Principal’s Message
Greetings!! Welcome to the 2013 - 2014 school year. I want to extend a warm welcome to all the families who are a part of the Hester community. The J. E. Hester Elementary School is, dedicated to providing quality education to students from diverse ethnics and socio-economic backgrounds. As parents and students you can expect a positive school atmosphere emphasizing the worth and contributions of all individuals.
Our highly trained and dedicated staff will provide quality instruction that will meet the educational and social needs of your children. Hester school focuses on creating and building an academic climate that nurtures and develops student intellectual and social skills.
As Instructional leader of Hester Elementary School, my primary goal is to promote and encourage effective teacher instruction and increase student academic achievement. I am always willing to talk to parents about their children; if you have any questions or concerns please feel free to call or visit. I look forward to hearing from you.
Mission Statement
Develop all students’ individual potential to the utmost to become responsible, productive members of an ever changing society with a strong feeling of self-worth and moral values.
School Profile
J. E. Hester Elementary School, is located in the town of Farmersville, six miles east of Visalia, and three miles west of Exeter. Located in California’s San Joaquin Valley, Farmersville is an agriculturally based community of approximately 10,000 people nestled at the foot of the Sierra Nevada Mountains. Farmersville is located in Tulare County, which has diverse cultures and economic levels. The median household income is about $27,682. Farmersville is a quiet and relatively safe place to live with the violent crime rate being just 5.4 per 1,000 people. The city is small, covering just 1.9 square miles. The city has a rich culture and hosts community events including an annual Memorial Day Parade, Fall Festival, Christmas Tree Lighting, and other events.
During the 2012-13 school year, the school served 442 students in grades kindergarten and first, and is the one of six schools in the district.
Discipline & Climate for Learning
Hester Elementary School has found that academics and discipline are the foundation on which to build an effective school. The goal of the school’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. The school follows the Character Counts! discipline program. The various pillars of Character Counts are included in the student recognition events and assemblies. Classroom teachers teach and reinforce these pillars and personal characteristics as part of their teaching and learning strategies on an ongoing basis. Conflict Management is used extensively by the principal to resolve conflict as a short and long term means of developing positive interaction with individual students and groups. Student positive leadership skills and responsibility are emphasized. Students are encouraged to develop strategies and make commitments toward different behaviors.
J.E. Hester
Elementary School
2012-2013 School Accountability Report Card
Farmersville Unified School District
Serving Grades
Kindergarten and First
Hester Elementary
477 E. Ash
Farmersville, CA 93223
Ph: (559) 594-5801
CDS: 54-75325-6054084
Aurora M. Quevedo, Ed. D.
[email protected]
Temporary Principal
Board of Trustees
Alice Lopez,
President
John Vasquez,
Clerk
Al Vanderslice,
Trustee
Alex Reyes,
Trustee
Don Mason,
Trustee
Published During the 2013-14 School Year
District Office
571 East Citrus
Farmersville, CA 93223
Ph: (559) 592-2010
www.farmersville.k12.ca.us
Dr. Christina Luna
[email protected]
Superintendent
Enrollment by Student Group 2012-13
Percentage
African American
-American Indian 0.2%
Asian 0.5%
Filipino
-Hispanic or Latino 94.8%
Pacific Islander
-White 4.3%
Two or More
-None Reported 0.2%
English Learners 63.1%
Socioeconomically Disadvantaged 97.1% Students with Disabilities 0.7%
Parents are informed of rules and responsibilities through various means. A Parent Student Handbook is distributed by each teacher to each student and sent home; this document is available in both English and Spanish. As new students enroll throughout the entire school year, the Handbook is included in the initial intake informational packet given to the new family. Periodic Parent Communication Bulletins are send home with the weekly Homework Folder; these are prepared in English and Spanish and include important updates, tips for parents, and calendar information regarding upcoming events. Periodic Blackboard Connect phone messages are sent in English and Spanish, as appropriate, with pertinent reminders and announcements. These messages are made through an automatic voicemail messages. Some parents receive multiple messages if they have requested that this be done.
The suspensions and expulsions table illustrates total cases for the last three years, as well as a percentage of enrollment. Suspensions are expressed in terms of total infractions, not number of students suspended, as some students may have been suspended on multiple occasions. Expulsions occur only when required by law or when all other alternatives are exhausted.
Student Recognition
Certificates, ribbons, prizes, and various other awards are given to students at assemblies and special presentations throughout the school year. Activities, honors, and programs include:
• Perfect Attendance (monthly) • “Caught Being Good”
• Academic Performance Assembly
Homework
Homework is a fundamental part of the learning process that helps to develop basic academic and study skills as well as promote student responsibility and self-discipline. Homework is assigned on a regular basis for all grade levels and major subject areas. Each teacher determines the appropriate measure of homework for his or her students. Students are expected to complete their homework assignments in a timely manner and to the best of their ability. Parents are encouraged to provide a supportive environment for homework activities and are responsible for reviewing homework assignments with their child.
Extracurricular & Enrichment Activities
Students are encouraged to participate in the school’s additional academic, extracurricular, and enrichment activities, which are an integral part of the educational program. These schoolwide and classroom incentives promote positive attitudes, encourage achievement, and aid in the prevention of behavioral problems. A variety of P. E. equipment is available to students on a daily basis during the a.m. and lunch-time recesses including: basketballs, footballs, and soccer balls.
Tutoring is offered to some students through the Heart After School Program and through the SES Tutoring program. As funds permit, after school tutoring is organized on the campus and offered beginning after the second report card trimester.
Enrollment By Grade
This chart illustrates the enrollment trend for the past three school years.
Class Size
The table indicates the average class size, as well as the number of classes offered in reference to their enrollments.
Instructional Materials (School Year 2013-14)
The school district held a public hearing on October 8, 2013 and determined that each school within the district had sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The table displays information collected in January 2013 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.
Library Information
The school’s library, staffed by a part-time Library Aide, provides an extensive variety of reference and special interest materials, in addition to hundreds of educational and recreational books. Students visit the library on a weekly basis with their classes where library skills are reviewed and reinforced. Students are able to check out and return books from the school’s library collection. A television monitor and DVD player are available within the library for additional student enrichment.
Computer Resources
All classrooms have at least three to five computer workstations connected to the Internet for student use. Hester Elementary also has a computer lab containing 25 computer workstations. The computer lab is staffed by a full-time Reading Specialist and a part-time instructional aide. The Reading Specialist runs a reading program in the computer lab. Computer skills and concepts are integrated throughout standard curriculum which helps to prepare students for technological growth and other opportunities. Students have been trained in the Lexia Core 5 program.
Suspensions & Expulsions
School District
10-11 11-12 12-13 10-11 11-12 12-13
Suspensions 0 0 0 237 203 242
Suspension Rate 0.0% 0.0% 0.0% 9.0% 7.8% 9.1%
Expulsions 0 0 0 1 3 3
Expulsion Rate 0.0% 0.0% 0.0% 0.0% 0.1% 0.1%
Enrollment Trend by Grade Level
2010-11 2011-12 2012-13
K 235 212 224
1st 222 229 218
Class Size Distribution
Classrooms Containing: Average
Class Size Students1-20 Students21-32 Students33+ 11 12 13 11 12 13 11 12 13 11 12 13
By Grade Level
K 26 27 25 - - - 9 8 9 - -
-1 25 25 24 - - - 9 9 9 - -
-District-Adopted Textbooks
Grade
Levels Subject Publisher Adoption Year Sufficient Lacking%
K-1 Language ArtsEnglish/ Houghton Mifflin 2008 Yes 0.0% K-1 History/Social Science Pearson Scott Foresman 2006 Yes 0.0% K-1 Mathematics Houghton Mifflin 2006 Yes 0.0% K-1 Science McGraw HillMacMillan/ 2007 Yes 0.0%
Additional Internet Access/Public Libraries
For additional research materials and Internet availability, students are encouraged to visit the public libraries located in the city of Farmersville or the neighboring city of Visalia, which contain numerous computer workstations.
Counseling & Support Staff (School Year 2012-13)
It is the goal of Hester Elementary to assist students in their social and personal development as well as academics. The school gives special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. The table lists the support service personnel available at Hester Elementary.
The Tulare County Office of Education and the Sequoia Youth Services provide services to individual students through an interagency referral process. Hester students participate in full inclusion services during regular classroom instruction. Some Hester students receive services in the Learning Center or in the Reading Lab, depending on their identified academic needs. Dedicated English Language Development (ELD) services are provided daily by regular classroom teachers during instruction.
Parent & Community Involvement
J. E. Hester Elementary greatly benefits from its supportive parents. Parent volunteers in the classroom are encouraged. Parents who request to volunteer in their child’s classroom on a regular basis are required to complete a District Volunteer process which includes Tuberculosis and fingerprint clearances. On occasion, parent volunteers serve as “chaperones” at school-wide fieldtrips including the 1st grade field trip to the pumpkin patch and the kindergarten grade field trip to the zoo.
Events such as Principal’s Coffee meetings in the morning and School Site Council with an ELAC Standing Committee provide additional opportunities for parent involvement.
Hester collaborates with the Kiwanis Club to coordinate an annual Food Pantry during the Winter.
School Leadership
Leadership at Hester Elementary School is a responsibility shared between district administration, the principal, instructional staff, students, and parents. The district’s emphasis is on a well-balanced and rigorous core curriculum at all grade levels. Instructional programs are aligned with state and district standards. Principal Aurora Quevedo is the Interim Principal at Hester Elementary School. Dr. Quevedo has served as a classroom teacher and as a site and district level administrator. Principal Quevedo has over 40 years of experience in education. Her administrative duties have included positions such as Coordinator, Supervisor, Director, Assistant Superintendent (Cluster Director), and Superintendent.
Staff members and parents participate on various committees that make decisions regarding the priorities and direction of the educational plan to ensure instructional programs are consistent with students’ needs and comply with district goals. These include the following:
• Grade Level Teams • School Leadership Team
Standardized Testing and Reporting (STAR) Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). CST description and scores are reported in detail within the SARC.
The CMA is an alternate assessment based on modified achievement standards in English/Language Arts (ELA) for grades three through eleven; mathematics for grades three through seven, Algebra I and Geometry; and science in grades five and eight, Life Science in grade ten. This test is designed to assess students whose disabilities preclude them from achieving grade level proficiency of the California content standards with or without accommodations.
CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. Assessment covers ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten.
Counseling & Support Services Staff
Number of
Staff EquivalentFull Time
Bilingual Aide 6 4.5
Bilingual Teacher 6 6.0
Health Aide 1 0.75
Library Aide 1 0.75
Occupational Therapist 1 1.0
Psychologist 1 1.0
Resource Aide 2 1.5
Resource Specialist 1 1.0
Resource Teacher 1 1.0
Speech and Language
Specialist 1 1.0
Contact Information
Parents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact the J. E. Hester Elementary School Office at (559) 594-5801.
California Standards Test
The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).
The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/ language arts, mathematics, social science, and science, for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. For results on course specific tests, please see http://star.cde.ca.gov. *Due to the grade levels at the school, site data is not available.
Federal Intervention Program (School Year
2013-14)
Schools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language Arts or Mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
California Standards Test (CST)
Subject School District State
2011 2012 2013 2011 2012 2013 2011 2012 2013
English/Language Arts * * * 33 35 34 54 56 55
Mathematics * * * 40 36 34 49 50 50
Science * * * 34 40 34 57 60 59
History/Social Science * * * 29 32 31 48 49 49
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. California Standards Test (CST)
Subgroups
Subject Language English/
Arts Mathematics Science
History/ Social Science
District 34 34 34 31
School * * * *
African American/
Black * * * *
American Indian * * * *
Asian * * * *
Filipino * * * *
Hispanic or Latino * * * *
Pacific Islander * * * *
White * * * *
Males * * * *
Females * * * *
Socioeconomically
Disadvantaged * * * *
English Learners * * * *
Students with
Disabilities * * * *
Migrant Education * * * *
Two or More
Races * * * *
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
Federal Intervention Programs
School District
Program Improvement (PI) Status In PI In PI First Year in PI 2004-2005 2012-2013
Year in PI (2013-14) Year 5 Year 2
# of Schools Currently in PI - 6
Academic Performance Index
The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.
Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (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 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.
*Due to the grade levels at the school, data is not available.
Adequate Yearly Progress (School Year 2012-13)
No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/Language Arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:
• Participation rate on the state’s standards-based assessments in English/Language Arts (ELA) and Mathematics.
• Percent proficient on the state’s standards-based assessments in ELA and Mathematics.
• API as an additional indicator.
• Graduation rate (for secondary schools).
There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the chart.
Teacher Assignment
Farmersville School District recruits and employs the most qualified credentialed teachers.
Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year.
Highly Qualified Teachers (School Year 2012-13)
The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/.
Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 25 percent or less.
Adequate Yearly Progress (AYP)
School District
Made AYP Overall No No
Met AYP Criteria Language English -
Arts Mathematics
English - Language
Arts Mathematics
Participation Rate N/A N/A Yes Yes
Percent Proficient No No No No
API School Results No No
Graduation Rate N/A Yes
Teacher Credential Status
School District
10-11 11-12 12-13 12-13
Fully Credentialed 21 21 21 94
Without Full Credentials 0 0 0 0
Working Outside Subject 0 0 0 0
Misassignments/Vacancies
11-12 12-13 13-14
Misassignments of Teachers of English Learners 0 0 0
Misassignments of Teachers (other) 0 0 1
Total Misassignments of Teachers 0 0 1
Vacant Teacher Positions 0 0 0
NCLB Compliant Teachers
% of Core Academic Courses
Taught By NCLB Compliant Teachers
% of Core Academic Courses Taught By Non-NCLB Compliant Teachers
School 100.0% 0.0%
District 100.0% 0.0%
High-Poverty Schools in District N/A N/A Low-Poverty Schools in District N/A N/A
Staff Development
As part of the growth process, opportunities for training and staff development are provided at both the district and individual school sites to administrators, teachers, and classified staff. The district offers three staff development days annually where staff members are offered professional growth opportunities in curriculum, teaching strategies, and methodologies.
Safe School Plan
Safety of students and staff is a primary concern of J. E. Hester Elementary. The school is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The School Site Safety plan is reviewed and updated annually in the Spring by the School Safety Committee. All revisions were communicated to both the classified and certificated staff.
The school’s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire, lockdown and disaster drills are conducted on a regular basis throughout the school year.
Students may begin arriving on campus beginning at 7:00 a.m. Children participate in the Breakfast program and are supervised by three adults in the cafeteria. After school one hundred Hester students participate in the Heart After School Program. Students are supervised during lunch and on breaks by Instructional Aides, classified staff, teachers and the principal. There is a designated area, at the front of the school, for student drop off and pick up.
School Facilities (School Year 2013-14)
Hester Elementary School facilities were built in 1949 and 1950 and were modernized in 1986, 2012 and currently during 2014. The campus consists of 15 permanent classrooms, 13 portable classrooms, a library, a computer lab, a multi-purpose room/ cafeteria, a staff room, a copy room, a playground and ample playing field with baseball stop.
The table shows the results of the most recent school facilities inspection. While reviewing this report, please note that even minor discrepancies are reported in the inspection process. The items noted in the table have been corrected or are in the process of remediation.
Maintenance & Repair
The district administers a scheduled maintenance program, including regular facilities inspections, to ensure that all classrooms and facilities are well-maintained and in good repair. When necessary, the district takes appropriate actions to ensure campus facilities are in good working order and provide a clean and safe environment for all members of the school community. A work order process is used to ensure efficient service and highest priority to emergency repairs.
Cleaning Process & Schedule
A team custodians, ensure classrooms, restrooms, and campus grounds are kept clean and safe every day. At the time of publication 100% of the schools restrooms were in working order.
Deferred Maintenance Budget
The District participates in the State School Deferred Maintenance Program, which provides matching funds on a dollar–for–dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating, electrical systems, interior or exterior painting, and floor systems. For the 2013-14 school year the District allocated $45,691 for deferred maintenance program. This represents 0.20% of the District’s general fund budget.
School Site Teacher Salaries (Fiscal Year 2011-12)
State law requires comparative salary and budget information to be reported to the general public. At the time this report was published, the most recent salary comparison data from the State of California was for the 2011-12 school year. For comparison purposes, the California Department of Education has provided average salary data from school districts throughout the state. The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state.
School Facility Conditions
Date of Last Inspection: 3/19/2014
Overall Summary of School Facility Conditions: Exemplary
Items Inspected Facility Component System Status Actions Taken or PlannedDeficiency & Remedial Good Fair Poor
Systems (Gas Leaks, Mech/
HVAC, Sewer) X
Interior X
Cleanliness (Overall Cleanliness, Pest/Vermin
Infestation) X
Electrical X
Restrooms/Fountains X
Safety (Fire Safety,
Hazardous Materials) X
Structural (Structural
Damage, Roofs) X
External (Grounds, Windows,
Doors, Gates, Fences) X
Average Teacher Salaries
School & District
School $66,067
District $64,266
Percentage of Variation 2.8% School & State
All Unified School Districts $63,166 Percentage of Variation 4.6%
Teacher & Administrative Salaries as a Percentage of Total Budget (Fiscal Year 2011-12)
The table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the districts budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website, www.cde.ca.gov.
District Expenditures (Fiscal Year 2011-12)
Farmersville Unified School District spent an average of $8,639 to educate each student (based on 2011-12 audited financial statements). The table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.
Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures, except for general guidelines, is not controlled by law or donor.
For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www. cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.
District Revenue Sources (Fiscal Year 2012-13)
In addition to general state funding, Hester Elementary receives state and federal funding for the following categorical funds and other support programs:
• Title I • Title II • Title IV • Title I Stimulus
• Special Education Stimulus • SFSF
• Agricultural Vocational Education
• Economic Impact Aid/ State Compensatory Education • Pupil Retention Block Grant
• GATE
• Special Education
• Agricultural Vocational Education Incentive
Data Sources
Data within the SARC was provided by the school district, retrieved from the 2012-13 SARC template, located on Dataquest (http://data1.cde.ca.gov/ dataquest), and/or Ed-Data website.
Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.
Average Salary Information Teachers - Principal - Superintendent
2011-12
District State Beginning Teachers $40,672 $38,578 Mid-Range Teachers $61,221 $59,799
Highest Teachers $73,932 $78,044
Elementary School Principals $89,862 $95,442 Middle School Principals $89,453 $98,080 High School Principals $105,149 $106,787
Superintendent $125,593 $150,595
Salaries as a Percentage of Total Budget
Teacher Salaries 39.0% 37.0%
Administrative Salaries 6.0% 6.0%
Expenditures per Pupil
School
Total Expenditures Per Pupil $6,572 From Supplemental/Restricted Sources $1,822 From Basic/Unrestricted Sources $4,750
District
From Basic/Unrestricted Sources $5,923 Percentage of Variation between School & District -19.8%
State
From Basic/Unrestricted Sources $5,537 Percentage of Variation between School & State -14.2%
