Comprehensive School Improvement. Plan. John Adair Intermediate School

Transcription

1 Comprehensive School Improvement Plan Adair County Jane Branham, Principal 202 General John Adair Drive Columbia, KY Document Generated On February 6, 2013

2 TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7 KDE Needs Assessment Introduction 9 Data Analysis 10 Areas of Strengths 11 Opportunities for Improvement 12 Conclusion 13 John Adair Intermediate CSIP Overview 15 Goals Summary 16 Goal 1: Achievement/Gap/Growth in Reading 17 Goal 2: Achievement/Gap/Growth in Math 21 Activity Summary by Source 25

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4 Introduction The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that students reach proficiency and beyond by The process focuses school and district improvement efforts on student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds that flow into the district and the priority needs in schools. Your school's plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address gaps in student achievement. SY Page 1

5 Executive Summary SY Page 2

6 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. SY Page 3

7 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? is located in Columbia, Kentucky and serves 360 third, fourth and fifth grade students. There are eighteen classroom four special education teachers and two Title I teachers on staff. In addition there is a full time librarian, counselor, assistant principal and principal. John Adair has experienced gains in both reading and math scores over the past three years but continues to have gaps in free/reduced scores in both areas, as well as, with students with disabilties. At one time the school had a full time RtI interventionst teacher but funding was lost for this position so this has been a significant challenge for the school. is limited for after school programs to help students, as well as, being a rural community, transportation becomes an issue. SY Page 4

8 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. The faculty and staff of believe that all students can learn and achieve. We believe that our school's purpose is to educate all students while fostering growth in social/emotional behaviors, creativity, and independent thinking. All students have classes in reading,, math, social studies, science, and participate in a rotation of classes that include physical education, art and music. In addition, at each grade level students rotate in classes that include drama and dance, and areas of the practical living/ career studies core content. SY Page 5

9 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. On the K-Prep John Adair scored in the proficient category and only missed being a distinguished school by eigth tenths of a point, scoring at the 88th percentile. Students in fourth grade science and language mechanics in achievement received additional points since there were more distingished students than novice. Addtional points were also achieved in fifth grade social studies. John Adair scores have improved in all areas over the past three years and students are very driven to improve each year. Students are recognized throughout the school year in morning assembly for assessments that their teachers give throughout the year, as well as, learning checks that are conducted three times per year. SY Page 6

10 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. Due to reconfiguration will be closing after the school year. However, all efforts are being made to help students reach achivement goals and meet target on the 2013 K-Prep SY Page 7

11 KDE Needs Assessment SY Page 8

12 Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. SY Page 9

13 Data Analysis What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you? What does the data/information not tell you? Our data tells us that we need to move our combined reading and mathematics percentage of proficient/distinguished to SY Page 10

14 Areas of Strengths What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there cause to celebrate? In reading, schoolwide, 54.3 percent of students scored proficient/distinguished, with 64.9 percent of fourth graders scoring at proficient/distinguished. Schoolwide in math, 43.1 percent of students scored at proficient/distinguised. Again, fourth grade students scored the best in math with 63.1 percent scoring proficient/distinguished. SY Page 11

15 Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? Data showed that third grade scores in reading were well below fourth and fifth grade scores in proficient/distinguished percentages, as well as, below the percentages for fourth and fifth grade in math. SY Page 12

16 Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? With changes in core content standards in both reading and math, there is emphasis placed on student mastery of objectives and efforts to close identified gaps. Methods that have been successful in the past continue to be employed in helping students reach goals. SY Page 13

17 John Adair Intermediate CSIP SY Page 14

18 Overview Plan Name John Adair Intermediate CSIP Plan Description CSIP SY Page 15

19 Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Measurable Objective Total 1 Achievement/Gap/Growth in Reading Objectives: 1 Strategies: 5 Activities: 13 A 15% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency in reading by increasing the percentage of scores in achievement, gap and growth in English Language Arts by 05/31/2013 as measured by results of the 2013 K-Prep test. $ Achievement/Gap/Growth in Math Objectives: 1 Strategies: 5 Activities: 13 A 20% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency in math by increasing the percentage of scores in achievement, gap and growth in Mathematics by 05/31/2013 as measured by the 2013 K-Prep test.. $ SY Page 16

20 Goal 1: Achievement/Gap/Growth in Reading Measurable Objective 1: A 15% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency in reading by increasing the percentage of scores in achievement, gap and growth in English Language Arts by 05/31/2013 as measured by results of the 2013 K-Prep test. Strategy 1: Assessments - Teachers will utilize various assessment strategies in the classroom to help students meet mastery goals in reading. Activity - Common Assessments Activity Type Begin Date End Date Resource Teachers will administer common assessments that address reading core standards and determine if mastery targets have been met by students. Teachers will collaborate with faculty from ACES to design common assessments. 08/08/ /31/2013 $1500 School Council Funds Reading and teachers collaborting teachers. Activity - Learning Checks Activity Type Begin Date End Date Resource Students will complete learning checks three times per year and scores will be reviewed to determine if mastery goals have been met. These will be common learning checks that teachers have created with teachers from ACES with assistance from the specialists. Learning checks will be administered using guidelines for time and in a setting that best matches the actual testing situation. 10/24/ /29/2013 $ Title I Part A Reading and Title I and teachers; counselor; specialists. Activity - Tracking Folders Activity Type Begin Date End Date Resource SY Page 17

21 Students will keep a tracking folder of their individual scores on common assessments and learning checks with assistance from the classroom teacher, Title I teacher, and the teacher. This will assist teachers and students in identifying areas for improvement and give an idea of how the student will score on the K-Prep test. 08/13/ /26/2013 $200 School Council Funds Students will be responsible for their own folder with assistance from the classroom teacher, Title I and teacher. Activity - Wrong Answer Analysis Activity Type Begin Date End Date Resource Following the administration of common assessments and learning checks, students will complete a wrong answer analysis to make corrections to errors made and to help increase understanding of concepts. 08/13/ /12/2013 $1500 School Council Funds Activity - K-Prep Testing Format Activity Type Begin Date End Date Resource Teachers will use the K-Prep testing format for all common assessments and learning checks to help students become aware of the format used for the test. 08/13/ /05/2013 $1500 School Council Funds Reading and teachers teachers. Reading and teachers teachers; specialists. Strategy 2: RtI Interventions - Implement RtI strategies for students "at risk" in reading and monitor their progress. Activity - AIMSweb Activity Type Begin Date End Date Resource SY Page 18

22 Identify "at risk" students through use of AIMSweb data for reading and monitor their progress at the beginning, middle, and end of each school year. Through identification process individual student needs can be addressed and interventions put in place to increase student achievement. Technology 08/20/ /26/2013 $2400 Title I Part A Title I classroom school psychologist, principal; counselor Activity - RtI Activity Type Begin Date End Date Resource Implement RtI strategies for students "at risk" in reading with SRA Reading Mastery and with use of SRA Corrective Reading materials as appropriate. 08/20/ /26/2013 $5250 School Council Funds, District Title I classroom school psychologist, specialists, principal Strategy 3: Technology - Technology resources will be utilized by teachers to enhance instruction in reading and and to assist in the monitoring of concepts mastered. Activity - CIITS Tests Activity Type Begin Date End Date Resource Teachers will design and administer a minimum of one reading/language arts core content test in CIITS. 09/27/ /26/2013 $0 No Required Reading and teachers with assistance from Title I and teachers. Activity - Study Island Activity Type Begin Date End Date Resource Implement the use of Study Island for individual reading practice and assessment for all grade levels. Use of Study Island will address individual differences thus helping improve reading test scores. 08/20/ /06/2013 $5200 Title I Part A Reading and teachers. SY Page 19

23 Activity - Other Technology Resources Activity Type Begin Date End Date Resource Through the use of technology teachers will provide instruction in common core reading concepts (ie SmartBoards, Quizdom, overhead projectors, einstruction CPS (clickers), lap top computers, Ipads, BrainPop, document cameras). 08/13/ /31/2013 $9300 Title I Part A, Other Reading and teachers Strategy 4: Supplies and Materials - Supplementary reading supplies and materials will be used to enhance reading instruction of common core content. Activity - Supplementary Materials Activity Type Begin Date End Date Resource Use of Common Core Coach books and BuckleDown materials as a supplementary reading tool. 08/13/ /31/2013 $5000 School Council Funds, Title I Part A Reading and teachers with assistance from Title I and collaborting teachers. Strategy 5: - Utililze support venues to improve parent involvement and increase student achievement. Activity - Team Meetings Activity Type Begin Date End Date Resource Team meetings (professional learning communities will be utilized by reading/ teachers to discuss student work, formative assessment, common assessments, and learning check results, monitor instruction, and discuss effective teacher strategies. Sharing of ideas and materials, as well as, discussion of student progress will lead to improved K-Prep scores. Principal will monitor feedback at team meetings. Professional Learning 09/10/ /26/2013 $0 No Required Reading/lang uage arts teachers teachers; principal Activity - Title I/FRYSC Activity Type Begin Date End Date Resource Utilize Title I/Family Resource Center in working with "at risk" students and families, including parent/student conferencing, home visits, parent trainings, and parent involvement activites to faciliate improved participation by parent in student achievement. Parent Involvement 08/01/ /31/2013 $1000 Title I Part A Title I Title I parent liason, FRYSC staff; counselor SY Page 20

24 Goal 2: Achievement/Gap/Growth in Math Measurable Objective 1: A 20% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency in math by increasing the percentage of scores in achievement, gap and growth in Mathematics by 05/31/2013 as measured by the 2013 K-Prep test.. Strategy 1: Assessment - Teachers will utilize various assessment strategies in the classroom to help students meet mastery goals in mathematics. Activity - Common Assessments Activity Type Begin Date End Date Resource Teachers will administer common assessments that address math core standards and determine if mastery targets have been met by students. Teachers will collaborate with faculty from ACES to design common assessments. 08/08/ /31/2013 $1500 School Council Funds Activity - Wrong Answer Analysis Activity Type Begin Date End Date Resource Following the administration of common assessment and learning checks, students will complete a wrong answer analysis to make corrections to errors made and to help increase understanding of concepts. 08/13/ /12/2013 $1500 School Council Funds Math teachers teachers. Math teachers teachers. Activity - Learning Checks Activity Type Begin Date End Date Resource Students will complete learning checks three time per year and scores will be reviewed to determine if mastery goals have been met. These will be common learning checks that teachers have created with teachers from ACES with assistance from the specialists. Learning checks will be administered using guidelines for time and in a setting that best matches the actual testing situation. 10/24/ /29/2013 $ Title I Part A Math teachers; counselor; specialists. SY Page 21

25 Activity - Formative Assessments Activity Type Begin Date End Date Resource Teachers will utilize flashbacks, bellringers, and other formative assessments to determine if students are mastering concepts and make adjustments to instruction. 08/13/ /31/2013 $250 School Council Funds Activity - K-Prep Testing Format Activity Type Begin Date End Date Resource Teachers will use the K-Prep testing format for all common assessments and learning checks to help student become aware of the format used for the K-Prep test. 08/13/ /05/2013 $1500 School Council Funds Math teachers teachers Math teachers teachers; specialists. Strategy 2: Supplies and Materials - Supplementary math supplies and materials will be used to enhance math instruction of common core content. Activity - Supplementary Materials Activity Type Begin Date End Date Resource Use of Math Coach books, BuckleDown, Math Common Core Clinics and Math Connom Core Coach Strategy 3: RtI Interventions - Implement RtI strategies for students "at risk" in math and monitor their progress. 08/13/ /31/2013 $5000 Title I Part A Math teacher teachers. Activity - RtI Activity Type Begin Date End Date Resource SY Page 22

26 Implement RtI strategies for students "at risk" in math with materials as appropriate and utilize reteaching of concepts that have not been mastered. 08/20/ /26/2013 $9250 School Council Funds, District Title I ESS teacher, classroom school psychologist, specialist, principal Activity - AIMSweb Activity Type Begin Date End Date Resource Identify "at risk" students through use of AIMSweb data for math and monitor their progress at the beginning, middle, and end of each school year. Through identification process individual student needs can be addressed and interventions put in place to increase student acheivement. Technology 08/20/ /26/2013 $4900 School Council Funds, Title I Part A Title I classroom school psychologist, principal; counselor Strategy 4: Technology - Technology resources will be utilized by teachers to enhance instruction in math and to assist in the monitoring of concepts mastered. Activity - CIITS Tests Activity Type Begin Date End Date Resource Teachers will design and administer a minimum of one math common core content test in CIITS. 09/28/ /26/2013 $0 No Required Math teachers with assistance from Title I and specialists, district supervisor Activity - Other Technology Resources Activity Type Begin Date End Date Resource SY Page 23

27 Through use of technology teachers will provide instruction in common core math concepts (ie Smart Boards, Quizdom, overhead projectors, einstruction CPS (clickers), lap top computers, Ipads, BrainPop, document cameras). 08/13/ /31/2013 $9300 Other, Title I Part A Math technology support Activity - Study Island Activity Type Begin Date End Date Resource Implement use of Study Island for individual math practice and assessment for all grade levels. Use of Study Island will address individual differences thus helping improve math test scores. Strategy 5: - Utilize support venues to improve parent involvement and increase student achievement. 08/20/ /06/2013 $5200 Title I Part A Math specialist Activity - Title I/FRYSC Activity Type Begin Date End Date Resource UtilizeTitle I/Family Resource Center in working with "at risk" students and families, including parent/student conferencing, home visits, parent trainings, and parent involvement activites to facilitate improved participation by parents in student achievement. Parent Involvement 08/01/ /31/2013 $1000 Title I Part A Title I Title I parent liason, FRYSC staff; counselor Activity - Team Meetings Activity Type Begin Date End Date Resource Team meetings (professional learning communities) will be utilized by math teachers to discuss student work, formative assessments, common assessments, learning check results, monitor instruction, and discuss effective teacher strategies. Sharing of ideas and materials, as well as, discussion of student progress will lead to improved K-Prep scores. Principal will monitor feedback at team meetings. Professional Learning 09/10/ /26/2013 $0 No Required Math teachers teachers; principal SY Page 24

28 Activity Summary by Source Below is a breakdown of your activities by funding source District Activity Name Activity Description Activity Type Begin Date End Date Resource RtI Implement RtI strategies for students "at risk" in math with materials as appropriate and utilize reteaching of concepts that have not been mastered. RtI School Council Funds Implement RtI strategies for students "at risk" in reading with SRA Reading Mastery and with use of SRA Corrective Reading materials as appropriate. 08/20/ /26/2013 $9000 Title I ESS teacher, classroom school psychologist, specialist, principal 08/20/ /26/2013 $5000 Title I classroom school psychologist, specialists, principal Total $14000 Activity Name Activity Description Activity Type Begin Date End Date Resource Common Assessments Teachers will administer common assessments that address math core standards and determine if mastery targets have been met by students. Teachers will collaborate with faculty from ACES to design common assessments. 08/08/ /31/2013 $1500 Math teachers teachers. SY Page 25

29 Tracking Folders Wrong Answer Analysis Wrong Answer Analysis AIMSweb Students will keep a tracking folder of their individual scores on common assessments and learning checks with assistance from the classroom teacher, Title I teacher, and the teacher. This will assist teachers and students in identifying areas for improvement and give an idea of how the student will score on the K- Prep test. Following the administration of common assessment and learning checks, students will complete a wrong answer analysis to make corrections to errors made and to help increase understanding of concepts. Following the administration of common assessments and learning checks, students will complete a wrong answer analysis to make corrections to errors made and to help increase understanding of concepts. Identify "at risk" students through use of AIMSweb data for math and monitor their progress at the beginning, middle, and end of each school year. Through identification process individual student needs can be addressed and interventions put in place to increase student acheivement. 08/13/ /26/2013 $200 Students will be responsible for their own folder with assistance from the classroom teacher, Title I and teacher. 08/13/ /12/2013 $1500 Math teachers teachers. 08/13/ /12/2013 $1500 Reading and teachers teachers. Technology 08/20/ /26/2013 $2500 Title I classroom school psychologist, principal; counselor SY Page 26

30 RtI Common Assessments K-Prep Testing Format RtI Implement RtI strategies for students "at risk" in reading with SRA Reading Mastery and with use of SRA Corrective Reading materials as appropriate. Teachers will administer common assessments that address reading core standards and determine if mastery targets have been met by students. Teachers will collaborate with faculty from ACES to design common assessments. Teachers will use the K-Prep testing format for all common assessments and learning checks to help student become aware of the format used for the K-Prep test. Implement RtI strategies for students "at risk" in math with materials as appropriate and utilize reteaching of concepts that have not been mastered. 08/20/ /26/2013 $250 Title I classroom school psychologist, specialists, principal 08/08/ /31/2013 $1500 Reading and teachers collaborting teachers. 08/13/ /05/2013 $1500 Math teachers teachers; specialists. 08/20/ /26/2013 $250 Title I ESS teacher, classroom school psychologist, specialist, principal SY Page 27

31 Supplementary Materials K-Prep Testing Format Formative Assessments Use of Common Core Coach books and BuckleDown materials as a supplementary reading tool. Teachers will use the K-Prep testing format for all common assessments and learning checks to help students become aware of the format used for the test. Teachers will utilize flashbacks, bellringers, and other formative assessments to determine if students are mastering concepts and make adjustments to instruction. 08/13/ /31/2013 $2500 Reading and teachers with assistance from Title I and collaborting teachers. 08/13/ /05/2013 $1500 Reading and teachers teachers; specialists. 08/13/ /31/2013 $250 Math teachers teachers Total $14950 Other Activity Name Activity Description Activity Type Begin Date End Date Resource Other Technology Resources Through the use of technology teachers will provide instruction in common core reading concepts (ie SmartBoards, Quizdom, overhead projectors, einstruction CPS (clickers), lap top computers, Ipads, BrainPop, document cameras). Other Technology Resources Through use of technology teachers will provide instruction in common core math concepts (ie Smart Boards, Quizdom, overhead projectors, einstruction CPS (clickers), lap top computers, Ipads, BrainPop, document cameras). Title I Part A 08/13/ /31/2013 $2500 Reading and teachers 08/13/ /31/2013 $2500 Math technology support Total $5000 Activity Name Activity Description Activity Type Begin Date End Date Resource SY Page 28

32 Study Island Learning Checks Supplementary Materials Title I/FRYSC Implement the use of Study Island for individual reading practice and assessment for all grade levels. Use of Study Island will address individual differences thus helping improve reading test scores. Students will complete learning checks three times per year and scores will be reviewed to determine if mastery goals have been met. These will be common learning checks that teachers have created with teachers from ACES with assistance from the specialists. Learning checks will be administered using guidelines for time and in a setting that best matches the actual testing situation. Use of Common Core Coach books and BuckleDown materials as a supplementary reading tool. Utilize Title I/Family Resource Center in working with "at risk" students and families, including parent/student conferencing, home visits, parent trainings, and parent involvement activites to faciliate improved participation by parent in student achievement. Other Technology Resources Through the use of technology teachers will provide instruction in common core reading concepts (ie SmartBoards, Quizdom, overhead projectors, einstruction CPS (clickers), lap top computers, Ipads, BrainPop, document cameras). Parent Involvement Other Technology Resources Through use of technology teachers will provide instruction in common core math concepts (ie Smart Boards, Quizdom, overhead projectors, einstruction CPS (clickers), lap top computers, Ipads, BrainPop, document cameras). Supplementary Materials Study Island Use of Math Coach books, BuckleDown, Math Common Core Clinics and Math Connom Core Coach Implement use of Study Island for individual math practice and assessment for all grade levels. Use of Study Island will address individual differences thus helping improve math test scores. 08/20/ /06/2013 $5200 Reading and teachers. 10/24/ /29/2013 $ Reading and Title I and teachers; counselor; specialists. 08/13/ /31/2013 $2500 Reading and teachers with assistance from Title I and collaborting teachers. 08/01/ /31/2013 $1000 Title I Title I parent liason, FRYSC staff; counselor 08/13/ /31/2013 $6800 Reading and teachers 08/13/ /31/2013 $6800 Math technology support 08/13/ /31/2013 $5000 Math teacher teachers. 08/20/ /06/2013 $5200 Math specialist SY Page 29

33 AIMSweb AIMSweb Learning Checks Title I/FRYSC Identify "at risk" students through use of AIMSweb data for reading and monitor their progress at the beginning, middle, and end of each school year. Through identification process individual student needs can be addressed and interventions put in place to increase student achievement. Identify "at risk" students through use of AIMSweb data for math and monitor their progress at the beginning, middle, and end of each school year. Through identification process individual student needs can be addressed and interventions put in place to increase student acheivement. Students will complete learning checks three time per year and scores will be reviewed to determine if mastery goals have been met. These will be common learning checks that teachers have created with teachers from ACES with assistance from the specialists. Learning checks will be administered using guidelines for time and in a setting that best matches the actual testing situation. UtilizeTitle I/Family Resource Center in working with "at risk" students and families, including parent/student conferencing, home visits, parent trainings, and parent involvement activites to facilitate improved participation by parents in student achievement. Technology 08/20/ /26/2013 $2400 Title I classroom school psychologist, principal; counselor Technology 08/20/ /26/2013 $2400 Title I classroom school psychologist, principal; counselor Parent Involvement 10/24/ /29/2013 $ Math teachers; counselor; specialists. 08/01/ /31/2013 $1000 Title I Title I parent liason, FRYSC staff; counselor Total $ No Required Activity Name Activity Description Activity Type Begin Date End Date Resource SY Page 30

34 CIITS Tests Team Meetings CIITS Tests Team Meetings Teachers will design and administer a minimum of one math common core content test in CIITS. Team meetings (professional learning communities) will be Professional utilized by math teachers to discuss student work, formative Learning assessments, common assessments, learning check results, monitor instruction, and discuss effective teacher strategies. Sharing of ideas and materials, as well as, discussion of student progress will lead to improved K-Prep scores. Principal will monitor feedback at team meetings. Teachers will design and administer a minimum of one reading/ core content test in CIITS. Team meetings (professional learning communities will be utilized by reading/ teachers to discuss student work, formative assessment, common assessments, and learning check results, monitor instruction, and discuss effective teacher strategies. Sharing of ideas and materials, as well as, discussion of student progress will lead to improved K-Prep scores. Principal will monitor feedback at team meetings. Professional Learning 09/28/ /26/2013 $0 Math teachers with assistance from Title I and specialists, district supervisor 09/10/ /26/2013 $0 Math teachers teachers; principal 09/27/ /26/2013 $0 Reading and teachers with assistance from Title I and teachers. 09/10/ /26/2013 $0 Reading/lang uage arts teachers teachers; principal Total $0 SY Page 31