joseph a. gregori high school self-study report

WASC/CDE FOL 2013 Edition Revised 11/12

JOSEPH A. GREGORI HIGH SCHOOL SELF-STUDY REPORT

3701 Pirrone Road Modesto, CA 95356

Modesto City Schools

March 2-5, 2014

WASC/CDE Focus on Learning Accreditation Manual, 2013 Edition

Joseph A. Gregori High School WASC/CDE Self-Study Report

CHAPTER V

Stadium Concessions Wall Mural


Schoolwide Action Plan JAGHS faculty, community input, and MCS district guidance have resulted in an annual revision of the Single Plan for Student Achievement (SPSA) that will drive achievement of the schoolwide learner outcomes and address the critical learner needs. The following chapter shall launch an ongoing follow-up process to monitor implementation and accomplishment of the SPSA.

Areas of Strengths Areas for Growth

• Professional Development opportunities for ELA, math, electives, and CTE teachers for Common Core Instruction, Literacy Standards, and SBAC assessments

• Benchmark assessments includes SBAC types of questions

• ELA CST test scores show a general trend of improvement with the percentage of proficient and advanced

• Student connection to SLC and used as a vehicle to demonstrate the relevance of the ELA curriculum in all classrooms within the SLC

• There was positive growth in subgroups taking Algebra CST

• Recognition and celebration of student and staff academic and extra-curricular successes

• Highly qualified teachers, and dedicated and caring certificated and classified staff promoting a sense of family

• Student academic enrichment through multiple extra-curricular, co-curricular and community involvement opportunities

• Development of SLC that create connections between students, families, faculty, and staff.

• SLC provide the opportunity for students to see the relevance and application within their area of interest on a personal and academic level.

• Student achievement gap closing • Site wide instructional focus and increased

use of student learning objectives, engagement and checking for understanding strategies

• A variety of Advanced Placement course offerings

• Safe campus environment

• EL students struggle to pass the math portion of the CAHSEE on the first try compared to 10th graders overall.

• of CST struggled to maintain growth • Common Core interim assessment development

and standards alignment/implementation • Increase student learning through Common Core

instruction and curriculum delivery aligned to their SLC

• Writing focused in all classrooms and ties to the theme of the SLC or content standards.

• Increase academic opportunities for student collaboration and teamwork to improve college and career readiness

• Continue to increase school and teacher communication to parents and students through technology (social media, email, text messaging, school website, marquee, television monitors, etc.) and access for non-English speaking parents.

• Continue to increase student, parent and staff awareness of support programs and services

• Expand college and career awareness


Plan Priorities The top priorities of the current SPSA include primarily English Language Arts instruction and mathematics. Meeting or surpassing the goals that are established in this plan is the priority. Through a variety of services including specialized instruction using technology, tutoring via academic intervention, EL counselor support and on-going professional development for JAGHS teachers encompass the majority of the funding for our plan. Plan Implementation We were able to fully implement the use of an English Learner (EL) counselor to monitor progress of EL students. The result of this includes a high rate of redesignation in the spring for Gregori High School. Because of the limited funds from last year we were not able to create the Academic Intervention plan we had envisioned. Creating a tutoring class for EL students was a goal of ours that has not been implemented at this time. Strategies and Activities Without a doubt, the utilization of our EL counselor played a big role in the success of our program and the significant gains we saw in STAR testing. The objective of the EL counselor was to provide individualization for each EL student, monitor their progress on CELDT, and keep track of their status and grades in each class. More than that was the ability of the counselor to react to the needs of each of these students. Checking their placement in each class and even which instructor they had was a follow up area for our counselor. Our EL counselor from 2012-13 retired, but we have selected a new one and trained him based on the standard maintained by the previous counselor. The area of professional development was not tapped into as deeply as we would have liked. The opportunity to train our teaching staff is essential as we are a relatively new school and the insistence on scaffolding and differentiated instruction is of utmost importance for all of our teachers. Excellent use of SDAIE and other EL-specific instructional strategies occurs in the ALD support classes, but this needs to extend to all teachers where these students take classes in the core areas. Our EL Boot camp for CAHSEE testing was also a great success as we were able to find native Spanish speakers to work with these groups to better prepare them for both the English portion, as well as the math portion of CAHSEE. All of the strategies mentioned in this section will continue to be used. Involvement/Governance The School Site Council (SSC) provided feedback to the Associate Principal and the EL counselor as the plan developed for EL students. The Modesto City Schools Academic Intervention coordinator has presented to the SSC. This group met for portions of SSC meetings to describe their progress and look for suggestions. In addition, the English Learner Advisory Committee was briefed on the EL support program we had established at each meeting. There was a “Mandatory EL Parent Night” that focused on providing all parents of ELs with information on the redesignation process, as well as the supports available to them. As always, attendance at parent meetings such as the EL Parent Night needs to increase.


Outcomes All of the goals of the SPSA were met. Our goal for the 13-14 SPSA is to continue the practices begun over the last two years. We will enhance the work of the EL counselor by providing tutoring opportunities throughout the year. We will include new uses of technology to solidify the transition to Common Core State Standards as our next steps. Significant Developments

Since the initial accreditation cycle, Gregori has changed dramatically and has made progress in each of the critical areas for follow up. These critical areas for follow up augmented our self-study goal areas with a deeper focus on Small Learning Communities, the mentoring of new teachers to Gregori High School, development of a Tutoring Program that serves all students, and timely review of disaggregated data from our feeder schools as well as from our own. Additionally the incorporation of our Single Plan for Student Achievement goals has been included in our district presentation and WASC report. Growth

The addition of a junior and senior class since the initial WASC visit in 2011 has completed the build out of Joseph A. Gregori High School. With this growth, approximately 45 new teachers and additional support staff to our school have been added. Our enrollment now stands at close to 2100 students.

Common Core State Standards Our staff is in process of completing a yearlong professional development plan that will focus on English and math teachers as their new standards will be implemented prior to the other core academic areas. There will be field tests in the spring of 2014 conducted by the California Department of Education. Leadership

Department/Instructional Chair positions were reinstated in Modesto City Schools. Fourteen positions ranging from the traditional core department chairs to the six instructional chairs were selected in 2012. This group quickly established itself as the leadership PLC for JAGHS.


Support/Program Offerings A variety of programs have been added to Joseph A. Gregori High School including SH/Autism classroom, SH/Emotionally Disturbed Classroom, Work Experience class, Peer Tutoring, EL Support classes and EL counselor. Peer Assisted Learners (PALS) incorporate regular education students into the special education classrooms on campus. Communication

Jaguar Network News (JNN) provides a weekly video news program to our students, staff and the online community of JAGHS. Other methods of communication include parent meetings at the beginning of the year; Freshman Year A-Z, Senior Night, College night, Senior Awards Night, use of the auto-dialer School Messenger, and quarterly newsletters.

Collaboration JAGHS utilizes twice monthly collaboration time in the form of after school meetings. Full faculty or teachers within SLCs meet to discuss intervention/student support topics, teaching and learning strategies, and district-provided agenda items.

Facilities/Construction While construction has been completed on our school, additional monies became available to complete a much-needed football stadium. This stadium, designated as Modesto City Schools Stadium #3, is to be shared with other high schools in the district. It seats approximately 2,300 spectators. In the future, there are plans to build an Agriculture Farm on the Gregori site. The original plans for Joseph A. Gregori High School include a swimming pool and theater; budgetary constraints have prevented the construction of these facilities. Ongoing School Improvement

JAGHS Single School Plan has been approved by our School Site Council and the Modesto City Schools Board of Education. As part of our Single School Plan, the school administration presents their review of data from the previous year’s assessments, the impact of the previous year’s plan and changes brought forward by the Leadership Team of Gregori High School during the Principal’s Summit held in the fall. In Modesto City Schools, The Summit allows site staff to present to the Superintendent’s cabinet their action plan for the coming school year.

School wide Action Plan Progress As already stated in Chapter II, during the initial WASC accreditation in 2011, Joseph A. Gregori High School’s Self Study identified four areas as critical areas for follow up.

1) Students need to be more aware of their Small learning Community, identify what it means to them and their education and goals and how it supports their achievement in high school and beyond.

2) When new teachers join the JGHS staffing future school years, a concerted effort must be made to welcome them, share the mission and vision of the school, mentor them as needed regarding SLC’s and Block Schedule, while appreciating the talent and skills they bring to an already cohesive and collaborative faculty which will bolster student achievement. 3) As funds are available, a tutoring program for all students should be made available.


4) Use disaggregated data from the feeder junior highs in specific growth areas in the California Standards Test

In 2011 after the Initial visiting team reviewed our self-study and met with staff and other stakeholders, they identified the following areas of need for the school

1) The school site staff, administration and district develop opportunities to reward curriculum/Instruction and SLC leaders in their effort to provide a structure and an organization which promotes student success.

2) The school site staff and administration begin a process that provides for clarification of the school’s ESLR’s and provides for the standards based curriculum to be the basis of ESLR’s attainment by students.

Finally, the SPSA will be incorporated with our WASC document as well as our district report called the Principal’s Summit.


Goal 1 - CAHSEE ELA

Planned Improvements in Student Performance: The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards. School Goal #1: CAHSEE English Language Arts (ELA) Increase by nine percent the percent of students scoring Proficient or Advanced on California High School Exit Exam (CAHSEE) - English Language Arts (ELA). Identified Critical Learner Need (CLN): Small Learning Communities will positively impact student achievement in reading and writing with connections created through Common Core literacy standards that focus on SLC specific topics (CLN #2). Correlated Schoolwide Learner Outcomes (SLO):

• Journey towards graduation and lifelong learning o Information and technological literacy

• Actively engage in the classroom, school and community o Use academic language to read, write, discuss and problem-solve

• Goal setting focused on student achievement o Gather, organize, and analyze data to think critically

Percent of students at Proficient or Advanced proficiency level:

Subgroup 2011-2012 2012-2013 2013-2014

Schoolwide (SW) Goal 67.6% Actual 52% Goal 56.6% Actual 57% Goal 62.13% Actual____%

English Learners (EL) Goal 67.6% Actual 16% Goal 17.4% Actual 31% Goal 33.79% Actual____%

Students with Disabilities (SWD) Goal 67.6% Actual 14% Goal 15.26% Actual 12% Goal 13.08% Actual____%


What process will you use to monitor and evaluate the data? At JAGHS there are several opportunities to review and evaluate data. In concert with the district office regular reports from SchoolCity will be utilized to assess progress. Using the incoming 9th grade Lexile assessment and the Pre-CAHSEE test to determine students in need of extra support will be standardized by Pupil Services to determine placement in specific support classes like ALD, READ 180, and ELA Support classes. Principal Summit reports will be presented in the fall to discuss progress and new strategies implemented to improve results. Responsible person(s) involved: District Administration, District Curriculum Coordinators, Instructional Facilitators, Site Administration, English Department Chair, Teachers

Funding Source

EIA-SCE Prof. Dev. EIA-EL Positions EIA-SCE Certificated EIA-SCE Supplies and Services

EIA-EL Parent Involvement

Estimated Costs per Funding Source

$ 3,000.00 $ 9,907.00 $ 2,500.00 $ 24,000.00 $ 1,055.00

Sub Group

Description of Specific Actions (strategies) to Improve Student Achievement (Best and Next Practices) in ELA

Proposed Expenditure Start Date & Completion

Date

Estimated Costs

Estimated

Costs Estimated Costs

Estimated

Costs Estimated Costs Category Totals

SW

Provide PD in the area of literary analysis via CAHSEE type writing prompts

Conferences, Professional Literature 10/13-5/14 $ 2,500.00 $ - $ - $ - $ - $ 2,500.00

EL

Monitor and adjust scheduling to best serve the EL student preparing for the CAHSEE exam

EL Counselor 10/13-5/14 $ - $ 9,907.00 $ - $ - $ - $ 9,907.00

SWD

Training of mainstream teachers to enhance instruction using paraprofessionals

Conferences 10/13-5/14 $ 500.00 $ - $ - $ - $ - $ 500.00

EL Provide intervention tutoring for EL students to prepare for CAHSEE

Academic Intervention Tutoring Services 10/13-5/14 $ - $ - $ 2,500.00 $ - $ - $ 2,500.00


EL

Provide technology directly to ALD classrooms and one to one service for EL students and students SED

Computers for students to access in a one to one setting 10/13-5/14 $ - $ - $ - $ 24,000.00 $ - $ 24,000.00

SWD


Computers for students to access in a one to one setting

$ - $ - $ - $ - $ - $ -

EL Refreshments for required EL Parent Night

Purchase cookies and coffee for Parent Night 10/13-5/14 $ - $ - $ - $ - $ 1,055.00 $ 1,055.00


Goal 2 - CAHSEE MATH

Planned Improvements in Student Performance: The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards. School Goal #2: CAHSEE Math Increase by nine percent the percent of students scoring Proficient or Advanced on California High School Exit Exam (CAHSEE) - Math Identified Critical Learner Need (CLN): Math Skills: Prepare all students for real world math application by improving student’s understanding of math concepts, problem solving skills, their ability to perform essential calculations and apply mathematical formulas (CLN #1) Correlated Schoolwide Learner Outcomes (SLO):




Percent of students at Proficient or Advanced proficiency level: Subgroup 2011-2012 2012-2013 2013-2014

Schoolwide (SW) Goal 68.5% Actual 54.7% Goal 19.6% Actual 53.4% Goal 58.2% Actual____%

English Learners (EL) Goal 68.5% Actual 4% Goal 4.3% Actual 29.2% Goal 31.8% Actual____%

Students with Disabilities (SWD) Goal 68.5% Actual 6% Goal 6.5% Actual 14.6% Goal 15.9% Actual____%

What process will you use to monitor and evaluate the data? At JAGHS there are several opportunities to review and evaluate data. In concert with the district office regular reports from SchoolCity will be utilized to assess progress. Using the Pre-CAHSEE test to determine students in need of extra support will be standardized by Pupil Services to determine placement in specific support classes like tutoring, intervention, and math Support classes. Principal Summit reports will be presented in the fall to discuss progress and new strategies implemented to improve results. Responsible person(s) involved: District Administration, District Curriculum Coordinators, Instructional Facilitators, Site Administration, Math Department Chair, Teachers


Funding Source EIA-SCE Prof Dev EIA-EL Positions EIA-EL Certificated EIA-EL Supplies and Services

EIA-SCE Supplies and Services


$ 1,500.00 $12,677.00 $3,624.00 $ - $24,000.00

Sub Group

Description of Specific Actions (strategies) to Improve Student Achievement (Best and Next Practices) in Math

Proposed Expenditure Start Date & Completion Date

Estimated Costs

Estimated Costs

Estimated Costs

Estimated Costs

Estimated Costs Category Totals

SW

Provide PD in the area of literary analysis via CAHSEE type writing prompts

Conferences, Professional Literature

10/13-5/14 $ 1,000.00 $ - $ - $ - $ - $1,000.00

EL

Monitor and adjust scheduling to best serve the EL student preparing for the CAHSEE exam

EL Counselor

10/13-6/14

$12,677.00 $ - $ - $ - $12,677.00

SWD

Training of mainstream teachers to enhance instruction using paraprofessionals

Conferences

10/13-5/14 $ 500.00 $ - $ - $ - $ - $500.00

EL

Provide intervention tutoring for EL students to prepare for CAHSEE

Academic Intervention Tutoring Services

10/13-5/14 $ - $ - $3,624.00 $ - $ - $3,957.00

EL


Computers for students to access in a one to one setting 10/13-5/14 $ - $ - $ - $ - $14,000.00 $14,000.00

SWD


Computers for students to access in a one to one setting 10/13-5/14 $ - $ - $ - $ - $10,000.00 $10,000.00

EL Provide childcare and refreshments for meetings

Parent meetings 10/13-5/14 $ - $ - $ - $ - $ - $ -


Goal 3 – CST ELA

Planned Improvements in Student Performance: The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards. School Goal #3: CST ELA Increase by nine percent the percent of students scoring Proficient or Advanced on California Standards Tests - English Language Arts (ELA). As CST data will non-existent in 2014 and beyond, the use of local assessment trend data and CalMAPP data will be utilized as it becomes available. Identified Critical Learner Need (CLN): Small Learning Communities will positively impact student achievement in reading and writing with connections created through Common Core literacy standards that focus on SLC specific topics (CLN #2). Correlated Schoolwide Learner Outcomes (SLO):





Subgroup 2011-2012 2012-2013 2013-2014 Schoolwide (SW) Goal 77% Actual 52% Goal 56.68% Actual 56% Goal 61.04% Actual____% English Learners (EL) Goal 77% Actual 16% Goal 17.44% Actual 17% Goal 18.53% Actual____% Students with Disabilities (SWD) Goal 77% Actual 24% Goal 26.16% Actual 43% Goal 46.87% Actual____%


What process will you use to monitor and evaluate the data? At JAGHS there are several opportunities to review and evaluate data. In concert with the district office regular reports from SchoolCity will be utilized to assess progress. Using the incoming 9th grade Lexile assessment and the Pre-CAHSEE test to determine students in need of extra support will be standardized by Pupil Services to determine placement in specific support classes like ALD, READ 180, and ELA Support classes. Principal Summit reports will be presented in the fall to discuss progress and new strategies implemented to improve results.

Responsible person(s) involved: District Administration, District Curriculum Coordinators, Instructional Facilitators, Site Administration, English Department Chair, Teachers

Funding Source EIA-SCE Prof Dev EIA-SCE Supplies and Services

EIA-SCE Classified

EIA-SCE Certificated

EIA-EL Positions EIA-SCE Positions


$ 4,406.00 $14,323.00 $ 500.00 $4,000.00 $7,469.00 $2,700.00

Sub Group

Description of Specific Actions (strategies) to Improve Student Achievement (Best and Next Practices) in ELA

Proposed Expenditure

Start

Date & Completion Date

Estimated Costs

Estimated Costs

Estimated Costs

Estimated Costs

Estimated Costs

Estimated Costs

Category

Totals

SW

Transition to CCSS participate in PD opportunities to prepare staff

Send a contingent of teachers to training to transition to common core instruction

10/13-6/14 $ 4,406.00 $ - $ - $ - $ - $ - $4,406.00

EL Provide internet based instruction that ties into CCSS

Student access to technology in a one to one setting 10/13-6/14 $ - $14,323.00 $ - $ - $ - $ - $14,323.00

SWD

Transition to CCSS participate in PD opportunities to prepare support staff

Train support staff in differentiated instruction related to common Core

10/13-6/14 $ - $ - $ 500.00 $ - $ - $ - $ 500.00

EL

Provide intervention tutoring for EL students to prepare for CCSS

Academic Intervention Tutoring Services 10/13-5/14 $ - $ - $ - $4,000.00 $ - $ - $4,000.00

EL Provide EL counseling services for EL students

EL counselor 10/13-5/14 $ - $ - $ - $ - $7,469.00 $ - $7,469.00

EL

Provide intervention tutoring for EL students to prepare for Common Core State Standards

Academic Intervention Tutoring Services 10/13-5/14 $ - $ - $ - $ - $ - $2,700.00 $2,700.00


Goal 4 – CST MATH

Planned Improvements in Student Performance: The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards. School Goal #4: CST Math Increase by nine percent the percent of students scoring Proficient or Advanced on California Standards Tests – Math. As CST data will non-existent in 2014 and beyond, the use of local assessment trend data and CalMAPP data will be utilized as it becomes available. Identified Critical Learner Need (CLN): Math Skills: Prepare all students for real world math application by improving student’s understanding of math concepts, problem solving skills, their ability to perform essential calculations and apply mathematical formulas (CLN #1) Correlated Schoolwide Learner Outcomes (SLO):





Subgroup 2011-2012 2012-2013 2013-2014

Schoolwide (SW) Goal____% Actual 18% Goal 19.62% Actual 20% Goal 21.8% Actual____%

English Learners (EL) Goal____% Actual 4% Goal 4.36% Actual 7% Goal 7.63% Actual____%

Students with Disabilities (SWD) Goal____% Actual 6% Goal 6.54% Actual 8% Goal 8.72% Actual____%


What process will you use to monitor and evaluate the data? At JAGHS there are several opportunities to review and evaluate data. In concert with the district office regular reports from SchoolCity will be utilized to assess progress. Using local assessment trend data to determine students in need of extra support will be standardized by Pupil Services to determine placement in specific support classes like tutoring, intervention and math Support classes. Principal Summit reports will be presented in the fall to discuss progress and new strategies implemented to improve results. Responsible person(s) involved: District Administration, District Curriculum Coordinators, Instructional Facilitators, Site Administration, Math Department Chair, Teachers

Funding Source EIA-SCE Prof Dev

EIA-SCE Supplies and Services

EIA-SCE Classified

EIA-SCE Certificated

EIA-EL Positions

EIA-SCE Positions


$4,406.00 $14,322.00 $ 500.00 $ 1,560.00 $ 7,230.00 $ 2,872.00

Sub Group

Description of Specific Actions (strategies) to Improve Student Achievement (Best and Next Practices) in Math

Proposed Expenditure Start Date & Completion Date

Estimated Costs

Estimated Costs

Estimated Costs

Estimated Costs

Estimated Costs

Estimated Costs

Category Totals

SW

Transition to CCSS participate in PD opportunities to prepare staff

Send a contingent of teachers to training to transition to common core instruction

10/13-6/14 $ 4,406.00 $ - $ - $ - $ - $ - $ 4,406.00

EL Provide internet based instruction that ties into CCSS

Student access to technology in a one to one setting 10/13-6/14 $ - $14,322.00 $ - $ - $ - $ - $14,322.00

SWD

Transition to CCSS participate in PD opportunities to prepare support staff

Train support staff in differentiated instruction related to common Core

10/13-6/14 $ - $ - $ 500.00 $ - $ - $ - $ 500.00

EL


Academic Intervention Tutoring Services 10/13-5/14 $ - $ - $ - $1,560.00 $ - $ - $1,560.00

EL Provide EL counseling services for EL students

EL counselor 10/13-5/14 $ - $ - $ - $ - $7,230.00 $ - $7,230.00

EL


Academic Intervention Tutoring Services 10/13-5/14 $ - $ - $ - $ - $ - $2,872.00 $2,872.00


Goal 5 – Small Learning Communities

Planned Improvements in Student Performance: The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards. School Goal #5: Small Learning Communities – SLC’s SLC's will positively impact student achievement in reading and writing with connections created through common core literacy standards that focus on SLC-specific topics. Identified Critical Learner Need (CLN): Small Learning Communities will positively impact student achievement in reading and writing with connections created through Common Core literacy standards that focus on SLC specific topics (CLN #2). Correlated Schoolwide Learner Outcomes (SLO):

• Small Learning Communities generate strong relationships o Career Technology o Global Studies o Digital Media & Business o Visual & Performing Arts

Small Learning Community

Subgroup 2013-2014 2014-2015 2015-2016

Schoolwide (SW) Goal____% Actual____%

Goal____% Actual____% Goal____% Actual____%

English Learners (EL) Goal____% Actual____%


Students with Disabilities (SWD)

Goal____% Actual____%



What process will you use to monitor and evaluate the data? Site administration and SLC Instructional Leaders will analyze CCSS assessments and student, staff, and parent survey results. SLC Instructional Leaders and teachers will provide documentation of projects based in individual SLCs. SLC-specific Action Plans that address CLN #2 will be reviewed and updated annually.

Funding Source EIA-SCE Professional Development

Estimated Costs per Funding Source $ 2,500.00

Sub Group

Description of Specific Actions (strategies) to Improve Student Achievement (Best and Next Practices)

Proposed Expenditure

Start Date & Completion Date

Estimated Costs

Estimated Costs

Estimated Costs

Estimated Costs

Category Totals

SW Provide Professional Development for Leadership

team members Conferences 10/13-6/14 $2,500.00 $ - $ - $ - $2,500.00

EL $ - $ - $ - $ - $ -

SWD $ - $ - $ - $ - $ -

joseph a. gregori high school self-study report

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