Arrowhead is a Title I School
Schoolwide Title I Program Plan
Arrowhead Elementary School
1. Comprehensive
Needs Assessment/Data Analysis
- Submit a copy of the School Report Card.
- Complete the Demographics Page of the Packet.
- Submit a data gathering tool (i.e., survey, questionnaire)
and its results used to identify the needs of the school
in relation to teaching and learning.
- This data will assist in identifying specific needs
of students who are not yet achieving the state’s
academic standards.
School Values
- Student Achievement
- High Expectations
- Personal Responsibility
- Student Centered Focus
- Celebrations of Success
- Community
- Diversity
School Vision
Imagine a school where students, parents, staff and community
are working collaboratively turning goals into reality. Envision
a school where students are empowered to embrace the challenges
and opportunities of the future with hope and celebrations
of success. Arrowhead Elementary is a place that will foster
this sense of accomplishment and the commitment to “Fulfill
The Promise” will be realized.
School Mission
To provide a dynamic and high quality education in which students
are encouraged and supported so that they may reach their
potential and be prepared for a future in our multi-cultural
society.
2006-2007 Needs Assessment Survey Results -
A parent needs assessment survey will be administered in March.
The survey will be reviewed and revised each year to reflect
the current needs and issues of Arrowhead parents. Results
of the March 2006 survey are attached.
2. Schoolwide
Reform Strategies
Describe how
the school will use Title I resources to provide programs and services that
include:
- Effective instructional strategies that provide
opportunities for children to meet the State proficient
and advanced standards.
- Strategies must:
- Supported by school data (i.e., 34% of 3rd
grade students did not meet proficiency in AIMS
writing)
- be supported by scientifically based research
- strengthen
student performance
- increase the amount and
quality of learning time, and
- address the needs of historically underserved
populations
- Extended learning time such as an extended school
year, before- and after- school programs, and summer
programs and opportunities
- An accelerated, high-quality curriculum
- Minimizing the removal of children from the regular
classroom during regular school hours for instruction
provided under Title I
Title I Staff—Provide supplemental
reading and mathematics services by hiring a reading specialist
and a math specialist. Responsibilities are as follows:
- Classroom teachers and Title I specialists will arrange times
for the specialists to work with students/classes in a variety
of settings. Time for collaboration, joint debriefing and reflection
will also be scheduled.
- Labs—classes will receive math lab
services for standards-based lessons.
- Co-teaching—Title I staff and classroom
teachers will teach together in the classroom setting
with an emphasis on specific academic concepts. Teachers
will have a shared responsibility to target instruction
for under-achieving students.
- Small groups—Title I staff may work
with small groups of students to supplement reading
and math instruction. The focus will be on specific
skills, concepts, and/or strategies which are previously
determined by Title I specialists and classroom teachers.
Student selection will be based on teacher referrals,
testing, and classroom data.
- Flexible/differentiated groups—Title
I staff, in partnership with classroom teachers, may
work with groups of students that have flexible membership
and/or flexible time frames to supplement instruction.
The focus will be on a specific skill, concept or strategy
which is previously determined. Student selection will
be based on assessments, classroom data, and teacher
referrals.
- Title I staff will coordinate and manage Title I documentation
and funding/grant requests. All documentation will be kept
on file as indicated throughout this plan.
- Title I staff will facilitate the organization of Title
I sponsored academic extended learning programs. Documentation
will include rankings, assessments, teacher referrals, parent
notes, etc. which will be kept in the Title I files.
- Title I staff will organize and facilitate the Title I
committee meetings. Documentation will include meeting agendas
and minutes kept in the Title I files.
Kindergarten Phonics—Most kindergarten
students will participate in Waterford phonics program. Documentation
will be located in kindergarten classrooms.
Technology—All students will have access
to technology in the computer labs, classrooms, and media center.
All students, grades K-6, participate in computer lab instruction
and practice during our specials time rotations. Documentation
will include the school specials schedule that will be located
in the office.
Higher-Level Thinking Activities—All
students will participate in activities that stimulate complex
thinking skills—students will:
- enhance basic reading skills by studying whole texts, analyzing
reading material, and applying critical thinking skills
- use the 6-traits guidelines when writing
- evaluate their work
- demonstrate the transfer of knowledge in their daily activities
- enhance basic math skills with reasoning, problem solving,
communicating, representing, and connecting mathematics to
real life, within daily activities.
- participate in cooperative learning structures
- engage in dialogue and critical discussion
- actively participate in multi-sensory activities.
Documentation will include lesson plans which are located
in each teacher’s classroom.
Alignment with Standards—All teachers
will insure that teaching is aligned with the district scope
and sequence and Arizona Academic Standards
*by using the standards-based report cards.
*by using the district scope and sequence as a road map for
curriculum selection.
Math Materials—A math resource area
will be available for all teachers to check out manipulatives,
teacher support materials, and math-related literature. Documentation
will include the checkout list located in the math materials
area.
Language Materials—A language resource
area will be available for all teachers to check out student
literature and teacher support materials. Documentation will
include the checkout list located in the language materials
area.
College Students—Arrowhead will continue
to work local teacher preparation programs to host practicum,
student interns, and student teachers. Details of this partnership
will be determined once college students are in place. Documentation
will be managed by Human Resources department.
Extended Learning Time—Students will
have the opportunity to participate in academic extended learning
time programs focusing on math and reading. Student selection
for these programs will be based on assessments, classroom
data and teacher referrals.
- Academic Extended Day Classes will be for
students in grades 1 through 6. These classes will focus
on achievement of academic standards. Documentation will
include class lists, attendance rosters, pre- and post-testing,
etc. and will be located in the Title I files.
- Extended School Year Opportunities Summer
School will be offered to under-achieving students through
district funding for the 2005-2006 school year.
- Before School Homework Help (Drop-in format) will
be available for students in grades 1 through 6.
- “Read It” Program (Drop-in format):
Adults and intermediate students reading with/listening
to younger students.
Literacy Site Committee—The literacy
site committee meets quarterly or as needed to determine scientifically
based strategies and interventions to assist struggling readers
and the teachers who work with them.
3. Instruction
by Highly Qualified Teachers
- Describe strategies to attract and retain highly qualified
teachers (school and/or district level strategies)
College Students—Arrowhead
will continue to work with local teacher preparation programs
to host practicum, student interns, and student teachers.
Details of this partnership will be determined once college
students are in place. Documentation will be managed by
Human Resources department.
New Teacher Support—In order to retain
high quality and highly-qualified teachers, Arrowhead Elementary
will work with teachers in the following ways. New
teachers include those teachers who are new to teaching, to
Arrowhead, or to a grade level. New is defined as one to three
years.
- District-Funded Mentor Program—PVUSD offers
a mentor program for first-year teachers. Documentation
will be on file with Mentor Teacher Program at district
office.
- Teacher Partnerships - Teachers will have the
opportunity to observe their peers. Title I will provide
funding for substitutes.
Web Page Recruitment—The Title I plan
will be available on the school website.
Press Releases and Community Announcements—Promotion
of the achievements of individual teachers and students as
well as the efforts of the entire staff will be managed by
the district Public Relations Officer and/or building administrator.
- Describe the plan for providing high quality and
ongoing professional development for teachers, principals,
paraprofessionals, and parents. This professional
development plan must:
- be supported by school data
- include professional development activities regarding
assessments
- be aligned with Arizona Academic Standards
Staff-Wide Action Planning—All
staff members will participate in action planning focused
on improving instruction in all classrooms during our early
release days that are set aside by the school district
for professional development.
Staff-Wide Data Analysis—On an ongoing
basis, the Arrowhead staff will participate in analyzing
the Terra Nova and AIMS (Arizona’s
Instrument to Measure Standards) Dual Assessment scores as well as the
data-gathering devices listed below. All certified teachers will work together
as we examine the student assessment data and determine the actions needed
to improve student achievement. Documentation will be grade level meetings
held by building administrator.
Math Assessment—The SAMs district
assessments will be implemented in 2005-06 for grades 3-6. Additionally,
grades 3-6 will be pre and post tested with a summative
assessment. Grades K-2 will be given benchmark, mid-year,
and year end Project Math assessments.
- Project READ Assessments—District-wide
reading assessments will be given in grades K-4 in the fall,
winter, and spring. These assessments identify students in
need of reading intervention services. Documentation will
include the assessment results kept in classroom teachers’ files.
- Title I Preschool uses the “Ready to Read” literacy
assessment as a pre/post assessment.
- Ongoing Assessment—All classroom
teachers will maintain ongoing academic assessments indicating
student achievement throughout the year. These assessments
may include the following: observational survey, developmental
reading assessment (DRA), informal assessment, formal assessment,
etc. These classroom assessments will be used to determine
the academic and instructional needs of individual students.
Documentation will include student records located in individual
classrooms.
Professional Learning Communities and Workshops—Teachers
will participate in staff-led study groups and/or workshops
on a voluntary basis. Professional growth credit will be requested
on behalf of all participants. These groups may include book
studies, lesson studies, concept/skill workshops, strategy
workshops, etc. Documentation will include sign-up and sign-in
sheets kept in the Title I and/or office files.
Labs, Co-Teaching, and Coaching—Teachers
will have the opportunity to utilize Title I staff for consultation,
coaching, and instructional support. See descriptions
of each format in section “A” of Reform Strategies
(above).
Consultation—In conjunction with receiving
Title I assistance in the classroom, time for joint debriefing,
collaboration and reflection will be scheduled.
District Opportunities—The Paradise
Valley Unified School District offers the following opportunities
for teachers:
- Mentoring Program for first-year teachers (participation
is required for all teachers new to the teaching profession).
- School Technology Resource (STR)—teachers are given
opportunities to take advantage of computer training on a
voluntary basis.
- Early release days—all staff members participate
in district wide early release days designated for inservices
and/or work sessions that support instruction.
Conference Attendance—Teachers, on
a voluntary basis, will have the opportunity to participate
in, share, and implement current research methods from conferences
and workshops with a focus on student achievement. Title I
will not pay for conference fees unless further Title I funds
are released during the school year—other funding sources
will be investigated (e.g., Title II, grants). Teacher participation
is voluntary and is based on availability of funds. After participating
in the conferences, teachers will submit a plan for how the
information will be implemented with students and shared with
teachers (see attached “action plan form”). Documentation
will include conference registration forms and the plans listed
above and will be located in the district Title I files.
4. Parent
Involvement
- Submit a written parental involvement policy which:
- has been agreed upon by parents
- is in language parents can understand
- is made available to local community
- is updated periodically to meet changing needs
of parents and school ….and includes the following
which is found in detailed format in the No Child
Left Behind Act, Sec. 1118, (b) (c) (d) (e) (f)
- Annual meeting
- Flexible number of meetings
- Involvement of parents in planning, review and improvement
of programs
- Communication with parents regarding programs
- Opportunity to submit parental comments
- School-parent compact
- Training and education to ensure effective
involvement of parents
- Opportunities for
participation of parents with limited English proficiency
Parent Involvement Policy—
Arrowhead Elementary School believes parents, legal guardians
and family members who are involved in supervising a child’s
education are critical partners in the educational process. Current
research indicates that when families are involved in their
child’s education in positive ways, children achieve.
This results in higher grades and test scores, better attendance
at school, more positive attitudes and behavior, graduation
at higher rates, and greater enrollment in higher education. It
is the belief of the Arrowhead education community that involving
parents, legal guardians, and family members in a comprehensive
role in educating their child is crucial. With this as
our focus parents will be encouraged to participate in the
comprehensive process of viewing and evaluating the Title I
school program.
Annual meeting— The annual meeting
will be held in the fall. An interpreter will be available
to provide the information in Spanish as well as English. Documentation
will include a copy of the agenda and handout kept in the Title
I files.
Involvement of parents in planning, review, and improvement
of programs—Parents will have the opportunity
to be involved in the joint planning, review, and improvement
of the Title I plan by attending Title I Parent Council meetings,
filling out parent surveys, and discussing suggestions/concerns
with Title I personnel.
- Title I Parent Council—All
parents will be invited to attend the Title I Parent Council
meetings which will occur at least once per quarter. These
meetings will allow for dialogue and input from parents in
regards to specific academic programs offered through the
Title I program. Documentation will include agendas listing
all meeting dates and times and sign-in sheets located in
the Title I files and/or office files.
- Parent Needs Assessment—All
Arrowhead parents will have the opportunity to fill out the
school survey in the spring. Documentation will include a
copy of the survey results that will be kept in the Title
I files.
- Contact with Title I Staff—All
parents will have the opportunity to discuss suggestions/concerns
with Title I personnel including the parent liaison at various
meetings, during parent-teacher conferences, on the phone,
etc. Documentation will include a parent contact log which
will be kept by each Title I staff member.
Communication
with parents regarding programs—
- Parent Liaison—A parent
liaison has been hired (classified employee, 20 hours per
week). Responsibilities will include the following:
- Contact parents to remind them about conferences, family
literacy nights, parent workshops, and other parent/family
functions. Written notification will be sent in both English
and Spanish. Documentation will include copies of flyers
and a phone log which will be located in the Title I files.
- Inform parents about extended learning opportunities
(after-school clubs, summer school, etc.) and secure confirmations
for children who will be attending. Documentation will
include copies of flyers and a phone log which will be
located in the Title I files.
- Organize and run a Parent Resource Center which will
include educational materials available for parent check-out.
Documentation will include a check-out log that will be
kept in the Title I files.
- Organize and/or participate in the presentation of parent
workshops at least once per semester. Documentation will
include copies of the agenda, handouts, and sign-in sheets
located in the Title I files.
- Keep a written log of daily activities. Documentation
will include the log which will be located with the Title
I files.
- Assist with preparing summaries of meetings and relevant
Title I information for school newsletter, including requests
for translations from district office.
- Manage distribution and returns of parent compacts.
- Participate on the Title I Parent Council as an active
member.
- Contact Arrowhead parents to be involved on the Title
I Parent Council. Documentation will include the phone
log and will be located in the Title I files.
- Maintain parent files including fliers, feedback forms,
surveys, and sign in sheets.
- Note: Hours for this position will be flexible due to
the need to be available to contact and work with parents
during the evening hours. The daily log and time sheets
will indicate that the job time requirements agreed upon
at the time of hiring have been fulfilled.
- Project RAP (Reaching All Parents)—Communication
will be increased through regular home visits with selected
families. Participation in this program will be determined
by teacher recommendation supported by data and/or parent
request. Funding for this program comes from the district
Title I budget (not from the Arrowhead Title I budget). Documentation
will include reports filled out by the visiting teachers
and the classroom teachers kept in the Title I files.
- Parent-Teacher Conferences—Teachers
will meet with parents for conferences twice per year as
scheduled by PVUSD. Documentation will include teacher schedules
and contact information located in the office files.
- Opportunities for Parents—Parents
will be notified of the various opportunities available to
them through the school newsletter, various flyers sent home
to them, and through word-of-mouth from teachers, the parent
liaison, Project RAP teachers, etc. Documentation will include
copies of written notification kept in the Title I files.
- Title I Plan Summary—The
Title I plan will be summarized on the school web page as
well as in the school newsletter. This will be kept in the
office files.
- Meeting Summaries—Summaries
of Title I meetings will be included in the school newsletter.
Copies will be kept in the Title I files.
- Parent Needs Assessment Summary—A
summary of the Arrowhead survey will be provided to parents
via the school newsletter.
Opportunity
to submit parental comments—
- Surveys—The annual
parent needs assessment survey will be available to all parents
for comments.
- Feedback Forms—Feedback
forms will be provided at all parent functions. Documentation
will include these forms which will be kept in the Title
I or school office files.
School-parent
compact—
- School-Parent Compact—All
Arrowhead students will have a school-parent compact signed
and on file. The compact is an agreement for shared responsibility
between parents, students, and teachers for student achievement.
The child’s classroom teacher will keep the compact
on file.
- Compact Dates—Compacts
will be sent out in the fall. The parent liaison will
be available to make follow up calls with any families not
returning a compact. The agreed-upon goals will be reviewed
at the January parent teacher conference.
- Providing Parent Assistance Based on Compact
Goals—Efforts should be taken to
provide assistance for parents who need suggestions on
study skill development. These suggestions may be offered
by the classroom teacher, specialist, and/or parent liaison.
Documentation will include entries in the parent contact
log kept by each Title I staff member and/or by the classroom
teacher.
Training
and education to ensure effective involvement of parents—
- Parent Resource Center—Funding
will be sought to stock the parent resource center with additional
items such as children’s books, math manipulatives,
etc., for parents to check out. The parent liaison will organize
and manage the resource center.
- Parent Classes—Various
parent classes will be offered on the Arrowhead campus. Adult
English classes will be taught by Arrowhead staff
members if funding by Arizona Helping Hands continues. English
classes will be offered based upon available funding. Parent
Math Academy Workshops and Computer classes will
be offered and taught by Arrowhead staff members. Project
Read Parent Academies are offered to parents through the
district. A proposal has been submitted for funding
to Arizona Helping Hands to provide a Spanish class for adults.
- Project RAP (Reaching All Parents)— This
home visitation program provides individualized goal setting
and academic support in the home and involves both students
and parents. See description above in the “Communicating
with Parents” section.
- Family Literacy and/or Math Nights—These
evenings allow for interaction between parents and students
in the school setting. Literacy and math activities are offered
and parents may receive handouts so they can continue to
help their children at home. These nights will be offered
at least once a year. Either the parent liaison or the Title
I staff will initiate these events. Documentation will include
information notes, RSVP notes, sign-in sheets, and handouts
which will be located in the Title I files.
- Child Care for Meetings—Childcare
will be provided for Title I Parent Council, Parent Math
Academies and Parent Computer classes.
Opportunities
for participation of parents with limited English proficiency—
- Communication—All
communication will be sent home in both Spanish and English
whenever possible. Documentation will include parent newsletters,
information notes, etc. which will be located in office,
Title I, and classroom teacher’s files.
- Bilingual RAP teachers—Bilingual
RAP teachers will be hired to work with the Spanish-speaking
families identified for RAP. See the RAP description under “Communication
with Parents” section above.
- English Classes—Adult English
classes will be taught by Arrowhead staff members and will
be funded by Arizona Helping Hands. English classes will
be offered based upon available funding. Documentation will
include information notes, response sheets, sign-in sheets,
and evaluation forms which will be located in the coordinating
teacher’s files.
B. Describe how the school will provide
parents frequent student achievement results, including an
interpretation of those results.
Parents will receive timely data on student performance in
the following formats:
Mid-Term Reports will be given out halfway
through each quarter. These grades indicate how each student
is performing at that point in time in each subject area and
are offered in both Spanish and English. Parents will be notified
with a midterm report if their child is at risk of not meeting
standards for that quarter.
Standards-Based Report Cards will be given
out each quarter. Explanations about each area will also be
discussed during parent-teacher conferences. Report cards are
also available in both English and Spanish.
Standardized Test Results will be sent home
through district office. These results will be accompanied
by a letter explaining the results. Parents with additional
questions may set up an appointment in the fall with their
child’s teacher.
School/Classroom Assessment Results will
be shared with parents on a regular basis. Opportunity for
discussion will be made available during parent-teacher conferences
as well as during parent-requested meetings.
5. Preschool
Describe any plans or programs for assisting preschool
children in the transition from early childhood programs
to kindergarten.
Community Announcement—The preschool/kindergarten
teachers will send home notices to preschool families concerning
kindergarten registration. They will also submit an article
for the school newsletter and initiate getting the announcement
on the school marquee. Documentation will include copies of
the notices and articles which will be located in the preschool/kindergarten
files.
Kindergarten Experience Papers—The
kindergarten teachers will supply the office with the Kindergarten
Experience papers to be distributed by the office staff to
all parents inquiring about kindergarten registration. Documentation
will include a copy of the Kindergarten Experience papers which
will be located in the kindergarten teachers’ files.
Informal Preschool Student Transition—Preschoolers
attending the Arrowhead Title I Preschool regularly visit the
kindergarten rooms and share the bathroom/playground facilities
located in/near the kindergarten rooms. This informal contact
with the kindergarten program allows the preschoolers to become
familiar with the kindergarten community prior to attending
kindergarten.
Formal Preschool Student Transition—Preschoolers
attending the Arrowhead Title I Preschool will be invited to
the kindergarten classrooms prior to the end of their preschool
year. This will give them the opportunity to meet the K teachers
and receive an orientation to kindergarten. Documentation will
include the lesson plans located in the preschool and kindergarten
teachers’ classrooms.
Summer Calendar—The Arrowhead Title
I preschool will send home a summer calendar of activities
to help students keep up skills until kindergarten begins in
the fall. Documentation will include a copy of the calendar
located in the preschool teacher’s files.
Summer School—During the summer, Title
I preschoolers, who will enter kindergarten in the fall, will
have the opportunity to participate in a summer school program
designed to prepare them for kindergarten. Documentation will
include the attendance roster and lesson plans located in the
preschool teacher’s files.
Back-to-School Meet and Greet—All incoming
kindergarten parents will be invited to meet and greet the
kindergarten teachers in their rooms. This will occur in conjunction
with the community ice cream social and schoolwide parent orientation
night.
Kindergarten Parent Orientation—All
incoming kindergarten parents will be invited to attend the
parent orientation to be help on the first day of school. This
will be a half-day session for both parents and students. Documentation
will include information flyers, a copy of the agenda, and
a sign-in sheet located in the kindergarten teachers’ files.
6. Additional
Support Activities
- Describe activities to ensure
that targeted students who experience difficulty mastering
the proficient or advanced levels of academic achievement
standards will be provided with effective, timely additional
assistance. Activities
must:
- be supported by school data
- be supported by scientifically based research,
- strengthen student performance,
- increase the amount and quality of learning time, and
- address the needs of historically underserved populations
Title I Staff—The Title I specialists
will offer small group instruction, math labs, and in-class
support for students who experience difficulty mastering the
proficient or advanced levels of academic achievement standards.
Kindergarten Phonics—Most kindergarten
students, especially those experiencing difficulty with the
kindergarten reading strands, will participate in Waterford
phonics program. This program is computer-based.
Extended Learning Time—Students will
have the opportunity to participate in academic extended learning
time programs focusing on math and reading. Student selection
for these programs will be based on assessments, classroom
data and teacher referrals.
- Academic Extended Day Classes will be for
students in grades 1 through 6. These classes will focus
on achievement of academic standards. Documentation will
include class lists, attendance rosters, pre- and post-testing,
etc. and will be located in the Title I files.
- Extended School Year Opportunities Summer
School will be offered to under-achieving students through
district funding for the 2005-2006 school year.
- Before School Homework Help (Drop-in format) will
be available for students in grades 1 through 6.
- “Read It” Program (Drop-in format):
Adults and intermediate students reading with/listening
to younger students.
7. Coordination
of Resources
Describe how the school will integrate and allocate
available resources such as funding (federal, state, local,
private), programs, personnel, time, and services to enable
all children in the school to meet the State’s academic
standards. (i.e., Title I, Title II, Title III, ECBG,
School Funding Sources, etc.)
Title IIA (Teacher Training Fund)—Professional
Development funds allocated through Title II will be used to
provide professional development opportunities for the Arrowhead
staff. These opportunities will be coordinated with the Title
I plan.
Title III (English Language Acquisition)—Because
about 53% of the Arrowhead student body consists of English
Language Learners, Title I and Title III funds will be integrated
to enhance the academic achievement of ELL students (e.g.,
see “Reform Strategies” and “Professional
Development”, etc. above).
State-Funded Early Childhood Block Grant—The
funds allocated to Arrowhead Elementary may be used for enhancing
reading education in grades K-3.
State-Mandated Assessment Program—Arrowhead
students will participate in the Terranova and AIMS Dual assessments
as directed by the Arizona State Department of Education.
District-Funded Professional Development Days—PVUSD
allows six early-release days for the intention of professional
development. These days, along with the district’s Pay
for Performance Plan, will be coordinated with the development
and monitoring of the school wide Title I plan.
District-Funded Specialist—The Title
I staff will work in collaboration with the district-funded
Reading Specialist to meet the academic needs of Arrowhead
students.
Project READ—This district-initiated
reading program was developed to address and implement the
requirement that all students will be reading on grade level
by the end of third grade. In the 2005-2006 school year, grades
4 will be added.
Community Partnerships
Exchange City Field Trip—Sixth grade
students will participate in the Exchange City program designed
by Junior Achievement. This opportunity is funded by a private
donation from John Augustine. This will take place
in Fall 2005.
PAC (Phoenix Activity City)—After
school child care and homework support is offered free-of-charge
students at Arrowhead Elementary School.
Partnership/Mentorship with PVHS Students—Fifth
grade students will participate in a mentorship program with
Paradise Valley High School students. This program will be
coordinated by the Arrowhead Social Worker and a PVHS
staff member.
Local Donations and Grants—Various
local businesses and agencies offer financial gifts and/or
competitive grants to fund special projects. These donations
and/or grants are requested and received by teachers and/or
administrators. Documentation of applications and communications
are kept by the initiating teacher/administrator. The following
financial gifts have already been granted to Arrowhead for
the 2005-2006 school year.
John Augustine—Mr. Augustine makes
a private donation each year to fund the sixth grade Exchange
City field trip.
Arizona Helping Hands—This organization
will be donating funds for adult English classes.
Wal-Mart—Wal-Mart provided supplemental
funds, $1000, specified for literacy education to be determined
by Literacy Site Committee (TBD Fall 2005).
Exxon Mobile—Exxon Mobile has awarded
$500 for literacy education.
Wells Fargo Bank—Individual teachers
may apply for and receive up to $500 for innovative classroom
projects.
NASA Grant – Arrowhead was awarded
NASA Explorer Schools grant for a duration of 3 years.
Tax Credit Funds—Individuals can
donate up to $250 to the school of their choice and receive
a tax credit from the state of Arizona. Arrowhead uses these
funds to support various educational activities throughout
the school year.
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