School Accountability Report Card
Published During 2003-2004

 

Notes regarding the source and currency of data:

Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). At the beginning of the 2003-04 school year, Redwood Elementary merged with Boulder Creek Elementary.  Demographic and CST numbers reflect the combination of the two schools.  API and AYP data reflect only BCE information from the 2002-03 school year.  A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
 
School Information
District Information
School Name  Boulder Creek Elementary District Name  San Lorenzo Valley
Principal  Ms. Lynn Chappell Superintendent  Mrs. Julie Haff
Street  400 Lomond Street Street  325 Marion Avenue
City, State, Zip  Boulder Creek, CA 95006 City, State, Zip  Ben Lomond, CA 95005
Phone Number  (831) 338-6413 Phone Number  (831) 336-5194
Fax Number  (831) 338-6118 Fax Number  (831) 336-9531
Web Site  www.bce.slv.k12.ca.us Web Site  www.slv.k12.ca.us
E-mail Address  lynn.chappell@bce.slv.k12.ca.us E-mail Address  
CDS Code  44-69807-6049837 SARC Contact  Ms. Marilee French

School Description and Mission Statement
 
Boulder Creek Elementary (K-6) is located in the heart of Boulder Creek in the Santa Cruz Mountains.  The school  was established in 1868 and is one of four schools that comprise the San Lorenzo Valley Unified School District.  The school population increased significantly during the 2003-04 school year, as a result of the merging of Redwood Elementary and Boulder Creek Elementary.  The total student population is 631 and includes a Special Day Class.  There is also a site-based Home School Program that serves an additional 27 students and their families.  Students come to BCE from the communities of Boulder Creek, Brookdale, and Ben Lomond.  The student population is predominantly Caucasian (83%), and also includes students from varied ethnic backgrounds such as Hispanic (8%), Asian (2%), African American (2%), American Indian (1%), Pacific Islander, and Filipino.

The mission of Boulder Creek Elementary School is to provide students with a nurturing and intellectually stimulating and challenging environment that ensures students' success throughout their future.

BCE will:
 

  • build a solid academic foundation for all students and promote a love of learning
  • create a caring community which honors diversity
  • prepare students for success by developing lifeskills:  confidence, self-esteem, responsibility, self-reliance, creativity, critical thinking, effective communication, and personal best.


BCE teachers view all students as capable, creative learners.  We recognize and acknowledge that all students are individuals who develop at different rates.  Our teachers meet each student at his/her level and provide the scaffolding to support and encourage that child's intellectual and emotional growth.  We structure our classroom environments to create experiences that foster children's natural curiosity and love of leaning in a safe, stimulating learning community.  Our curriculum is balanced, integrated, and linked to prior knowledge and state standards.


 

Opportunities for Parental Involvement
 
Contact Person Name
Luanne Barr/Teresa Novak
Contact Person Phone Number
(831) 338-6413
BCE Parents Club.  The mission of the BCE Parents Club is to support all staff and students in fulfilling the school's mission.  The Parents Club will:  (1) Raise funds to supplement and enhance our children's academic enrichment (2) Provide opportunities for social interaction between our children, our families, and BCE staff (3) Organize events to accomplish our fund-raising and social interaction goals (4) Prioritize spending and allocate funds as needed (5) Act as a forum to raise and facilitate resolution of issues through communication and cooperation  6) Work to strenghthen our academic community, building on BCE's and SLVUSD's strong foundation.
Contact Person   Judi Sherman Phone Number (831) 338-6413
Site Council
Contact Person Cathy Wylie Phone Number (831) 338-6413
Campus Beautification

 

I. Demographic Information

Student Enrollment, by Grade Level

Data reported are the number of students in each grade level as reported by the  03-04 California Basic Educational Data System (CBEDS), reflecting the combined schools.
 
Grade Level
Enrollment
Kindergarten                                      76
Grade 1                                      90
Grade 2                                      86
Grade 3                                      81
Grade 4                                      79
Grade 5                                     107
Grade 6                                     112
 
Total Enrollment                                     631

 

Student Enrollment, by Ethnic Group

Data reported are the number and percent of students in each racial/ethnic category as reported by 2003-04 CBEDS, reflecting the combined schools.
 
Racial/Ethnic Category
Number

of

Students

Percent

of

Students

Racial/Ethnic Category
Number

of

Students

Percent

of

Students

African-American      15         2 Hispanic or Latino       45         8
American Indian or Alaska Native        9         1 Pacific Islander        1       >1
Asian      13         2 White (Not Hispanic)      522        83
Filipino        3       >1 Multiple or No Response        23         2

 

II. School Safety and Climate for Learning

School Safety Plan
 
Date of Last Review/Update          9/03 Date Last Discussed with Staff     9/03
The Safety Plan covers general safety and a specific Crisis Response Plan.  Procedures are in place for fire, earthquake, weather, and intruder emergencies.  Safety drills are practiced monthly.  Arrival and dismissal times are supervised by staff.  All recesses are supervised by staff.  Visitors and volunteers are required to sign in at the office. 

 

School Programs and Practices that Promote a Positive Learning Environment
 
With all of the challenges facing education in California, our test scores, site plan review , and parent meetings indicate that our current programs are working well and are providing a quality education for our students.  Boulder Creek Elementary received recognition as a California Distinguished School 2000 with Honorable Mention in Visual and Performing Arts.

Implementation of Language Arts Content Standards continues to be an important area of focus.  All teachers have participated in staff development in the area of literacy.  Five teachers are certified Reading Recovery teachers and provide 1:1 Reading Recovery Support to struggling first grade readers.   These teachers also support early literacy group instruction (grade 1) and booster reading groups (grades 2-6).  In January of 2002, BCE hired a Reading Specialist, who serves Title 1 students, in pull-out groups and in collaborative classroom settings.

As in language arts, teachers discuss and use Math Content Standards to guide instruction and develop appropriate grade level assessments.  Teachers also articulate standards between grade levels to insure the continuity of the math curriculum.  A Math Coordinator serves Title 1 students in pull out groups.  The Math Team provides enrichment opportunities for accelerated learners in math (grades 4-6) to compete in the County Math Contest.

We have a unique Home School Program which combines both home schooling and use of school resources and personnel.  The Home School participates in special events and assemblies.  They also use the school library and have internet access through BCE's LAN.

The following enrichment and support programs are currently provided at BCE:  After School Homework Club and Tutoring, Read Naturally, GATE, Destination Imagination, Art Masterpiece and Music Program, SPECTRA Arts (K-3), Band (5-6), Conflict Managers, Junior Great Books, Science Fair, Student Council, Communication and Language Labs, After School Spanish, Chess Club, Reading Zone (schoolwide reading program), Communication and Language Labs.  Parents and family members take part in many of these activities as volunteers.  In 2000, BCE received a Packard Foundation Grant which provides music to students in grades 4-6.   Pull-out science instruction is provided to all students in grades 3-6.  Additionally, pull-out PE instruction is provided for all students in grades 1-6.

Lifeskills are supported and emphasized through PAW (Positive Attitude Wins) Awards, classroom discussions and assignments, and monthly Student Recognition Assemblies.   Established School Expectations for Behavior support appropriate student behavior for optimal learning.

At the beginning of each school year, families receive a Student Handbook which outlines procedures and policies, and provides additional information as to the everyday functioning of the school.  Family members communicate with staff through conferences, telephone calls, and email.   A monthly newsletter goes home to provide an overview of upcoming activities and events.  Additionally, the weekly Principal Letter provides additional information as to what is happening at the school and in the district.  The BCE Parents Club sponsors two additional newsletters per month that address how  families can support their child's academic progress and supporting appropriate behavior.


 

Suspensions and Expulsions

Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.   BCE only data.
 
 
School
District
2000-01
2001-02
2002-03
2000-01
2001-02
2002-03
Number of Suspensions       21         5         11    
Rate of Suspensions       4%        1%          2%      
Number of Expulsions        0         0          0      
Rate of Expulsions         0         0          0      

 

School Facilities
 
All buildings meet Field Act standards.  The facilities are annually inspected by the fire department and District Safety Inspector. 

There are 26 classrooms dedicated to regular education.  There are additional rooms for the RSP, SDC, LSH, Reading Specialist, computer and science programs.  The multi-purpose room has a permanent stage and a capacity for 499.  The library has over 13,000 volumes in its collection.  There are over 150 computers throughout the campus with 30 housed in the student computer lab.  The site also houses the Home School Program and YMCA childcare.  The campus has two tennis courts, a baseball/softball field, two play structures, 2 asphalt play areas, and a large grass field.


 

III. Academic Data

Standardized Testing and Reporting (STAR)

Through the California Standardized Testing and Reporting (STAR) program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11.
 

California Standards Tests (CST)

The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level and percent of students not tested can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST - All Students
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standards) and percent not tested.  BCE only data for 2000-01 and 2001-02.  Combined schools data for 2002-03.
 
Performance Level
School
District
State
 2000-01
 2001-02
 2002-03
 2000-01
 2001-02
 2002-03
 2000-01
 2001-02
 2002-03
English Language Arts 45 53 67 49 48 55 32 35
Mathematics        57      60        39      44        31      35
Science           0        63      52        30      27
History/Social Science           0        34      45        28      28

CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standards) and percent not tested.
 
Performance Level
 African-
American
 American
Indian or
Alaska
Native
 Asian
 Filipino
 Hispanic
or Latino
 Pacific
Islander
 White
(not
Hispanic)
English Language Arts              
Mathematics              
Science              
History/Social Science              

CST - Subgroups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standards) and percent not tested.
 
Performance Level
Male
Female
English Learners
Socioeconomically Disadvantaged 
Students With Disabilities 
Migrant Education Services
Yes
No
Yes
No
English Language Arts
Mathematics                
Science                
History/Social Science                

 
 

California Physical Fitness Test-BCE ONLY

Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.  BCE only.
 
Grade Level
School
District
State
Total
Female
Male
Total
Female
Male
Total
Female
Male
5
    50.0     66.7     26.9     34.1     44.7    23.3   23.8    25.2   22.3

Academic Performance Index (API)-BCE ONLY

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the schoolís target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR.

Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://cde.ca.gov/psaa/api/ or by speaking with the school principal.

Schoolwide API-BCE Only
 
API Base Data
API Growth Data
 
1999-00
2000-01
2001-02
 
From

2000

to 2001

From

2001

to 2002

From

2002

to 2003

Percent Tested    100     100     99 Percent Tested    100     99     100 
API Base Score    773     782    795 API Growth Score    789    802     789
Growth Target      1       1      1 Actual Growth     16     20      -6
Statewide Rank      8       8      8
 
Similar Schools Rank      3       1      3

API Subgroups - Racial/Ethnic Groups
 
API Base Data
API Growth Data
 White (not Hispanic)
1999-00
2000-01
2001-02
 White (not Hispanic)
From

2000

to 2001

From

2001

to 2002

From

2002

to 2003

API Base Score    781   785    799 API Growth Score  791  806    799
Growth Target      1     1      1 Actual Growth    10    21      0

API Subgroups ó Socioeconomically Disadvantaged
 
API Base Data
API Growth Data
 
1999-00
2000-01
2001-02
 
From

2000

to 2001

From

2001

to 2002

From

2002

to 2003

API Base Score    702      712 API Growth Score        674
Growth Target      1        1 Actual Growth        -38

 

Awards and Intervention Programs-BCE ONLY

Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year.

The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
 
 School
District
Federal Programs
2001
2002
2003
Federal Programs
2001
2002
2003
Recognition for
Achievement (Title 1)
No
No
No
Number of Schools Identified
for Program Improvement
    0     0     0
Identified for Program
Improvement (Title 1)
No
No
No
Percent of Schools Identified
for Program Improvement
    0     0     0
Exited Title 1 Program
Improvement
No
No
No
 
Years Identified for
Program Improvement
     
California Programs
2000-01
2001-02
2002-03
Eligible for Governor's
Performance Award
Yes
Yes
No
Eligible for II/USP
No
---
---
Applied for II/USP Funding
No
---
---
Received II/USP Funding
No
---
---

Adequate Yearly Progress (AYP)-BCE ONLY

The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.  BCE only.
 
 Groups
School
District
 2000-01
2001-02
2002-03
2000-01
2001-02
2002-03
All Students
 ---
---
    Yes
---
---
    No
African American
 ---
---
    N/A
---
---
    N/A
American Indian or Alaska Native
 ---
---
    N/A
---
---
    N/A
Asian
 ---
---
    N/A
---
---
    N/A
Filipino
 ---
---
    N/A
---
---
    N/A
Hispanic or Latino
 ---
---
    N/A
---
---
    N/A
Pacific Islander
 ---
---
    N/A
  ---
---
    N/A
White (not Hispanic)
 ---
---
    Yes
---
---
    No
Socioeconomically Disadvantaged
 ---
---
    Yes
---
---
    Yes
English Learners
 ---
---
    N/A
---
---
    N/A
Students with Disabilities
 ---
---
     No
---
---
     No

 

V. Class Size

Average Class Size and Class Size Distribution

Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level as reported by CBEDS.
 
   Grade

Level

2001-02
2002-03
2003-04
Avg.

Class

Size

Number of Classrooms
Avg.

Class

Size

Number of Classrooms
Avg.

Class

Size

Number of Classrooms
1-20
21-32
33+
1-20
21-32
33+
1-20
21-32
33+
K
 19.50     2      18.33     3      19.66    3    
1
 17.50     2      18.50     2      19.66    3    
2
 17.50     2      20.00     2      19.33    3    
3
 18.66     3      19.00     2      18.75    4    
4
 30.50        2    34.00        2  32.00      2  
5
 26.50        2    29.00       2    33.50        2
6
 31.50        2    33.50        2  31.66      3  
K/1
 20.00     1      19.00    1      19.00    2    
K/1/2 
1/2(03)
 19.00     1      ----         20.00    1    
2/3
 18.00     1      17.00    1      19.00    1    
4/5
 -----        ----        30.00      1  
  5/6  29.00        1  ----  32.00    1

 

Class Size Reduction

California's K-3 Class Size Reduction Program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
 
Percent of Students Participating
Grade Level
2000-01
2001-02
2002-03
K
   100     100     100
1
   100     100     100
2
   100     100     100 
3
   100     100     100

 

VI. Teacher and Staff Information

Teacher Credentials
Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
 
 
2001-02
2002-03
2003-04
Total Teachers
      26
      22
      36
Teachers with Full Credential
(full credential and teaching in subject area)
      25
      22
      36
Teachers Teaching Outside Subject Area
(full credential but teaching outside subject area)
     --
      --
      --
Teachers with Emergency Credential
(includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
       2
      -- 
      -- 
Teachers with Waivers
(does not have credential and does not qualify for an Emergency Permit)
      --
      --
       --

Highly Qualified Teachers
The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers. Therefore, the requirement that LEAs include these data will not apply to reports published during the 2003-04 school year.
 
The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year.

Professional Qualifications of Teachers
 
Boulder Creek Elementary School has 36 credentialed teachers with no teachers assigned outside their credential authorizations.

 

Teacher Evaluations
 
The school principal evaluates all probationary and temporary teachers every year.  Once a teacher receives tenure, after two years of satisfactory service, he/she is evaluated every other year.  All administrators who evaluate teachers receive training in observation and evaluation procedures.

The District supports first and second year teachers by enrolling them in the Santa Cruz New Teacher Project.  The program gives new teachers assistance in teaching methods and professional development.

Teachers are encouraghed to continue their professional development by taking college courses and other workshops related to their area of teaching.  Teachers who take extra classes receive an increase in pay after approval by the superintendent.


 

Substitute Teachers
 
The district draws from a pool of qualified teachers in the County.

 

Counselors and Other Support Staff

Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.
 
Title
FTE
Counselor              --
Librarian             1.0
Psychologist              .5
Social Worker              --
Nurse             .2
Speech/Language/Hearing Specialist            1.9
Resource Specialist (non-teaching)             --
Other             --

VII. Curriculum and Instruction
 
 

School Instruction and Leadership
 
The District has always endeavored to employ and retain a professional staff of the highest quality.  All administrators are evaluated annually and are expected to prepare annual goals and objectives for themselves and their schools.  The superintendent holds administrative staff accountable for the fulfillment of these goals.

The school instructional program uses the standards and curriculum frameworks established by the State of California.  The District's core curriculum includes language arts, mathematics, science, social sciences, physical education, and the fine and performing arts.  Materials and methods used in each setting are appropriate to the students' needs, abilities, and language proficiencies.  A broad-based staff and parent commitment supports and enriches the instructional process and the school's programs.

Students continue to use a variety of technology to enhance their learning.  Technology efforts include the purchase of additional software, classroom computers and presentation tools.  All classrooms, labs and offices in the school have access to the Local and Wide Area Network.  Upper grade students are instructed in a lab setting and complete multi-media projects.  The school has one computer lab and has more than 150 computers for student use.


 

Professional Development
 
Teachers receive training through attendance in staff meetings, conferences, workshops, and participation in activities on three Buy Out days during the year.  Training activities are related to the school's Site Plan and are designed to improve instruction.  Curriculum improvement occurs through a review of state standards and state approved texts in each subject area.

 

Quality and Currency of Textbooks and Other Instructional Materials
 
Textbooks and instructional materials adopted for use in the San Lorenzo Valley Unified School District are first approved by the California State Department of Education, reviewed by the District content area committees, piloted in the classroom, reviewed by the school staff, recommended and approved by the District Curriculum Council and then adopted by the District Governing Board.  Each year a public hearing is held to assure that all students have current and high quality textbooks which have been adopted for use in the District.

 

Instructional Minutes

The California Education Code establishes a required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
 
Grade Level
Instructional Minutes
Offered
State Requirement
K
                 36,000
36,000
1
                 53,634
50,400
2
                 53,634
50,400
3
                 53,634
50,400
4
                 59,640
54,000
5
                 59,640
54,000
6
                 59,640
54,000
7
 
54,000
8
 
54,000
9
 
64,800
10
 
64,800
11
 
64,800
12
 
64,800

 

IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 2001-2002)

Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
 
 
District

Amount

State Average

For Districts

In Same Category

Beginning Teacher Salary                    29386                  33904
Mid-Range Teacher Salary
 49087
 51643
Highest Teacher Salary
 67953
 66015
Average Principal Salary (Elementary)
 77912
 81569
Average Principal Salary (Middle)
 78032
Average Principal Salary (High)
 83198
Superintendent Salary
 113176
 110173
Percent of Budget for Teachers' Salaries
 40.52
41.08 
Percent of Budget for Administrative Salaries
 5.44
 5.88

Expenditures (Fiscal Year 2001-2002)

Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/fiscal/financial/.
 
District
District
State Average

For Districts

In Same Category

State Average

All Districts

Total Dollars
Dollars per Student

(ADA)

Dollars Per Student

(ADA)

Dollars Per Student

(ADA)

 $24700990
 $6404
 $6770
 $6719

Types of Services Funded
 
Narrative to be provided by LEA