erika cortez principal cds code 54-72041-0114165 sacplihed in … · the crisis response plan...

2016-17 School Accountability Report CardPublished in 2017-18 SARC

Pixley Middle SchoolErika Cortez ▪ Principal

[email protected]

1520 East Court Avenue ▪ Pixley, CA 93256 (559) 757-3018 ▪ www.pixley.k12.ca.us/Pixley%20Middle

Grades 6-8 CDS Code 54-72041-0114165

Para español, visita www.pixley.k12.ca.us

Pixley Union SDHeather Elick, Superintendent ▪ [email protected] ▪ (559) 757-5207 Pixley Union School District ▪ 300 North School Street Pixley, CA 93256 ▪ www.pixley.k12.ca.us

SARC Pixley Middle School 2

Principal's MessagePixley Middle School opened its doors on August 12, 2009. Pixley Middle School serves approximately 370 students in grades 6-8.Our goal as educators at Pixley Middle School is to promote the Jaguar DREAM in each and every student. We will accomplish this goal by guiding our students to adhere to the school vision. At the hub of Pixley Middle School life is providing equal educational access to all students. We can accomplish this collaboratively by:• Teaching curriculum that is aligned to the Common Core State Standards• Increasing the number of students meeting the Common Core State Standards assessed by the Califor-

nia Assessment of Student Performance and Progress (CAASPP)• Providingintensiveinterventionprogramsforstudentswhohaveacademicdeficiencies• Planning focused professional development that addresses district and school goals• Increasingstudentaccesstotheuseofeffectivetechnology• Involving parents as educational partners

Students will demonstrate the pillars of Character Counts!: Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship. Working together, every student will achieve!

School Mission StatementPixley Middle School is committed to providing a quality education that meets each student’s interests, abilitiesandneedswithinacommoncurricularframeworkandreflectsandpromotesanunderstandingofand appreciation for diversity in our community. Pixley Middle School challenges each student to develop character and strong work ethic; a sense of responsibility toward others both within the school and in the community at large; and become independent, critical thinkers with 21st century skills.

Parental InvolvementPixley Middle School welcomes parents as partners in the learning process. Parent education and training classesareofferedthroughTulareJointUnionHighSchoolDistrict’sadultprogramaswellastheschool’sCommunity-Based English Tutoring (CBET); Passport to Success; Parent Institute for Quality Education; and other training programs in literacy, child safety, parenting skills and so on. Through the adult-education program,parentscanearnahigh-schooldiploma,GeneralEducationalDevelopment(GED)certificate,learnEnglish as a second language (ESL) and take job-training courses.Parents participate in the school’s programs; volunteer in classrooms; and serve on committees, advisory councils, and community organizations and clubs, such as 4-H, Pixley/TiptonArea Youth Sports League,PixleyWomen’sClub,LionsClubandPoliceAthleticLeague(PAL),offeredviathePixleysheriff’sdepartment.These agencies support the school and provide enrichment activities for students and community members.For more information on how to become involved at the school, please contact the community liaison, Teresa Lewis, at (559) 757-3131.

School SafetyPixleyMiddleSchool’ssafetyplanisofficiallycalledtheSafeSchoolProject:CrisisResponsePlancreatedbyTulareCountyOfficeofEducation.Theschoolsafetyplanwillbereviewedandupdatedannuallybyparents,students,teachers,classifiedpersonnel(maintenanceandoperations),siteadministratorsandtheSchoolSiteCouncil(SSC).Allrevisionswillbecommunicatedtostaff.Keyelementsofthesafetyplanwillincludeongo-ing collaboration with county agencies to manage family, social and medical needs as well as school and community policing needs consistent enforcement of safe-school policies. The school has been designated a gang-free zone.The school is in compliance with all laws, rules and regulations pertaining to hazardous materials and state earthquakestandards.Earthquake,fireandlockdowndrillsareheldonaregularbasis.Allemergencyordi-sastrous events are addressed in the school safety plan that outlines emergency measures (instructions and procedures)thatareroutinelyreviewedandpracticedbystaffandstudentsintheeventofsuchemergencies.TheCrisisResponsePlanaddressesallpossibleemergencyscenarioswithfivemainsafetyresponses.Theseincludeshelter-in,evacuation,duckandcover,lockdown,andactiveshooter.Inanefforttoensurethesafetyofourstudents,theschool—incollaborationwiththelocalsheriff’sdepartment—hasaschoolresourceof-ficer(SRO)ontheschoolcampusapproximatelyeighthoursaweek.Thisisaproactiveefforttocreateasafeschool climate.The school safety plan will be reviewed, updated and discussed with the school faculty during the start, middle and end of this school year and was last reviewed on October 13, 2017.

Governing BoardEmily Villa PresidentJoel Ramos ClerkDavid Williams Member

PUSD Board Priorities 1. Studentsandstaffcometoschool

feeling safe and connected to the learning environment.

2. All students are provided with a rigorous standard-based instruction within the core, the arts and career technical education (CTE).

3. English learners become English proficientandbecomereclassifiedprior to leaving the district.

4. Parents feel welcome and participate in the decision-making of the school and district.

District Mission StatementThemissionofPixleyUnionSchoolDistrictis to work in partnership with students, families and the community to ensure that eachstudentacquiresproficiencyonstatestandards and receives a core set of values necessary to achieve personal success that will in turn transfer to enriching their own community.

District Vision StatementEvery student is achieving at his or her maximum potential in an engaging, inspir-ing, and challenging learning environment that will prepare them for a successful life beyondPixleyUnionSchoolDistrict.

School Accountability Report Card In accordance with state and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of the school’s progress, test scores and achievements.


Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2016-17 school year.

2016-17 Enrollment by Grade

Enrollment by Student GroupThe total enrollment at the school was 359 students for the 2016-17 school year. The pie chart displays the percentage of students enrolled in each group.

2016-17 School YearDemographics

Socioeconomically disadvantaged 96.90% English

learners 39.60% Students with disabilities 6.70% Foster

youth 1.40%

2014-15 2015-16 2016-17

GradeNumber of Students

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

6 38 1 30 5

SubjectNumber of Students

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English language arts 7 19 18 9

Mathematics 8 18 9

Science 3 6 9 9

History/social science 3 6 9 9

Number of Classrooms by Size Three-Year Data

California Physical Fitness TestEach spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State Board of Education. The PFTmeasuressixkeyfitnessareas:

1. Aerobic Capacity 2. Body Composition3. Flexibility4. Abdominal Strength and Endurance5. UpperBodyStrengthandEndurance6. Trunk Extensor Strength and

FlexibilityEncouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting thefitnessstandardsofbeinginthe“healthyfitnesszone”forthemostrecenttesting period. For more detailed informa-tion on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

Percentage of Students Meeting Fitness Standards

2016-17 School Year

Grade 7

Four of six standards 11.6%

Five of six standards 22.3%

Six of six standards 22.3%

Hispanic or Latino94.4%

American Indian or Alaska Native

0.6%

Asian0.6%

Black or African-American

1.9% White2.5%

6

7

8

108

131

120

Class Size DistributionThe bar graph displays the three-year data for average class size, and the table displays the three-year data for the number of classrooms by size. The number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

15-1614-15 16-17

Three-Year DataAverage Class Size

6 Englishlanguage arts

Mathematics Science History/ socialscience

25 25

28

25 25

26 26 26 26 26

27

28 28 28 28


CAASPP by Student Group: English Language Arts/Literacy and MathematicsThe table on the following page displays the percentage of students that met or exceeded state standards in English languagearts/literacyandmathematicsfor the school by student groups for grades 6-8.The“percentagemetorexceeded”is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAA divided by the total number of students who participated in both assessments.Note: The number of students tested includes all students who participated in the test whether they received a scoreornot.However,thenumberofstudents tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results for All Students: English Language Arts/Literacy and Mathematics (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English lan-guagearts(ELA)/literacyandmathematics.

Pixley MS Pixley Union SD California

Subject 15-16 16-17 15-16 16-17 15-16 16-17

English language arts/literacy 20% 26% 15% 19% 48% 48%

Mathematics 12% 11% 11% 12% 36% 37%

Percentage of Students Meeting or Exceeding State Standards Two-Year Data

California Assessment of Student Performance and Progress (CAASPP)For the 2016-17 school year, the CAASPP consists of several key components, including: California Alternate Assessments (CAA) testincludesbothELA/literacyandmathematics in grades 3-8 and 11. The CAA is given to those students with the mostsignificantcognitivedisabilitieswhose current individualized education program (IEP) designates an alternate assessment.Smarter Balanced Assessments includeELA/literacyandmathematicsin grades 3-8 and 11. Smarter Balanced Assessments are designed to measure student progress toward college and career readiness.The assessments under CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards. For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

CAASPP Test Results for All Students: Science (grades 5, 8 and 10)Science test results includeCalifornia Standards Tests (CSTs), CaliforniaModifiedAssessment (CMA) andCalifornia Alternate Performance Assessment (CAPA) in grades 5, 8 and 10. The table shows the percentage ofstudentsscoringatproficientoradvanced.The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.


Subject 14-15 15-16 14-15 15-16 14-15 15-16

Science 32% 25% 22% 25% 56% 54%

Percentage of Students Scoring at Proficient or Advanced Two-Year Data

Pixley MS Pixley Union SD

Program Improvement status In PI In PI

First year of Program Improvement 2010-2011 2009-2010

Year in Program Improvement Year4 Year3

Number of schools currently in Program Improvement 2

Percentage of schools currently in Program Improvement 100.00%

2017-18 School YearFederal Intervention Program

Federal Intervention ProgramSchoolsanddistrictswillnotbenewlyidentifiedforProgramImprovement(PI)inthe2017-18schoolyearunder the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the Elementary and Secondary Education Act (ESEA). Schools and districts receiving Title I, Part A funding for the 2016-17schoolyearandwere“InPI”in2016-17willretaintheirsamePIstatusandplacementyearfor2017-18. Schools and districts receiving Title I, Part A funding for the 2016-17 school year and either had a status of“NotinPI”forthe2016-17schoolyearordidnotreceiveTitleI,PartAfundinginthe2015-16schoolyearwillhaveastatusof“NotinPI”forthe2017-18schoolyear.ThepercentageofschoolsidentifiedforProgramImprovement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district. This table displays the 2017-18 Program Improvement status for the school and district. For detailed informa-tionaboutPIidentification,pleasevisitwww.cde.ca.gov/ta/ac/ay/tidetermine.asp.


CAASPP Results by Student Group: English Language Arts and Mathematics (grades 6-8)

v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

English Language Arts

Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded

All students 361 356 98.61% 25.56%

Male 184 181 98.37% 17.13%

Female 177 175 98.87% 34.29%

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian v v v v

Filipino v v v v

Hispanic or Latino 339 335 98.82% 24.78%

Native Hawaiian or Pacific Islander v v v v

White 11 10 90.91% 50.00%

Two or more races v v v v

Socioeconomically disadvantaged 350 345 98.57% 24.64%

English learners 290 286 98.62% 24.13%

Students with disabilities 25 25 100.00% 0.00%

Students receiving Migrant Education services v v v v

Foster youth v v v v

Mathematics

Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded

All students 361 356 98.61% 10.96%

Male 184 181 98.37% 8.84%

Female 177 175 98.87% 13.14%

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian v v v v

Filipino v v v v

Hispanic or Latino 339 335 98.82% 11.04%

Native Hawaiian or Pacific Islander v v v v

White 11 10 90.91% 20.00%

Two or more races v v v v

Socioeconomically disadvantaged 350 345 98.57% 11.01%

English learners 290 286 98.62% 10.14%

Students with disabilities 25 25 100.00% 0.00%

Students receiving Migrant Education services v v v v

Foster youth v v v v

Percentage of Students Meeting or Exceeding State Standards 2016-17 School Year


Textbooks and Instructional MaterialsTextbooks are state-adopted and standards-aligned. Replacements are ordered annually and throughout the year to support enrollment as necessary. The objective is to always maintain a ratio of one textbook per stu-dent. All students have access to their own textbooks and instructional materials to use in class and at home.

Currency of TextbooksThis table displays the date when the most recent hearing was held to adopt a resolutiononthesufficiencyofinstruc-tional materials.

Currency of Textbooks

2017-18 School Year

Data collection date 9/12/2017

Subject Textbook Adopted

Reading/language arts HoughtonMifflin,Collections 2016

Mathematics CPM (8) 2013

Mathematics Go Math!,HoughtonMifflin(6-7) 2015

Science Holt(6-8) 2007

History–Social Science McDougal Littell 2009

English language development English 3D (6-8) 2016

Textbooks and Instructional Materials List 2017-18 School Year

Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing-board-approved list? Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education? Yes

Do all students, including English learners, have access to their own textbooks and instructional materials to use in class and to take home? Yes

Quality of Textbooks 2017-18 School Year

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

Pixley MS Percentage Lacking

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language 0%

Health 0%

2017-18 School YearPercentage of Students Lacking Materials by Subject

Professional DevelopmentPixleyUnionSchoolDistrictofferspro-grams to assist teachers in their profes-sional development. Programs include Beginning Teacher Support and Assess-ment (BTSA) training and peer coaching in literacy, math and English language development. Core curriculum training is also provided for newly adopted state textbooks. Through district-funded and categoricallyfundedstaff-developmentdays,teachersareaffordedopportunitiesto improve their curriculum, teaching and assessment strategies, and develop pacing calendars (scope and sequence learning) to better prepare students for the annual state assessment program (California Content Standards) each spring.

Professional Development Days

2015-16 4 days

2016-17 4 days

2017-18 7 days


School FacilitiesThe Williams case settlement inspection of August 2016 at Pixley Middle School re-sultedina“good”rating,whichmeanttheschool is well maintained and immediately provides necessary repairs.Pixley Middle School maintains a clean, safe and functional physical plant. Repairs are made as needed. Cleaning of all class-rooms,officesandcommonareasisdoneon a daily basis.Pixley Middle School was built in 2008, but did not open its doors until 2009. The school has 14 regular classrooms, a library, computer lab, multipurpose room, science lab and amphitheater.The school meets all requirements of the Williams case settlement and is well maintained by janitorial and maintenance staffwhoworkduringschoolhoursaswellas evenings. We provide yard supervision with three instructional assistants, two administrators before school, recess, lunchtime and after school. After-school supervision is pro-videdbyateachingstaffthatconsistsofsix teachers placed strategically through-out the campus.

School Motto DREAM (Dedication, Respect, Education, Appreciation and Motivation)

School Facility Good Repair Status The table shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary,good,fairorpoor.Atthetimeofthisschoolfacilityinspection,nodeficiencieswerefound.

Items Inspected Repair Status

Systems: Gasleaks,sewer,mechanicalsystems(heating,ventilationandHVAC) Good

Interior: Interiorsurfaces(floors,ceilings,wallsandwindowcasings) Good

Cleanliness: Pest/vermincontrol,overallcleanliness Good

Electrical: Electrical systems Good

Restrooms/fountains: Restrooms, sinks and drinking fountains Good

Safety: Fire safety, emergency systems, hazardous materials Good

Structural: Structural condition, roofs Good

External: Windows/doors/gates/fences,playgrounds/schoolgrounds Good

Overall summary of facility conditions Exemplary

Date of the most recent school site inspection 9/1/2017

Date of the most recent completion of the inspection form 9/1/2017

School Facility Good Repair Status 2017-18 School Year

Types of Services Funded• Title I, Part A, Basic Grants Low-Income: Provides supplemental services for students such as our com-

puter-labstaff,mathandliteracycoaches,andprofessionaldevelopmentfortheinstructionalstaff• Special Education Basic Grant Entitlement: Provides instructional assistants for students with special

needs, including one-on-one supervision when needed• Even Start Family Literacy Program: Provides preschool service to parents of children attending Tulare

Adult School on our campus• Title III LEP Student Program: Provides additional instructional assistance for students who have limit-

ed-Englishproficiencyskills• ASES: After School Education and Safety Program provides homework assistance through college-

student tutors as well as extracurricular activities including our sports and summer-school programs• ELAP: English Language Acquisition Program provides additional assistance for English-language learn-

ers• EIA: Economic Impact Aid allows us to hire additional teachers and aides that might have been cut in

this current budget crisis• Migrant Education Program: Services for migrant students in the community with support for educa-

tional, medical and dental services, as well funding our summer-school program


Teacher QualificationsThistableshowsinformationaboutteachercredentialsandteacherqualifications.Teacherswithoutafullcre-dential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.

Three-Year Data

Pixley Union SD Pixley MS

Teachers 17-18 15-16 16-17 17-18

With a full credential 41 17 11 13

Without a full credential 10 3 7 3

Teaching outside subject area of competence (with full credential) 0 0 0 0

Teacher Credential Information

Teacher Misassignments and Vacant Teacher PositionsThistabledisplaysthenumberofteachermisassignments(positionsfilledbyteacherswholacklegalau-thorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions(notfilledbyasingledesignatedteacherassignedtoteachtheentirecourseatthebeginningofthe school year or semester). Please note that total teacher misassignments includes the number of teacher misassignments of English learners.

Three-Year Data

Pixley MS

Teachers 15-16 16-17 17-18

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 0

Vacant teacher positions 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Academic Counselors and School Support StaffThis table displays information about aca-demiccounselorsandsupportstaffattheschool and their full-time equivalent (FTE).

Academic Counselors and School Support Staff Data

2016-17 School Year

Academic Counselors

FTE of academic counselors 1.00

Average number of students per academic counselor 368

Support Staff FTE

Social/behavioral counselor 0.25

Career development counselor 1.00

Library media teacher (librarian) 0.75

Library media services staff (paraprofessional) 0.75

Psychologist 1.00

Social worker 0.00

Nurse 1.00

Speech/language/hearing specialist 1.00

Resource specialist (nonteaching) 0.00

Suspensions and ExpulsionsThis table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions.


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Suspension rates 18.3% 12.6% 9.6% 9.7% 6.2% 4.3% 3.8% 3.7% 3.6%

Expulsion rates 0.6% 0.5% 0.3% 0.4% 0.2% 0.1% 0.1% 0.1% 0.1%

Suspension and Expulsion Rates Three-Year Data

Public Internet AccessInternet access is available at public libraries and other locations that are publicly accessible (e.g., the Califor-niaStateLibrary).Accesstotheinternetatlibrariesandpubliclocationsisgenerallyprovidedonfirst-come,first-servedbasis.Otheruserestrictionsincludethehoursofoperation,thelengthoftimethataworkstationmay be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.

Data for this year’s SARC was provided by the California Department of Education and school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://dq.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1.All data accurate as of November 2017.

School Accountability Report Card

Published by:

www.sia-us.com | 800.487.9234


Financial Data ThefinancialdatadisplayedinthisSARCisfromthe2015-16fiscalyear.Themostcurrentfiscalinformationavailable provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in Califor-nia, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending webpageatwww.cde.ca.gov/ds/fd/ec.ForinformationonteachersalariesforalldistrictsinCalifornia,seetheCDECertificatedSalaries&Benefitswebpageatwww.cde.ca.gov/ds/fd/cs.Tolookupexpendituresandsalariesforaspecificschooldistrict,seetheEd-Datawebsiteatwww.ed-data.org.

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

School Financial Data

2015-16 Fiscal Year

Total expenditures per pupil $6,901

Expenditures per pupil from restricted sources $1,156

Expenditures per pupil from unrestricted sources $5,746

Annual average teacher salary $64,204

Financial Data ComparisonThis table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

2015-16 Fiscal Year

Expenditures Per Pupil From

Unrestricted SourcesAnnual Average Teacher Salary

Pixley MS $5,746 $64,204

Pixley Union SD $7,101 $68,245

California $6,574 $74,194

School and district: percentage difference -19.1% -5.9%

School and California: percentage difference -12.6% -13.5%

Financial Data Comparison

District Financial DataThis tabledisplaysdistrict teacherandadministrativesalary informationandcompares thefigures to thestate averages for districts of the same type and size based on the salary schedule. Note: The district salary datadoesnotincludebenefits.

2015-16 Fiscal Year

Pixley Union SD Similar Sized District

Beginning teacher salary $49,192 $47,034

Midrange teacher salary $68,512 $73,126

Highest teacher salary $86,547 $91,838

Average elementary school principal salary $105,143 $116,119

Average middle school principal salary $114,892 $119,610

Superintendent salary $122,708 $178,388

Teacher salaries: percentage of budget 32% 37%

Administrative salaries: percentage of budget 4% 6%

District Salary Data

Expenditures Per PupilSupplemental/restrictedexpenditurescome from money whose use is controlled by law or by a donor. Money that is desig-natedforspecificpurposesbythedistrictor governing board is not considered restricted.Basic/unrestrictedexpendituresare from money whose use, except for general guidelines, is not controlled by law or by a donor.

erika cortez principal cds code 54-72041-0114165 sacplihed in … · the crisis response plan...

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