2021-2024 school advancement plan sixth ward elementary

This school-wide plan meets the requirements as outlined in the Every Student Succeeds Act (ESSA).

2021-2024

SCHOOL ADVANCEMENT PLAN

Sixth Ward Elementary

Sixth Ward Elementary 2021-2024

2 Last revision: 11/8/2021

1. COMPREHENSIVE NEEDS ASSESSMENT ● Provide outcomes of the school’s data analysis by providing the top strengths and weaknesses that have been identified. Findings should include

detailed analysis of all student groups as well an examination of student, teacher, and school strengths and weaknesses.

STRENGTHS WEAKNESSES At the end of the 2020-21 school year, Kindergarten had the highest amount of students performing benchmark or above on DIBELS 8th at 79%.

At the end of the 2020-21 school year, 43% of first graders scored below and well below benchmark on DIBELS 8th.

The highest LEAP 2025 assessment index is fourth grade English Language Arts at 97.6 with writing performance being the highest performing substrand at 76% of students scoring (Mastery or Advance).

The third grade math assessment index of 49.6 was by far the lowest scoring grade level on the LEAP 2025 assessment by 19.7 points.

At the end of the 2020-21 school year, both kindergarten and second grade levels had 75% or more students reading on grade level according to IRLA (Independent Reading Level Assessment).

The social studies assessment index of 59.3 was by far the lowest scoring subject area on the LEAP 2025 assessment by 10.1 points.



2. SCHOOLWIDE GOAL FOR CORE ACADEMICS ● Goals must be Specific, Measurable, Achievable, Results-focused, and Time-bound

● Must Include at least 3 Core Academic Goals Aligned to the Most Current School Needs Assessment

▪ Pre-K through 8th grade schools must have one ELA goal, one Math goal, and one additional academic goal

▪ High schools must have one Math goal, one goal for Strength of Diploma, and one additional academic goal

Goal #1 From Spring 2021 to Spring 2024, first grade students will increase reading achievement by increasing the percentage of students At or Above Benchmark on DIBELS 8th by 5% each year.

Grade 2021 Score 2022 Goal 2023 Goal 2024 Goal

1st 57% 62% 67% 72%

Instructional Focus: Phonological awareness: Demonstrate understanding of spoken

words, syllables, and sounds (RF.1.2)

Phonics: Know and apply grade-level phonics and word analysis skills

in decoding words (RF.3)

Resources needed: ● Amplify

Instruction ● Amplify Reading ● ARC Bookshelf ● IRLA manual and

IRLA data targets ● IRLA Foundational

Skills Toolkit ● Smart boards and

installation

Team Reflection:

Parent and Family Engagement Activity: Send information home about student progress in IRLA that includes

ideas of how parents can help their child at home.

Send Home Connect newsletter, which is located in Amplify, three

times a year which summarizes DIBELS benchmark results.

Family Literacy Engagement: LDOE has provided engaging parental

involvement activities for home and school.

www.louisianabelieves.com/resources/library/literacy-library

Resources needed: ● Copy Paper

Number of Participants: Summary of Parent Feedback/Exit Tickets/Survey:



Professional Development:

how to analyze DIBELS data and select appropriate lessons in Amplify

Instruction to maximize growth

how to analyze IRLA data to maximize rate of reading growth

District IRLA professional development by American Reading

Company

Planning phonological awareness and phonics differentiated

activities

Deepen teachers’ understanding of word knowledge by teaching

phonics rules through the STPSS Word Study Guide

Resources needed: ● Instructional

coach ● Curriculum

Specialist

Feedback from Teachers:

Follow Up and Support: ● Instructional Coach- provide support with foundational skills

planning, analyze DIBELS benchmark and progress monitoring and

IRLA data with teachers.

● Instructional Coach- model foundational skills lessons

● Curriculum Specialist to provide support teachers with PD

and observation feedback

● PLCs will focus on

1. analyzing student reading growth using Amplify



2. analyzing student growth in IRLA

3. plan for small group foundational skills instruction

Budgets used to support this activity:

Title I GFF Title II LA4 IDEA Title III Title IV Perkins JAG Bonds DSS CDF ESSER SCA Other

X

Monitoring and Evaluating

Assessments: ● DIBELS 8 benchmark assessments (BOY, MOY, EOY)

● DIBELS 8 Progress Monitoring (Below Benchmark every 4, Well

Below Benchmark every 2 weeks)

● IRLA initial assessment

● IRLA tracking

Observations: ● Once a year the School Improvement Committee (or Instructional

Leadership Team) will visit every K-2 classroom at least once a quarter

to conduct a snapshot during foundational skills instruction.

● Administrators will plan Compass observations during K-2 foundational

skills time.

Middle of the Year Monitoring Results/Areas for improvement:

End of the Year Results:

Goal #2 From Spring 2021 to Spring 2024, the percentage of students in each grade level achieving Mastery or Above on the LEAP 2025 in the reporting category of Major Content Subcategory, will increase by ___5__ percentage points each year as follows: • Third Grade Subcategory - Solve problems with Any Operation- 3. OA.D.8, LEAP.I.3.2, LEAP.I.3.3 • Fourth Grade Subcategory – Solve Multi-Step Problems: 4.OA.A.3, 4.NBT.B.5, 4.NBT.B.6, LEAP.I.4.2, • Fifth Grade Subcategory – Solve Fraction Problems: 5.NF.B.3, 5.NF.A.2, 5.NF.B.4, 5.NF.B.6, 5.NF.B.7

Grade 2021 Score 2022 Goal 2023 Goal 2024 Goal



3rd 23% 28% 33% 38%

4th 49% 54% 59% 64%

5th 29% 34% 39% 44%

Instructional Focus:

● Students will apply strategies and use skills to think logically

to become fluent in solving word problems.

Resources needed: ● Great minds

curriculum resources-inSync, Equip, Navigator, Affirm/Edulastic

● District Resources-Guaranteed Curriculum/Google Classrooms

● Louisiana Believes Planning documents

Team Reflection:

Parent and Family Engagement Activity: Communication of Assessments/Scoring Criteria using Progression to

Mastery Rubrics specifically on items addressing major content

Send home LDOE Parent Support information

Curriculum Based Parental Support Letters to support at-home

learning

Send home Eureka homework helper

Resources needed: ● Copy paper




Professional Development: Training on problem solving strategies

Resources needed:

● Instructional Coach (Models solving

● Curriculum Specialist


Follow Up and Support:

· Math Content Leaders model lessons focused on modeling problem situations within a context

· PLCs will focus on planning for assessment review of Type III tasks, student work (analysis of student entry point into solving application tasks), identification of standards with the intended component of Rigor as Application.

· Curriculum Specialist provides specific PD based on goal identified

· Curriculum Specialist support to Content Leaders & Math Instructional Coach Support

Instructional Coach- Model lessons focused on supporting representations of solving problems/tasks



X


Assessments:

Observations:



· EOY LEAP 2025

· 3rd, 4th & 5th Grade Progress Monitoring: LEAP 360 diagnostic,

LEAP 360 Interim, Unit tasks and district/teacher created unit

assessments

· Interim LEAP 360 Reports

· Equip Diagnostic Assessment Reports- identified

standards/tracking

Assessment Data- Topic Quizzes, Mid- and End-of Module Assessment

Tasks

● Once a year the School Improvement Committee (or Instructional

Leadership Team) will visit every 3-5 classroom, at least once a quarter

to conduct a snapshot during math instruction.

● Administrators will plan Compass observations during math time.



Goal #3

From Spring 2021 to Spring 2024, the percentage of students in each grade achieving Mastery or Above on the LEAP 2025 in Social Studies for each

cohort of students will increase by 5 percentage points as follows:

Grade 2021 2022 2023 2024

3rd 19% 24% 29% 34%

4th 17% 22% 27% 32%



5th 43%

48% 53% 58%

Instructional Focus: ● Inquiry-based instruction

● Students developing and supporting claims through writing

and speaking

Resources needed: ● Google Classroom

Resources (4-5) ● Guaranteed

Curriculum (3-5) ● LDOE Resources ● Achieve 3000 &

Actively Learn

Team Reflection:

Parent and Family Engagement Activity: ● Provide information to parents regarding the shifts in social studies

instruction and the importance of critical thinking in order to build

an informed opinion.

Resources needed: ● Copy paper


Professional Development:

Priority 2:

· Pedagogy: Deep Dive into specific unit Social Studies Instructional

Pathway and unit compelling question

· Pedagogy: Planning for Inquiry-based Instruction

· Supports: Embedding scaffolds that support reading, writing, and

speaking about complex text; creating anchor charts & student work

displays to support student achievement

Priority 3:

Assessment and Feedback: assessment building, actionable feedback

on assessments, grading tools

Resources needed: ● Curriculum

Specialist

● Mr. Burkhardt





· PLCs will focus on planning for the use of inquiry-based instruction

and claim development

· Curriculum Specialists



X


Assessments:

· EOY: LEAP 2025

· Progress Monitoring: District developed benchmark assessments

Student proficiency on teacher created unit assessments

Observations: ● Once a year the School Improvement Committee (or Instructional

Leadership Team) will visit every 3-5 classroom, at least once a quarter

to conduct a snapshot during social studies instruction.

● Administrators will plan Compass observations during social studies

time.



3. SCHOOLWIDE GOALS FOR DIVERSE NEEDS ● Goals must be Specific, Measurable, Achievable, Results-focused, and Time-bound

● Must include one discipline goal, one goal for Students with Exceptionalities, and one goal for English Learners

DISCIPLINE



● Schools will be given the label Urgent Intervention Required for Discipline (UIR-D) if the out-of- school suspension rate is more than two times the national average for

the past three years ● Two times the national average equals 5.2% for grade PK-4 and 20.2% for grades 5-12

Goal #1 (Discipline): From Spring 2021 to Spring 2024, the percentage of students receiving discipline referrals will decrease by __2___ % points each year as follows:

2020-2021 %

2021-2022 % Goal

2022-2023 % Goal

2023-2024 % Goal

14 12 10 8

Tier 1 (School wide):

Weekly social skills lessons, positive behavior reinforcement, classroom

circles, brain breaks, least invasive behavior corrections, seating charts,

school counselor guidance lessons on character and social emotional

competencies, supportive counseling

Triad of Instruction:

Second Steps (PK-K)

Classroom Management Plan

Weekly Social Emotional Learning on Google Classroom

PBIS

Development of classroom culture

Supportive counseling not occurring on a regular basis

Classroom Guidance Lessons

Resources needed: ● Schedule time to

plan, develop and collaborate- set times to conduct data reviews, team staffing, observations

Team Reflection:

Tier 2 (Targeted Prevention):



Calming corners, calming boxes, sensory rooms, check in check out,,

parent conferences


Targeted social skills instruction

Student specific reinforcement system

Behavior Contracts

Mental Health Counseling Services Individual and Group

Classroom Groups

Small group counseling groups

Check in/Check out

Tier 3 (Intensive Individual):



referrals to wrap around community supports, home school plans to

improve relationships and create proactive plans


FBA & BIP

Safety Plan

Daily, explicit social skill instruction

Crisis Intervention Plans

Mental Health Counseling Services Individual and Group

Crisis Intervention Services

CSoC (Coordinated System of Care wrap-around referral)

FINS (Families in need of services referral)

Parent and Family Engagement Activity: Special events for parents and families that can incorporate

presentations on topics related to school family connections.

Google Classroom


plan, develop and collaborate- set times to conduct data reviews, team staffing, observations

Participation Outcome: Parent Feedback/Exit Tickets/Survey:

Professional Development: ● Classroom Management Plan

● Behavior coach will implement weekly social emotional learning on

Google Classroom


plan, develop and collaborate- set times to conduct data reviews,





● Behavior coach social emotional

● google classroom classroom management plan

● PBIS committee meetings

team staffing, observations

● Behavior Coach ● scanner



X

Data used to Monitor and Evaluate Goal: Discipline data will be reviewed every 9 weeks to determine the percentage of discipline referrals, identify the location with the most referrals, identify the

incident with the most referrals, and identify groups (grade levels, teachers, etc.) that are receiving more referrals than others.

Middle of the Year Monitoring Results/Areas for Improvement:


STUDENTS WITH EXCEPTIONALITIES ● Universal Design for Learning (UDL) Strategies can be used to adapt the curriculum so that it is differentiated and able to meet the various needs of all

learners. (UDL Strategies - Goalbook Toolkit (goalbookapp.com)

Goal #2 (SWE): From Spring 2021 to Spring 2024, the SPS for the SWE student group will increase by ___ points each year as follows:

2020-2021 SPS

2021-2022 SPS

2022-2023 SPS

2023-2024 SPS

*Data will be entered upon LDOE release of SPS for SWE student group.

We are still waiting on the state to release the SPS for the SWE student group. You can still plan for improvements for the student group, but leave the numbers blank. I understand planning without the data is not ideal; however, the suggested supports and strategies on the Goal Setting Reference sheet will foster growth regardless of the numbers.

Describe policies and practices to identify disabilities early and accurately: Team Reflection:

https://goalbookapp.com/toolkit/v/strategies



Teacher observation, diagnostic assessments, TAT, SBLC, DIBELS screener, intervention

implementation and data review/analysis,

Describe structures to increase collaboration amongst general and special education teachers: PLC, co-teaching inclusion model, common grade-level planning, monthly SWE meetings,

Team Reflection:

Supports and Strategies in Tier 1 (Core Instruction): Ready Gen, Guidebooks, Amplify Reading, The Writing Revolution,

Achieve 3000, IRLA, SALSA, Eureka, Reflex, Gizmos, Unique

Resources needed: scanner

Team Reflection:

Supports and Strategies in Tier 2 (Targeted Prevention): Small group instruction with - Amplify Instruction, IRLA, Project Read,

Achieve 3000, Eureka Equip, Zearn, Reflex Math

Supports and Strategies in Tier 3 (Intensive Individual): Intensive individual/small group with : Amplify Instruction, IRLA,

Project Read, Eureka Equip, Zearn, Reflex Math, PCI

Parent and Family Engagement Activity: Literacy Night

Math Night

Resources needed: Exit tickets/surveys


Professional Development: Teachers will be trained in IRLA, Project Read, Writing Revolution and

Eureka Equip

Monthly SWE meetings

Resources needed: Subs for PLC


Follow Up and Support: ● Math coach and ELA coach will support teachers in PLC and in

classrooms

● SPED consultant/behavior coach support teachers and students in

the classrooms



● Admin. will attend SWE meetings, PLCs and SBLC meetings



X

Data used to Evaluate Goal: DIBELS EOY reports, LEAP 2025 scores, EOY district assessments, IEP goals/objectives achieved



ENGLISH LEARNERS ● Consider translating the following items: handbooks/discipline policies, disciplinary notices, report cards/progress reports, parent permission forms, testing

information, registration documents, home language survey, etc.

● Consider verbally interpreting: registration & enrollment process, counseling on eligibility for EL program, disciplinary hearings, orientation/back to school events, parent-teacher conferences, medical emergencies/nurse calls, school-wide announcements over intercom, meetings; etc.

Goal #3 (English Learners): From Spring 2021 to Spring 2024, all EL students will progress at least one level in each domain (Listening, Speaking, Reading, Writing), each year on the ELPT assessment until reaching the proficiency level of English according to the state of Louisiana. (see EL Progress Tracking Chart)

Supports and Strategies in Tier 1 (Core Instruction): Full inclusion with push in support core curriculum

Resources needed: training

Team Reflection:

Supports and Strategies in Tier 2 (Targeted Prevention): Amplify reading, Project Read

Supports and Strategies in Tier 3 (Intensive Individual): EL tutor works on Project Read, phonics, blending, reading comprehension, IRLA reading level, writing skills based on what the teacher is doing in the classroom.

Parent and Family Engagement Activity: Additional resources to support at home

documents translated for parents

Resources needed: translated documents




Professional Development: Project Read training for tutor

Classroom teacher meets with tutor to learn new strategies

Resources needed: substitutes


Follow Up and Support: ● Analyze progress monitoring data



X

Data used to Evaluate Goal: ELPT Assessment, EL Tracking Chart





4. PARENT AND FAMILY ENGAGEMENT ● The school-wide plan must be developed with the involvement of parents and other members of the community to be served, as well as individuals

who will carry out the plan, including teachers, principals, other school leaders, paraprofessionals, and students (if applicable). ● The school-wide plan shall be available to the District, parents, and public, and information contained in the plan shall be in an understandable and

uniform format and, to the extent practicable, provided in a language that the parents can understand. ● Each school must meet the federal requirements, including the development and implementation of a parent and family engagement policy that

includes a school-parent compact outlining shared responsibility for high student academic achievement.

Describe how the school communicates information to parents regarding curriculum, assessments, student progress, etc.: ● Meet and Greet

● Open House

● School Website

● Newsletters

● Google Classrooms

● Robo Calls

● Jpams Student Progress Center

● Teacher Websites

● Report Cards

● Progress Reports

● Home Connect Letters

● Take home test folders

● PFE activities/events

Describe how parents and community stakeholders are included as decision makers in a broad spectrum of school decisions: ● SBLC Meetings

● IEP Meetings

● PTA

● Parent teacher conferences



Resources Needed to Support Parent and Family Engagement: ● Materials and supplies

● Technology

● Planning time



X

Team Reflection:



5. INTERVENTIONS FOR AT-RISK STUDENTS

Process for determining student participation in school and classroom interventions and the process for monitoring the interventions: We determine student participation by beginning of year readiness assessments, DIBELS, LEAP 2025, IRLA leveling, teacher observation and classroom

assessments

Describe how the school ensures that interventions do not replace core instruction: School wide intervention blocks

Interventions/programs available for students in need (include grade levels and skills addressed): Amplify Instruction supported by classroom teachers, Title I tutor, Title I para and addresses these skills: K-3 Foundational skills, fluency & comprehension

IRLA supported by classroom teachers, Title I tutor, Title I para and addresses these skills: 3-5 Foundational skills, fluency & comprehension

Project Read supported by classroom teachers and Title I tutor address these skills: K-5 Foundational skills, fluency & comprehension

Achieve 3000 supported by classroom teachers and addresses these skills: 4th & 5th fluency & comprehension

Reflex Math supported by classroom teachers and addresses these skills: 2-5 fact fluency

Zearn supported by classroom teachers and addresses these skills: 1-5 major content standards

Eureka Equip supported by classroom teachers and addresses these skills: 1-5 major content standards

Describe the process for ensuring progress monitoring is carried out and results are monitored: ● TRT creates progress monitoring calendar

● TRT and administration monitor results

● Data analyzed at bi weekly PLC meetings



X

Resources Needed to Support Interventions: ● Title I Tutors ● Title I Paras ● TRT

Middle of the Year Monitoring Results:



6. SUPPORT AND EXTENDED LEARNING

Support and extended learning opportunities within the school day (field trips, art, music, etc.) ● Virtual field trips, art class, music class, PE class

● Morning Announcements and PBIS Broadcasting- showcase different classes and their work

● Broadcasting Club- 4th and 5th graders

Resources needed: Camcorder Green screen

Extended learning opportunities beyond the school day and school year (e.g. 21st century, before or after school tutoring, credit recovery, etc.):

● 21st Century

● After-School ELA/Math tutoring for 3rd-5th graders

o Math- Eureka Equip, Reflex, and Zearn

o ELA- Achieve 3000 and IRLA toolkits

Resources needed: teachers, busses, technology



X

List programs that need to be evaluated and what data will be used to monitor and evaluate: EOY assessment scores and LEAP 2025 scores will be used to monitor and evaluate.





7. COUNSELING SERVICES

A full-time Mental Health Provider (MHP) will work with students to develop coping strategies for handling conflicts and stresses, enabling them to re-direct their focus on academic achievement. Students will be selected through a referral process and will work with the MHP for varying amounts of time dependent on need. The school’s administrators will monitor implementation of the MHP program.

Services Provided by Mental Health Provider(s): 1-1 sessions

group social skills sessions

check in check out

TOVs

Resources needed: scanner

Services Provided by Counselor(s): classroom guidance lessons

1-1 sessions

group social skills sessions

check in check out

TOVs

Resources needed:



X

Team Reflection:

8. TRANSITION ACTIVITIES Describe school-wide transition activities including those for Students with Exceptionalities, such as:

● coordinating supports at key transition points and preparing students for successful transition within the PK-12 system and beyond;

● familiarizing the student and family with the structures, routines, and expectations of new settings/schools; and

● preparing students for postsecondary transition.



Transition Activities for Students:

● Junior High visit day - 5th grade students visit the junior high for orientation.

● PreK parents have orientation at the beginning of the year since this is most of their first school

experience.

● Meet and Greet - parents can meet the teacher and see the classrooms and campus

Resources needed: busses

Parent and Family Engagement Activity: ● PreK orientation - see above

● Meet and Greet - see above

Resources needed: paper

Participation Results: Feedback from Parents/Families:



X



9. PROFESSIONAL LEARNING COMMUNITIES

PLCs provide collaboration time for groups of teachers including, but not limited to, core academics, Students with Exceptionalities, English Language, CTE interventionists, instructional coaches, and administration in order to: ● analyze student data to plan for individual lessons with embedded supports to address unfinished learning and

● plan for the use and implementation of high-quality curriculum, share best practices for teaching and learning, and study units within the curriculum.

Describe the structure/make-up of your PLC groups: ● 3rd-5th grade teachers meet together and are split into ELA/SS and math/science

● PreK/K meet together

● 1st grade

● 2nd grade


Describe the format of your PLC groups (When? How often? How long?): ● PLC groups meet every other Tuesday for 1.5 hours



X

Middle of the Year Reflection/Areas for Improvement:

End of the Year Feedback from Teachers:

Areas for Improvement:



10. OTHER PROFESSIONAL DEVELOPMENT

High quality and ongoing professional development for teachers, paraprofessionals, and other school personnel to improve instruction

Other Professional Development: ● Teachers are encouraged to attend district PD when offered.

● Mental Health Conference for MHP

● Music Conference for Music Teacher

Describe how the Instructional Coach will support your school (if applicable):

● The math coach will be mainly supporting our 3rd-5th grade math teachers with Eureka Equip and

problem solving strategies.

● The ELA coach will be supporting K-2 with Amplify instruction/reading and interventions. She will also

support the implementation of The Writing Revolution.




X

Middle of the Year Reflection/Areas of Improvement:

End of the Year Feedback from Teachers:

Possible PD needs for next school year:



11. SCHOOL ADVANCEMENT PLANNING Describe how all parents will be included in the development of the school-wide plan (include the months that this will take place):

● PTA sends out an agenda for a PTA meeting to all parents. Included on the agenda is School Advancement Plan input/discussion. Parents who show up to

the meeting are presented our strengths/weaknesses and goals for the year.

Describe how and when the evaluation results of the school-wide plan are reported to the school’s stakeholders (faculty, staff, parents/families, and community members):

● Faculty/Staff - results are reported at the beginning of the year (once we have all the data) August PD days

● Parents/families - results are reported via a slide show presentation during Open House and posted on our website.

● Community Members - results are posted on the school website

Describe how and when the school-wide committee will meet and discuss school programs implemented, as outlined in this document, to determine effectiveness and to assist in planning:

● SAP Committee will meet once a quarter to review and discuss effectiveness of programs.

2021-2024 Committee Members School-wide Planning Committee

Responsible for developing, monitoring, revising, and evaluating Members Include:

● Administrator: Andrea Stant

● TRT: Sandy Olano

● Teacher: Stacey Deleon

● Teacher: Jinger Morgan

● Parent/Family: Sarah McGinnis

● Parent/Family: Cassie Audibert

● Student - Charley Bryan

Parent/Family Engagement Committee Responsible for the implementation of the PFE activities

Members Include:

● Administrator: Andrea Stant

● TRT: Sandy Olano

● Teacher: Stacey Deleon

● Teacher: Colleen Alt

● Parent/Family: Sarah McGinnis

● Parent/Family: Cassie Audibert



DISTRICT ASSURANCES

☐ I certify that this school-wide plan was designed to improve student achievement with input from all stakeholders.

☐ I assure that the school-level personnel, including stakeholder representatives responsible for implementation of this plan, have collaborated in the writing of the plan.

☐ I hereby certify that this plan has all of the following components:

▪ Evidence of the use of a comprehensive needs assessment ▪ Measurable goals ▪ Parent and family engagement activities aligned with assessed needs ▪ Evidence-based methods, strategies, and activities that guide curriculum content, instruction, and assessment ▪ Plans for transitioning incoming and outgoing students in the school community ▪ Professional development aligned with assessed needs and strategies to attract and keep high quality teachers ▪ Coordination and integration of federal, state, and local resources, services, and programs ▪ Evaluation plan that includes methods to measure progress of implementation and effectiveness of strategies and programs ▪ A school-wide action plan with timelines and specific activities for implementing the above criteria

☐ I further certify that the information contained in this assurance is true and correct to the best of my knowledge. ___________________________________________ _____________________ Principal Signature Date ___________________________________________ _____________________ Supervisor Signature Date ___________________________________________ _____________________ Superintendent Signature Date

2021-2024 school advancement plan sixth ward elementary

Documents