School Accountability Report Card    
School Year 2001-2002

School Information		District Information
School Name	Osprey Learning Center (Cont.)	District Name	Southern Humboldt Joint Unified
Principal	Ken Montoya	Superintendent	Clif Anderson
Street	159 Orchard Lane	Street	1333 Redwood Drive Suite B
City, State, Zip	Miranda, CA    95553	City, State, Zip	Garberville, CA    95542-0129
Phone Number	707.943.3168	Phone Number	707.923.2787
FAX Number	707.943.3627	FAX Number	707.923.2055
Web Site	www.humboldt.k12.ca.us/osprey	Web Site	www.humboldt.k12.ca.us
Email Address	kmontoya@humboldt.k12.ca.us	Email Address	candersn@humboldt.k12.ca.us
CDS Code	12-63040-1230010	SARC Contact	Cynthia Grover

School Description and Mission Statement

 Osprey Learning Center Continuation School believes in the unique qualities of the student as an individual in an information-based and culturally diverse global society. The alternative program incorporates a philosophy of individual accountability through a safe, secure and challenging atmosphere. The instructional program seeks to educate all students in a wide variety of teaching methods that address the learning style and developmental stages of each student in an instructional environment promoting pro-social skills. This education fosters the climate of community where all students will experience personal recognition and success both academically and socially.

Opportunities for Parental Involvement

Contact Person Name	Ken Montoya	Contact Person Phone Number	707.943.3168
Osprey Continuation School provides parents with various opportunities such as School Site Council, bi-annual teacher/parent conferences, school assemblies, school-based field trips, Student Study Team meetings. Parent participation is encouraged in every aspect of decision-making from restructuring plans to improving student learning to planning the school lunch program.

I. Demographic Information

Student Enrollment, by Grade Level

Grade Level	Enrollment	Grade Level	Enrollment
Kindergarten		Grade 9	10
Grade 1		Grade 10	4
Grade 2		Grade 11	6
Grade 3		Grade 12	3
Grade 4		Ungraded Secondary
Grade 5
Grade 6
Grade 7
Grade 8
Ungraded Elementary		Total	23

Student Enrollment, by Ethnic Group
The percentage of students is the number of students in a racial/ethnic category divided by the school's most recent California Basic Educational Data System (CBEDS) total enrollment.

Racial/Ethnic Category	Number of Students	Percentage of Students	Racial/Ethnic Category	Number of Students	Percentage of Students
African-American	0	0.0	Hispanic or Latino	1	4.3
American Indian or Alaska Native	0	0.0	Pacific Islander	0	0.0
Asian-American	0	0.0	White (Not Hispanic)	22	95.7
Filipino-American	0	0.0	Other	0	0.0

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update	April, 2003	Date Last Discussed with Staff	May 7, 2003
The school monitors school grounds 15 minutes before the start of school and immediately after dismissal. All breaks, lunches, and assemblies are supervised with instructional aides assisting the principal and teacher-in-charge. We have a closed campus and all visitors must register with the office. We also submit our Safe School Plan to the School Site Council each year. State required fire and earthquake/disaster drills are conducted each year.

School Programs and Practices that Promote a Positive Learning Environment

 Our discipline guidelines are very clear and students understand what is expected of them. Less serious infractions result in detention and in-school rather than home suspensions. Positive discipline and attendance plans are developed for students who repeatedly fail to meet our school’s standards. Students may be referred to anger management classes, alcohol and other drup cessation programs, or referred to the Committee on Alternative Placement. We have implemented the Honor Level System: Discipline by Design. We call out program Responsible Student Rewards (RSR) program. Awards are presented quarterly to students who demonstrate exemplary citizenship, academic success and/or overall positive contributions in the program

Suspensions and Expulsions
The number of suspensions and expulsions is 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 California Basic Educational Data System (CBEDS) total enrollment 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.

	School			District
	2000	2001	2002	2000	2001	2002
Suspensions (number)	52	17	27	157	112	69
Suspensions (rate)	2.16	0.89	1.17	0.40	0.28	0.18
Expulsions (number)	0	0	0	8	5	3
Expulsions (rate)	0	0	0	0.02	0.01	0.01

School Facilities

Osprey Continuation School recently moved to the old junior high site. The buildings are well-maintained and provide a more positive learning environment for all students. Our new site also provides a larger cafeteria, assembly area, indoor gym commonly called the multi-purpose room. Students have access to a variety of school-sponsored acitivties such as music, Aikido, and Sports.

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, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition (Stanford 9), which tests Reading, Language, Mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only). Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

California Standards Tests (CST)
The California Standards Tests 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 standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
2	---			---	38	32	---	32	32
3	---			---	22	33	---	30	34
4	---			---	41	34	---	33	36
5	---			---	33	40	---	28	31
6	---			---	40	26	---	31	30
7	---			---	34	44	---	32	33
8	---			---	31	48	---	32	32
9	---			---	38	34	---	28	33
10	---			---	35	54	---	31	33
11	---			---	34	42	---	29	31

CST - Mathematics
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
2	---	---		---	---	44	---	---	43
3	---	---		---	---	24	---	---	38
4	---	---		---	---	25	---	---	37
5	---	---		---	---	48	---	---	29
6	---	---		---	---	32	---	---	32
7	---	---		---	---	22	---	---	30
8	---	---		---	---	15	---	---	27
9	---	---		---	---	12	---	---	21
10	---	---		---	---	8	---	---	21
11	---	---		---	---	2	---	---	18

CST - Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
9	---	---		---	---	41	---	---	22
10	---	---		---	---	71	---	---	26
11	---	---		---	---	33	---	---	25

CST - History/Social Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
9	---	---		---	---	27	---	---	24
10	---	---		---	---	41	---	---	24
11	---	---		---	---	32	---	---	31

CST - Subgroups - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2
3
4
5
6
7
8
9
10
11

CST - Subgroups - Mathematics
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2
3
4
5
6
7
8
9
10
11

CST - Subgroups - Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
9
10
11

CST - Subgroups - History/Social Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
9
10
11

CST - Racial/Ethnic Groups - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
2
3
4
5
6
7
8
9
10
11

CST - Racial/Ethnic Groups - Mathematics
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
2
3
4
5
6
7
8
9
10
11

CST - Racial/Ethnic Groups - Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
9
10
11

CST - Racial/Ethnic Groups - History/Social Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
9
10
11

Stanford 9 (SAT 9)
Reading and mathematics results from the Stanford 9 test are reported for each grade level as the percentage of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

SAT 9 - Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
2				67	71	61	49	51	53
3				55	58	59	44	46	47
4				49	66	62	45	47	49
5				68	58	67	44	45	46
6				59	66	57	46	47	48
7				48	66	64	46	48	48
8				68	63	71	49	50	49
9				49	45	34	35	35	34
10				54	39	56	34	34	34
11				39	37	47	36	37	37

SAT 9 - Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
2				57	71	68	57	58	62
3				51	57	57	56	59	62
4				40	59	42	51	54	58
5				57	57	74	50	54	57
6				56	68	70	55	57	60
7				37	52	56	48	50	52
8				49	42	56	48	49	50
9				51	45	43	51	51	52
10				36	38	38	46	45	46
11				35	26	50	47	46	47

SAT 9 - Subgroups - Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2
3
4
5
6
7
8
9
10
11

SAT 9 - Subgroups - Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2
3
4
5
6
7
8
9
10
11

SAT 9 - Racial/Ethnic Groups - Reading
Percentage of students scoring at or above the 50th percentile

No data are available for this section

SAT 9 - Racial/Ethnic Groups - Mathematics
Percentage of students scoring at or above the 50th percentile

No data are available for this section

Local Assessment
Percentage of students meeting or exceeding the district standard

Grade Level	Reading			Writing			Mathematics
	2000	2001	2002	2000	2001	2002	2000	2001	2002
K
1
2
3
4
5
6
7
8
9
10
11
12

California Fitness Test
Percentage of students meeting fitness standards.

No data are available for this section

Academic Performance Index (API)

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% 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 monetary 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.
Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target.
Percentage Tested: In order to be eligible for awards, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested.
Statewide Rank: Schools receiving an 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: This is a comparison of each school with 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. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education Web site at http://api.cde.ca.gov/ or by speaking with the school principal

School Wide API

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
Percentage Tested			89	Percentage Tested
API Base Score			487	API Growth Score
Growth Target			16	Actual Growth
Statewide Rank			1
Similar Schools Rank			N/A

API Subgroups - Racial/Ethnic Groups

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
African-American				African-American
API Base Score				API Growth Score
Growth Target				Actual Growth
American Indian or Alaska Native				American Indian or Alaska Native
API Base Score				API Growth Score
Growth Target				Actual Growth
Asian-American				Asian-American
API Base Score				API Growth Score
Growth Target				Actual Growth
Filipino-American				Filipino-American
API Base Score				API Growth Score
Growth Target				Actual Growth
Hispanic or Latino				Hispanic or Latino
API Base Score				API Growth Score
Growth Target				Actual Growth
Pacific Islander				Pacific Islander
API Base Score				API Growth Score
Growth Target				Actual Growth
White (Not Hispanic)				White (Not Hispanic)
API Base Score				API Growth Score
Growth Target				Actual Growth

API Subgroups - Socioeconomically Disadvantaged

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
API Base Score				API Growth Score
Growth Target				Actual Growth

API-Based Awards and Intervention Programs
California program data are based on API growth data from the previous academic year.
***The II/USP Program was not funded for the year 2002.

California Programs				Federal Programs
	2000	2001	2002		2000	2001	2002
Eligible for Governor's  Performance Award				Recognition for  Achievement (Title 1)
Eligible for II/USP			***	Identified for Program  Improvement (Title 1)
Applied for II/USP $			***	Exited Title 1 Program  Improvement
Received II/USP $			***

IV. School Completion (Secondary Schools)

California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2004, students in California public schools will have to pass the California High School Exit Exam to receive a high school diploma. The School Accountability Report Card for that year will report the percentage of students completing grade 12 who successfully complete the California High School Exit Exam.

These data are not required to be reported until 2004 when they can be reported for the entire potential graduating class. When implemented, the data shall be disaggregated by special education status, English language learners, socioeconomic status, gender and ethnic group.

Dropout Rate and Graduation Rate
Data reported regarding progress over the most recent three-year period toward reducing dropout rates include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate listed in the California Basic Educational Data System (CBEDS). The formula for the one-year dropout rate is (Grades 9-12 Dropouts/Grades 9-12 Enrollment) multiplied by 100. Graduation rate data will be reported after the California State Board of Education approves a graduation rate formula.

	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
Enrollment (9-12)	21	29	18	479	481	439	1659030	1703492	1735576
Number of Dropouts	2	4	2	3	5	3	46470	47282	47899
Dropout Rate	9.5	13.8	11.1	0.6	1.0	0.7	2.8	2.8	2.8

V. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms for each range of students, by grade level, as reported by CBEDS.

No data are available for this section

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms for each range of students, by subject area, as reported by CBEDS.

No data are available for this section

Class Size Reduction Participation
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.

Grade Level	Percentage of Pupils Participating
	2000	2001	2002
K
1
2
3

VI. Teacher and Staff Information

Teacher Credential Information
Part-time teachers are 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.

	2000	2001	2002
Total Number of Teachers	2	2	1
Full Credential (full credential and teaching in subject area)	2	2	1
Teaching Outside Subject Area (full credential but teaching outside subject area)
Emergency Credential (includes District Internship, University Internship, Pre-Interns and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)

Teacher Evaluations

 We evaluate teachers every year. The district’s teacher evaluation process is in alignment with California’s recommended teaching standards. We encourage all teachers to attend skill-building workshops, curriculum in-services, and to participate in our mentoring program that pairs senior teachers with teachers new to our school and/or new to the teaching profession. Both the county’s BTSA ands district Peer Assistance Review programs are support systems to help teachers meet the state’s teaching standards.

Substitute Teachers

 Everyone who serves as a substitute in our district is interviewed by a group of principals and a background check is completed before they are hired. Principals continue to monitor the performance of each substitute teacher. When we cannot find a qualified substitute for a class, the principal steps in to teach.

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% full time. Two staff persons working 50% of full time also equals one FTE.
No data are available for this section

VII. Curriculum and Instruction

School Instruction and Leadership

  The strength of our instructional program is built on experienced and dedicated teaching and a team approach to support individual student needs. All staff members are involved in a shared-decision making process that impacts school-wide programs and changes affecting student achievement. Students are provided the core academics as required by state guidelines. Qualified students participate in Title I, and GATE programs.

Professional Development

 Our teachers and administrators undergo a minimum of three training days per year. During these days, our staff share specific skills, attends conferences, discuss new curricula or new technology, or learn how to analyze test scores. One of our training this year will provide all district teachers with strategies used to provide learning activities for gited and talented students.

Quality and Currency of Textbooks and Other Instructional Materials

  Students use district provided textbooks and other instructional materials that meet state content standards.

Instructional Minutes
The California Education Code establishes the 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
1		50,400
2		50,400
3		50,400
4		54,000
5		54,000
6		54,000
7		54,000
8		54,000
9		64,800
10		64,800
11		64,800
12		64,800

Continuation School Instructional Days
The California Education Code requires continuation schools to provide a minimum of 180 school days per year with at least 180 minutes of instructional time in each of those days. Data reported compares the number of instructional days offered at the school level to the state requirement for each grade.

Grade Level	Instructional Days With At Least 180 Instructional Minutes
	Offered	State Requirement
9		180 days
10		180 days
11		180 days
12		180 days

Total Number of Minimum Days

 6 minimum Days

VIII. Postsecondary Preparation (Secondary Schools)

Advanced Placement/International Baccalaureate Courses Offered
The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. The table below shows the number of classes offered and the enrollment in various AP and IB classes. The data for Fine and Performing Arts includes AP Art and AP Music, and the data for Social Science include IB Humanities.

No data are available for this section

Pupils Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission (Grades 9-12)
The percentage of pupils enrolled in courses required for UC and/or CSU admission is calculated by dividing the total number of pupils in courses required for UC and/or UC admission (duplicated count) by the total number of pupils in all courses (also a duplicated count) for the most recent year.

No data are available for this section

Graduates Who Have Passed Courses Required for University of California (UC) and California State University (CSU) Admission
The percentage of graduates is the number of graduates who have passed course requirements for UC and/or CSU admission divided by the school's California Basic Educational Data System (CBEDS) total graduates for the most recent year.

No data are available for this section

SAT I Reasoning Test
Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation.

	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
Grade 12 Enrollment	2		3	111	93	95	347813	357789	365907
Percentage of Grade 12  Enrollment Taking Test	50		33	34	32	29	36	37	37
Average Verbal Score				498	516	523	492	492	490
Average Math Score				504	480	496	517	516	516

College Admission Test Preparation Course Program

 Continuation students work closely with our school counselor and student services technician to plan for community college, four-year college, and vocational training programs. The counselor and/or technician often escort student to the local community college for visitation and/or enrollment purposes. All Alternative students arte offered opportunities to visity the local colleges when they feature local school programs such as college night or career day.

Degree to Which Students are Prepared to Enter Workforce

 All students work with our School-to-Career technician in the areas of resume development, career searches, job shadowing, and job placement.

Enrollment and Program Completion in Career/Technical Education Programs
Data are available from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2001-2002 (CDE 101 E-1). Data have been aggregated to the district level.

CTE Participants	Secondary CTE Students			Grade 12 CTE Students
Total Course Enrollment	Number of Concentrators	Number of Completers	Completion Rate	Number of Completers	Number Earning Diploma	Graduation Rate

IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 2000-2001)
Statewide data categories used for comparison are determined by type (Elementary, High, and Unified) and enrollment, as defined in Management Bulletin 02-04. The statewide average for principals is aggregated by district. There is no statewide average calculated for Common Administration Districts.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	26090	31721
Mid-Range Teacher Salary	42074	46817
Highest Teacher Salary	53207	57720
Average Principal Salary (Elementary)	67422	71819
Average Principal Salary (Middle)	73614
Average Principal Salary (High)	73314
Superintendent Salary	75319	87290
Percentage of Budget for Teacher Salaries	35.71	37.35
Percentage of Budget for Administrative Salaries	5.20	6.26

Expenditures (Fiscal Year 2000-2001)

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)
$10,013,883	$8,472	$6,412	$6,360

Types of Services Funded

In addition to state funds, Osprey Alternative School receives financial assistance from federal educational programs and lottery funding each year. We also receive one-time funding through such programs as School-to-Career, classroom and library grants, as well as local foundation contributions. These funds are used for instructional materials and special programs.