(School Improvement & Title I) School Name: Sadie Saulter · The mission of Sadie Saulter Elem....

( X ) Schoolwide

Amendment Date: Amended Section:

Title I School:

Amendment Date: Amended Section:

11/14/2010

(School Improvement & Title I)

The mission of Sadie Saulter Elem. School is to be an integral part in the child's total education by providing a safe, positive learning environment. This environment will be rich in acceptance and respect in which each child will master the NC Standard Course of Study. By working cooperatively with the staff, parents, and community, we will teach our children skills for life-long learning.

Please Check One: ( ) Non-Title I School

File this document with your Southern Association School Improvement and Title I Information

Pitt County Schools Comprehensive School Plan: 2010-2012

School Name: Sadie Saulter

School's Mission Statement:

Date of Original:

SCHOOL: Sadie Saulter

K-8

K 75% now 1st K K

1st 76% now 2nd 1st 1st

2nd 73% now 3rd 2nd 2nd

K 85% now 1st K K

1st 88% now 2nd 1st 1st

2nd 70% now 3rd 2nd 2nd

3rd 40.5% 6th 3rd 6th 3rd 6th

4th 50.0% 7th 4th 7th 4th 7th


3rd 35.7% 6th 3rd 6th 3rd 6th



• % proficient on EOG (3-8: Reading)

• % proficient on EOG ( 3-8: Math)

PCS DATA SUMMARY CHART

2009-2010 2010-2011 2011-2012• % proficient on DRA (K-2)

• % proficient on Math Assessment (K-2)



K-8

5th 37.9% 5th 5th

8th 8th 8th

Subgroup % Subgroup % Subgroup %






Subgroup All 51.1% % Subgroup % Subgroup %

Subgroup Black 45.0% % Subgroup % Subgroup %

Subgroup EDS 45.9% % Subgroup % Subgroup %




• AYP Results: Identify subgroups not making AYP and their proficiency in MATH

2010-2011 2011-20122009-2010• % proficient on EOG (Science)

• AYP Results: Identify subgroups not making AYP and their proficiency in READING



K-8

3rd 6th 3rd 6th 3rd 6th

4th 7th 4th 7th 4th 7th











• % of exceptional students proficient on EOG in Math (3-8)

2009-2010 2010-2011

• % of LEP students proficient on EOG in Reading (3-8)

• % of exceptional students proficient on EOG in Reading (3-8)

• % of LEP students proficient on EOG in Math (3-8)

2011-2012



Course % Course % Course %



(6-8 only) • % proficient students in CTE courses


School Reform

(Use same questions for both surveys)

* Schools will be required to conduct two in-house surveys per year that will include feedback from students, parents, and staff.

Fall survey complete as of 11-14-10. Positive results from classified staff. Will address areas for growth for the parent, student, and certif

COMPREHENSIVE NEEDS ASSESSMENT(Respond to each statement in narrative form)

Small neighborhood school where staff truly cares about the students. Ninety-six percent (96%) of students are on free/reduced lunch. Our student pop

b) Stakeholders’ perspective (In-School Survey Data)

a) Describe demographics and characteristics of school community.

Additional staff development for all staff; differentiation of instruction, use of technology, remediation, reading 3 D, accelerated class, Instr

* Review school data and consider a variety of perspectives including overall school/ student Performance, sub-group performance, attendance, teacher satisfaction (TWC), instructional practice and student learning (from walk-throughs/observations).

a) What does the analysis tell you about your schools strengths?

b) What does the analysis tell you about your school's gaps or opportunities for improvement?

Teachers truly care about students; instructional practices are evident (SIOP, thinking maps, balanced literacy, 21st century skills, technol

Mea

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To use data to drive differentiation of instruction through the framework of a balanced literacy program through• ELA block K-5( 120 minutes)• Measurable Targets/Exemplars/Rubrics• Study Island/Benchmarks• Learning Centers( K-2)/Flexible Grouping( K-5)/Team Teaching( 2,4,5)/Higher-order thinking skills• S.I.O.P* Language/Content Objectives* Lesson Delivery Literature Circles

Increase reading proficiency from 45.7% to 51.1% (safe harbor)

Benchmark Assessments Lesson

Plans Observation

sEOG Study Island

EOG Scores (09-10) (3-5) DRA Levels (K-5) Reading 3 D


K-5 Teachers T.A.G./STRIDE

Instructional Coach

AdministrationRemediation/R

eading Recovery

2010-2011 x x x x x x x x x

Funding Source Title I ComponentData Collection & AnalysisWhy Did You Select

This Strategy? What Need?

Sadie Saulter

Strategy

2010-2012 Pitt County Comprehensive School Plan (School Improvement & Title I)

State Strategic Priority: Globally Competitive Students

Section A: Instructional Excellence and Alignment

Part 1: Overall strategies to achieve growth standards for all students.

Timeline

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Need?Strategy Timeline

2

To use data to drive differentiation of math instruction that correlates with NCSCOS through• Cooperative Learning/Guided Instruction• Hands-on Math/Manipulatives• Math Essentials/Indicators• Accelerated Math/Study Island• Fantastic Five/Math Detectives• Increased use of S.I.O.P *Language/Content Objectives * Lesson DeliveryTeacher Created materials (math and reading)

Increase math proficiency from 51.1% to 56%(Safe Harbor)

Benchmark

s Lesson Plans

Observations

Quarterly Assessment

s EOG Study Island

EOG Scores (09-10) (3-5) DRA Levels (K-5)

Increase math proficiency from 51.1% to 56%(Safe Harbor)

K-5 TeachersT.A.G/STRIDEInstructional

Coach Remediation

Administration

2010-2011 x x x x x x x x x

3

To use cues, questions stems and advanced organizers to develop higher order thinking skills through• Thinking Maps(K-5) All subjects• Higher Order Thinking Question Stems( K-5)• Bloom’s Revised Taxonomy ( Focus-Apply, Analyze, Evaluate, & Create)• Marzano’s Critical Thinking skills• Science Notebooking-Scientific Inquiry( 2-5)• Artifacts& Models displayed for student referencePCS 28 Instructional Strategies


Lesson Plans

Journals Benchmark

s Quarterly

Assessments

EOG Scores (09-

10)Data

Spreadsheet


K-5 TeachersT.A.G/STRIDEInstructional

CoachRemediation

Administration

2010-2011 x x x x x x x

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To continue to use Reading Recovery in first through third grades to help struggling readers though• One-on-one ( First Grade)• Literacy Group(1st-3rd)• Monitoring( 1-3)

Research-based strategy to individualize reading instruction for students reading below grade level.

DRA’s Observation SurveyReading 3 D

DRA LevelObservation Survey, 1st -L. 0-4 2nd-L.10-16

Increase DRA and comprehension levels to grade level standards. 1st- L.14 2nd- L. 22

LuczkovichCongleton

Administration 2010-2011 x x x x

2

To use tutorials which provide additional instruction for students not proficient• SES (3-5) 2x/week; United Way ( K-2) 3x/week• Remediation Teacher (Hutchens- grade 3 and accelerated class)• Remediation Teacher( Oakley- grades 4 and 5)

Increase math proficiency from 51.1% to 56% ( Safe Harbor) Increase reading proficiency from 45.7% to 51.1%

Quarterly Assessments DRA Benchmarks EOG Reading 3 D

SES PretestEOG Scores (09-10)


SES Vendors Luczkovich Gooding &

Strong

2010-2011 x X X x x x X

Data Collection & Analysis

Part 2: Intervention strategies for students performing below proficiency standards & subgroups not making AYP.


Need?Strategy

2010-2012 Pitt County Comprehensive School Plan (School Improvement & Title I) Sadie Saulter



Timeline

Funding Source Title I Component

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To use the analysis of Study Island data in reading/math students through• Flexible Grouping/One-on-one tutoring• Cues, Question Stems, & Advanced Organizers• Additional practice with targeted skills/PEP


Study Island Reports

Study Island Benchmark Assessments ( Reading, Math, and Science for grade 5)


Classroom Teachers

Instructional Coach

Administration

2010-2011 X X X X X X X

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To use differentiatedinstruction through• Small GroupInstruction/Novel Studies• Higher-Order Thinking• Learning Contracts• Group Investigations/TieredLessons• Math Stars/Battle of theBooks/Enrichment (1-2)

Increase growth of level 3’s and 4’s by 10%

Quarterly Assessments Benchmarks DRA’sEOG’s Reading 3 D

DRA Scores EOG Scores (09-10)Benchmarks

Increase growth of level 3’s and 4’s by 10% & meet predictor scores

K-5 Teachers Encore

Teachers TAG &

STRIDE Instructional

Coach

2010-2011 x x X x

2

reading/math acceleration through• Non-linguistic representation• Hands-on Math/Higher-order thinking• Literature circles/Math compacting• Math Masters Competition• Novel Studies

Increase growth of level 3’s and 4’s

EOG's & Benchmark

s Scale Scores

TCS (3rd Grade) DataEOG ‘sGradesTeacher Recommendation (K-2)


Dr. Colavito 2010-2011 x X x




Sadie Saulter



Part 3: Intervention strategies for insuring the academic growth of advanced learners.



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To use STRIDE( Striving Toward Responsible

Individual Development in Education) to provide

opportunities for authentic learning and collaboration

with peers through• Project –Based Learning

• District Competitions

Increase growth of level 3’s and 4’s

EOG’sBenchmark

s Scale Scores

TCS (3rd Grade) DataEOG ‘sGrades


Dr. Colavito 2010-2011 x X x

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To provide EC students with modified and differentiated assignments within the regular classroom setting through• Individualized instruction• Small group• Open-book tests/Read aloudReading Fundations

Increase EC student proficiency and growth and provide instruction in least restrictive environment

(K-2) DRA’sQuarterly Assessments(3-5) EOG’sBenchmarksReading 3 D

(K-2) DRA’s, Quarterly Assessments(3-5) EOG’s, Benchmarks,EnVision diagnostic Reading 3 D

Increase Proficiency in reading/math by 10%

K-5 teachers Encore

Teachers EC Teacher

2010-2011 x X x X X X

2

To provide EC students with opportunities for additional tutoring through• Study Island• SES• United WayRemediation (3-5)

Increase EC student proficiency and growth and provide instruction in EC population

(K-2) DRA’sQuarterly Assessments(3-5) EOG’sBenchmarksIEP goals Reading 3 D

(K-2) DRA’sQuarterly Assessments(3-5) EOG’sBenchmarks Reading 3 D

Increase EC student proficiency and growth and provide instruction in EC population

Remediation EC Teacher Classroom Teachers

SES Tutors

2010-2011 x x X x X

Title I ComponentData Collection & Analysis




Funding Source

Sadie Saulter



Part 4: Intervention strategies for insuring the academic growth of Exceptional Children.

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To provide EC students differentiated instruction within the EC classrooms through• Reading Foundations• Thinking Maps• S.I.O.P• Envision Math• Manipulative Kit

To address individual student's academic needs

Informal observations Teacher made tests

IEP DataStudents master their IEP goals

Ms. Hardison ( EC Resource) Ms. Givens ( Speech)

2010-2011 x x x x

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To integrate the eight components of S.I.O.P in weekly lesson plans through• Language /Content Objectives• Lesson Delivery


Benchmark AssessmentsLesson PlansObservationsEOGQuarterly K-2 Assessments

EOG Scores ( 09-10) 3-5 DRA Levels( K-5) Reading 3 D

All StaffInstructional CoachAdministrationMs. Wade

2010-2011 x X X X x x x X X X

2

To communicate with families and students in their native language through • Parent Communication (print materials)• Translater for events/Curriculum resources


Benchmark AssessmentsLesson PlansObservationsEOGQuarterly K-2


All StaffInstructional CoachAdministrationMs. Wade/Ms. Gibbs ( ELL Contact)

2010-2011 x X X X x x X X X X


Sadie Saulter

State Strategic Priority: Globally Competitive Student


Part 5: Intervention strategies for insuring the academic growth of students with limited English proficiency.





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To continue to provide a school wide ESL program by• Reinforcing NCSCOS objectives in reading/math• Making connections between languages/BrainPop/PEP


Benchmark AssessmentsLesson PlansObservationsEOGQuarterly K-2 Assessments


All Staff Instructional Coach

2010-2011 x

x

X X x x X X X X X

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To train staff to integrate the eight components of SIOP in weekly lesson plans through use of higher order thinking skills, language/content objectives, vocabulary, grouping strategies, and lesson delivery/smartboards

Mandated program PCS has adopted to address diverse learning styles

All Staff

More actively engaged students and more hands-on, interactive lessons

Principal review lesson plans and provides formal feedback

Carolina Herrera Instructional Coach Administration

2010-2011 x x x x x x

2

To train teachers to use thinking maps to illustrate teacher think alouds and provide scaffolding for higher order thinking skills through the use of Bloom's Revised taxonomy and Marzano's questioning

To unify the visual representation of the thinking process and utilize a common language across all grade levels

All Staff

Students will use thinking maps in all subject areas to organize their thinking process and newly acquired content which will lead to higher academic achievement.

Increased academic growth in K-5 (safe harbor); teacher lesson plans, document implementation

Pat Peoples Instructional Coach

2010-2011 x x x x

Part 1: Strategies for all staff development activities including state, Title I or system sponsored activities. Title I schools: include professional development towards low performing academic areas and 10% set-aside for School Improvement.

Why Did You Select This

Activity? What Need?

Staff Development Activity

Outcomes: What change in student

progress or teacher behavior will occur as a result of the

activity?

Evaluation: How will you know when

the instructional need has been met?


State Strategic Priority: Twenty-first Century Professionals*

Section B: Professional Capacity for Teachers, Administrators and Staff

Timeline


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3

Schoolwide implementation of Positive Behavior Intervention Support (PBIS) to foster a positive climate to promote behavioral and academic success through PBIS matrix, PBIS action plan, schoolwide reward system, and staff training plan and schedule

To decrease OSS and create a consistent schoolwide discipline system

All Staff

Reduction of office referrals/suspensions, increased student proficiency, increased instructional time, increased staff morale and retention

Increase in student proficiency by 10% in all areas. Reduction of referrals and OSS; teacher retention increases

PBIS School Team Administration All staff Karen Morris

2010-2011 x x x x x x

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To provide beginning teachers with support from highly qualified mentors through district-wide training, computerized modules, mentee coaching

Increase teacher retention

BTs (8)

Increase in proficiency in all areas by 10% Meet Safe Harbor

Sheridan Holstein Administration Mentors District Lead (BT3) Julie Tucker

Weekly Monthly x x x x x

2

To provide teachers with support from the instructional coach through turnaround training/model lessons, NC Standards, My Learning Plan, balanced literacy training, building teacher leaders, differentiated planning support

Enhance teacher quality

All Staff

Increase in proficiency in all areas by 10%

Increase teacher retention by 5%

Staff Administration Instructional Coach

2010-2011 x x x x x x x x

Timeline


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activity?




State Strategic Priority: Twenty-first Century Professionals*Section B: Professional Capacity for Teachers, Administrators and StaffPart 2: A plan to support recruitment initiatives at the school, incentive programs to retain, and/or the placement of highly qualified teachers in areas of need. Title I schools: include the use of "reduced class size" positions, administrative support for teachers, staff development and mentor support).

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3

To provide teachers with common grade level planning time, cross grade level meetings, planning notes/minutes, collaboration with EC and Encore teachers, collaboration with Instructional Coach

To provide teachers with the opportunity to analyze data, collaboratively plan lessons, and promote grade level consistency

All Staff

Encourage professional dialogue between teachers and staff

Teacher observations, weekly lesson plans

Administration Teachers 2010-2011 x x x x x x

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• To foster a positive climate and promote behavioral and academic success through PBIS, SGA, Peer Mediation, & BOSS

Decrease school suspensions and promote consistent discipline procedures

Quarterly Suspension

Data. Monthly

reporting to Karen Morris

SWIS

08-09 Suspension

Report. (77

OSS) 09-10( OSS)

Monthly

Discipli d t

Reduce office

referrals, bus

referrals and

suspensions by 10%.

PBIS Team Administration All Teachers Dr. Kornegay Ms. Vandiver

Beginning in Dec. 08 (Module 1) Whole School Implementation(2009-2010) Module 3 10-11

x

x X x X

2

Student safety and security by :• Fire/ Tornado• Lockdown / Bombthreatfire safety weekSafe Arrival and Dismissal Procedures• Traffic route modified• Staff on duty to monitorschool bus safety week

Maintain Safety of students & staff.

Monthly Safety Report, Climate Survey

09-10 Safety Report

Reduce time for fire drills and lockdown, improve safety

procedures

Administration, Staff, and Law Enforcement

2010-2011 X X x x

3

Maintain a school uniform closet to alleviate uniform compliancy issues

Assisting with students who need uniforms N/A N/A Reduce

OSS

Jarvis Church Fund Donated clothing from individuals

2010-2011 x X x X X x x X

Strategy Timeline

Funding Source


Title I ComponentData Collection & Analysis


Need?

Sadie Saulter

State Strategic Priority: Healthy and Responsible Students

Section C: School ClimatePart 1: A plan to create and maintain a safe and positive school climate which is supportive of learning; insures the success of all children and the staff who serve them; and addresses a reduction in out-of-school suspensions.

How will you know when the goal is

achieved?

How will you inform parents of

assessment results, student progress?

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1

To continue Project Yeah in which students have to

complete physical activities outside of the

school setting

To increase physical activity for all students.

End of Year Progress Chart End-of-Year Celebration ( ECU)

Performance Charts & Take-home Activity Cards

P.E. Teacher-Hutchens Project

Organizer Students Parents

2010-2011 X X x

2

• To increase physical activity through classroom energizers & daily scheduled recess

To increase physical activity on non- P.E. Days (Active Recess State mandated) Have students adopt and maintain an active lifestyle.

Teacher Observations and Class Schedules reflect active recess time

The Great Body Shop/Health Taste

Explorers lunch menu

Classroom Teachers

P.E. Teacher

2010-2011monthl

yX X x x

3

• To address student nutrition through Taste Explorers( Monthly) and Nutrition Nuggets ( Weekly) •The Great Body Shop (health adoption)

Encourage healthy eating habits. Find out how certain foods affect their bodies

Class Participation -100% Through

Participation Log

Taste Explorers Newsletters

Cafeteria Manager

K-5 Teachers P.E. Teachers

2010-2011 monthly X x

Timeline


Part 2: A plan to increase physical activity for students at least 30 minutes a day (K-8) and to assure nutrition education is taught as a part of the Coordinated School Health Program (K-8).


Need?


State Strategic Priority: Healthy and Responsible Students

Section: Physical Activity and Nutrition

Strategy

Means of Evaluation

How will you measure the success of this strategy? (Student and/or Org/Bus Participation, Improved

Grades, Improved Behavior, etc.)

How will you inform the parents and the community of the

outcome?Person(s)

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1

Enhance communication between the school and

community through:• Monthly family newsletter

• ALERT NOW System• School Marquee• School Website

• Parent Resource TableClassroom websites

To increase communication with families in order to help students become successful

Climate Surveys & Parent Participation through attendance logs.

Monthly newsletterSchool WebsiteParent Resource Table

Administration School

Improvement Team

Monthly Yearly x X x x x x

2

Increase parent involvement through support and school programs• Barnes & Nobles Bookfair• Curriculum Night/Report Card Pick-Up• Title 1 Parenting Workshops• PTA/Title 1 Meetings (monthly)• Pizza Bingo/Violin Recital• Open House/Awards Assembly

To increase parent involvement and build positive relationships

Attendance logs for each event to track participation levels. Climate surveys

Monthly Newsletter PTA

School website Alert Now

All Staff 2010-2011 x x x X

Means of Evaluation

Why Did You Select This Strategy?

What Need?

Part 1: A plan to effectively communicate the education priorities of the students, and the needs of the families to the community, in order to gain the support of local organizations and businesses, and create partnerships that match student and family needs with what the community organizations and businesses have to offer. Public school professionals collaborate with higher education.


State Strategic Priority: Leadership for InnovationSection D: Communication to enhance leadership capacity

Strategy Timeline


How will you measure the success of this strategy? (Student and/or Org/Bus Participation, Improved

Grades, Improved Behavior, etc.)

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outcome?Person(s)

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Why Did You Select This Strategy?

What Need?Strategy Timeline

3

Increase student achievement through partnerships with ECU:• World Through Our Eyes• ECU Student Interns/Practicums

Develop partnerships with students and the community.

Increase student achievement. Climate surveys. Cultural awareness

Monthly Newsletter Parent Resource Table School Website

All Staff 2010-2011 x X X x x x

*Plans for additional funding.

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1

• To increase book circulation by updating media center collection; acquisition of library books (mostly nonfiction due to EOG testing).• Update classroom libraries


All Staff Mrs. Hamill

Administration2010-2011 X X X X X X

2

To use technology to differentiate the delivery of instruction and assessment of students:• Smartboards• Elmo( Document Reader)• Data Projector• CPSNetbooks (Reading 3 D)

To provide the hardware/software for students/teachers to utilize 21st Centurey skills and become globally competitive

All Teachers Administration Instructional Coach SIT Team

2010-2011 X X X X X X X X X

3

Provide staff with quarterly budget reports through• State/instructional funds• Media / Copier• Staff Development• Title 1 Funds• AARA Funding

Staff Survey Results Administration 2010-2011 X X X X X

Funding Source


State Strategic Priority: Planning and Operational Effectiveness

Part 1: Financial planning and budgeting focused on resource attainment and maximizing student achievement.

Title I Component

Why Did You Select This Strategy? What Need?Strategy

Copy of budget reports

Teacher Observations Benchmarks Lesson Plans EOG Scores Observation Survey Study Island Usage & Reports

Media Center Schedule Take home reading program Destiny AMTR Report


How Will You Document Use of

Strategy? Timeline

Mea

sure

men

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1001 115C-301. 115C-47 Allow teacher class size to exceed limit in grades 4-12.

N/ASchool will maintain low classroom sizes to maximize student acheivement

2

3



Circumstances Under Which Waiver May be Used

How Waiver Will Permit School to Improve

Student Performane

Law, Rule or Policy Inhibiting School's Ability to Improve

Student Performance

Title I Component

State Strategic Priority: Planning and Operational Effectiveness

Part 2: *Optional* Waiver Requests of State Laws, Rules or Policies

School: Sadie Saulter 2010-2011

A.

B.

C.

The school staff approved the plan by a vote of:

Principal Signature

The plan is rejected based upon the following reasons:

Board Action

Submission of Comprehensive Plan

School Approval

Date

The plan as submitted is recommended for board rejection based upon the following reasons:

School Improvement Team Chair Signature

The plan is accepted

The plan is accepted with the following modifications:

School Year:

Superintendent Signature Date

This school improvement plan has been developed in accordance with all statutory and local board requirements. This plan includes Southern Association School Improvement Plan, Title I, Safe Schools and Title II (formerly Eisenhower Staff Development).

Date

Superintendent's RecommendationThe plan meets all State requirements and is recommended for board approval.

Board Chair Signature Date

School: Sadie Saulter 2010-2011

Date

Tracy Gibbs Principal Fellow

Erma Burstion Instructional Coach Staff

School Year:

PrincipalElected By SignatureTitle

School Improvement Team Signatures

NameGenea Kornegay

ParentParent

Samantha BlakeJill LuczkovichAnn GivensSandra Hardin

Fifth Grade Teacher

Rebecca HamillMisty JoynerNivea Barrett

Fourth Grade Teacher

Reading Recovery Teacher

SIT Chair

Second Grade Teacher

Kindergarten teacherFirst Grade teacher

Third Grade Teacher

ParentMedia Coordinator

Staff

Teacher AssistantSpeech Teacher/EC

StaffStaffStaffStaffStaffStaff

C) It is an NCLB requirement that a parent of a Title I child serve on the team. Non-Title I schools must pick a parent reflective of the demographics of your student population.

Vilma RomanDawn FletcherRachel Foster

A) Elected by PTA or largest parent groupB) Parent of an exceptional childC) Parent of Title I child/reflective student pop

Staff

Carolina HerreraJeannette Cobb

Staff

StaffStaff

A) GS 115-105.27 requires that parents be elected by the largest organization of parents at the school.B) It is a Pitt County Schools requirement that a parent of an exceptional child serve on the team.

Doris Morgan

School:

Title I (PRC 050 & 105)

Perkins Workforce Development

Vocational (PRC 17 & 14)

Stimulus (PRC 141)

Sadie Saulter

Budget Summary

Budget Code &

Category

Grants/Others (PRC 28)

State Remediation (PRC 69 & 72)

2010-2011School Year:

Travel, Meals, Registration (312)

Stipends (182)

Substitutes (186)

Budget Code Totals

Salaries Including Benefits

Non-Capitalized Equipment (461 & 462) Capitalized Equipment (over $500; 541 & 542)

Instructional Materials & Supplies (411)

Other / Specify:Parent Involvement

Other / Specify:Professional Dev.

$0.00

$1,200 68,048.80

$36,596

$1,724.93

$8,879.17

$804.54

Total: All Budget Codes & Categories $159,353.00$42,099.56$0.00$104,644.80 $12,608.64

$999.12

$41,100.44

(School Improvement & Title I) School Name: Sadie Saulter · The mission of Sadie Saulter Elem....

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Transcript of (School Improvement & Title I) School Name: Sadie Saulter · The mission of Sadie Saulter Elem....