % AYP and HQT. Local school districts not making adequate yearly progress (AYP) for three consecutive years under Section 1111(b) (2) (B) of Title I, Part A and have not met 100 percent highly qualified requirements for three consecutive years for all teachers of core academic subjects under section 1119(b) (1), must provide a plan of action that will enable the local school district to meet the objectives. For each need identified, indicate the professional development strategy, activities, and source of funds, the person responsible for implementation and the timeframe for compliance. NOTE: Title II, Part A and other federal, and/or state funds may also be expended. Implementation of the plan shall not be later than the beginning of the next school year.


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Identified Need

PD Strategies based on scientific

research

Activities/# of participants

Fund Source Responsible Party Timeline for compliance dates

Job-Embedded PD will be provided to certified staff in grades K -12 PEBC Thinking Strategies Classrooms Teacher Mentoring Program

Teachers will meet monthly within like content areas to address curriculum, teaching and learning, and common assessments Creating Thinking Strategies Lab classrooms throughout the district for teachers to visit as models for replication of best practice, high interest learning and 21

st

teaching and learning. New hires are partnered with experienced teachers to provide one to one support during the beginning of the school year and throughout the year.

Monthly meetings

K-5 Literacy (35)

K-5 Math (35)

3-4 Science (12)

4-5 Social Studies (12)

6-12 Literacy (10)

6-12 Math (10)

6-12 Science (10)

6-12 Social Studies (12) Thinking Strategies Institute: Implement strategies and create model lab classrooms 3-8 new hires and 3-8 mentor teachers and Instructional Coach

PD Title I Coach’s Salary (Title II) Title I General Funds

Beeles, Debby James, Sharon Genton, Mike Sampson, Stirling Moore, Rebecca Moore, Rebecca Beeles, Debby James, Sharon Genton, Mike Sampson, Stirling Moore, Rebecca

August 2010 – June 2012 March 2010 – June 2013 August 2012 – June 2014

Total amount of Title II, Part A funds used to support this effort: $__35,000__________, includes private school amount.

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