Southwestern School District The Southwestern School District Strives To

SOUTHWESTERN SCHOOL DISTRICT

The Southwestern School District strives to foster a positive learning environment in which all students are challenged, inspired, and encouraged to become productive members of society.

MISSION STATEMENT The mission of the Southwestern District is to provide an appropriate and effective learning environment that will effectively meet the educational needs of students, parents, and the entire school community. The Southwestern School District also aims to help its students achieve goals that are significant and transferrable to their daily lives.

PHILOSOPHY All students deserve the opportunity for a quality, applicable education that allows them to fully develop their potential as productive and proactive citizens in a changing world. The students grow as individuals in a self-disciplined environment, where much emphasis is placed on the growth of the students intellectually, emotionally, psychologically, socially, and physically. Though the students are in the school environment for a large part of their daily lives, it is the shared responsibility of the community, home, and school to facilitate meaningful growth in the children.

BELIEFS

The Southwestern School District believes that students learn in a variety of ways. We believe that students learn from experiences beyond the classroom setting, but that students also deserve to have a safe, respectful, caring, and fair environment in the classroom. When students are presented with clear goals, procedures, and expectations, they learn best and are capable of performing at their best. Motivating students and inspiring them to be responsible are key components of the learning process. Each and every student has the capability to offer their talents and gifts to the Southwestern School family. VALUES At Southwestern Schools, there are things that students must be able to experience each and every day. Students must be provided with a safe school atmosphere. Recognizing each students' strengths must be a part of the curriculum, allowing each student to maximize their academic potential. Students are enveloped in a nurturing environment, which supports and fosters student learning. As development is a whole-person process, students must be presented with extracurricular activities that are well-rounded and support their development as individuals. The staff of each school must be highly qualified, student-centered, and willing to give of themselves every day. The facilities of the schools must be up-to-date, and must have the necessary resources and materials to make them effective. The community, not simply limited to parents, must be involved with the school community, therefore making the Southwestern School District an integral part of the community. Each decision made by faculty, staff, parents, and community must be the best decision for all students, and must promote continued excellence in education. The quest for improvement must be ongoing, as is the quest for knowledge.

GOALS 1. Each student must be challenged in order to maximize their academic achievement. The communication from the community, home, and school will all be used in order to push the

individual students in order to create the most effective environment for the student. 2. Each student will have positive experiences with faculty and staff, who are willing to challenge and push students to shape them into more developed individuals. 3. Throughout their educational experience in Southwestern Schools, students will receive appropriate and effective guidance and counseling services. 4. Southwestern Schools will provide effective and comprehensive communication with the community.

BUILDING STRUCTURE AND GOVERNANCE Each campus in the Southwestern School District runs in the same fashion. Each campus is

treated as an independent entity, and all attempts are made to keep issues separate, unless it is felt by the Superintendent and the Southwestern School District School Board that there needs to be collaboration on a specific issue. Each building has teachers, department chairs, grade level representatives, assistant principals, and a principal. Beyond the principal, the School Board handles financial and facility issues. The Superintendent facilitates disciplinary issues, with assistance from the School Board, and also guides curriculum issues and procedures. The Department Chairs are responsible for staying up-to-date on resource needs, progress of students, and curriculum and instruction changes that need to be made to effectively challenge the students. The position of Department Chair is given to the teacher in each specific department with the most experience in the Southwestern School District. The position is given a $2,000 annual bonus, but is expected to be thorough and effective in the position. If deemed unable or unwilling to fill the role of Department Chair, the position goes to the next educator with the most experience in the Southwestern School District. The position of Grade Level Representative is similar to the Department Chair position in that he serves as a representative for a larger group, but there are important defining characteristics of this particular position. The Grade Level Representative deals with discipline issues, grade-level activities or programs, and any other issues that affect the students outside of curriculum. The Grade Level Representatives are teachers who are also engaged in the students' lives outside the classroom organizational sponsors, coaches, and extracurricular organizers. Each Grade Level Representative is requested, by the building Principal, at the end of the school year to serve in the next academic year. Though not responsible for the actual discipline process, the Grade Level Representative is required to be at disciplinary manifestations to give input and to make sure the best interests of the student are taken into account. The position of Grade Level Representative is a major position in making sure that the school runs effectively for the students, and because of the weight of the responsibilities, the Grade Level

Representative is given a $5,000 bonus for the year. The duties required of the position are intense, and therefore require commitment and passion toward the students. The Assistant Principals within each building help facilitate both the academic and disciplinary processes. In the elementary and middle schools, the Assistant Principals split the duties, with one position mainly dealing with discipline procedures, and the other dealings with academic and curriculum matters. Both jobs are indispensable to the effective running of the school. In the high school, there is an additional Assistant Principal position to deal with the extracurricular involvement of students. The Assistant Principals, in their respective roles, deal with the issues concerning the student body, and the entire school community. No disciplinary, academic, or extracurricular issues shall go to the Principal, School Board, or Superintendent without passing first through the Assistant Principal. This eliminates poor communication, issues of subordination, or burdening the positions of Principal, School Board members, and Superintendent more so than they already are. The position of Assistant Principal is a large responsibility and is measured, monetarily, based on the numbers of experience that the administrator has in education. The Southwestern School District believes that it is difficult to be an effective administrator if you were not first an effective educator. To this end, the position of Assistant Principal salary is calculated as a $30,000 increase of whatever their teaching salary would have been in the Southwestern School District, calculated by years of experience and degrees earned. The building Principal is the next step in the chain of command. The building Principal is responsible for making sure the day-to-day operations of the school run smoothly, that the curriculum is being used effectively, and handling discipline issues. The building Principal is, by nature of the job, a physical representation of the school, the students, and the entire community. It is necessary, therefore, for the Principal to always be involved in every aspect of the school. The demands of the job are quite stressful, and the Southwestern School District puts a lot of weight on the role of the Principal. Due to

the distribution of curricular and disciplinary matters to the roles of the Assistant Principals, the building Principal is able to focus on the needs of the teachers and support staff as professionals. The building Principal is also required to be at every disciplinary procedure, as he is the one to carry out the final consequence, based on the rules and procedures of the Southwestern School District. In accordance with the strenuous duties of building Principal, the pay is calculated as a $50,000 increase on to the salary that the Principal would be earning as a teacher in the Southwestern School District, based on years of experience and degrees earned. The School Board members of the Southwestern School District have very serious duties, as they look after the well-being of the school community. The Southwestern School District School Board is the final body for the academic issues and operational issues concerning the school community. For more information on the School Board, look to the "School Board" section. The Superintendent of Southwestern School District is a position that requires endless hours of dedication to the school community. The Superintendent attends all School Board meetings, is present at all legislative procedures, and oversees all hiring and firing procedures, in combination with the building Principals. The Superintendent is also in charge of allocating funds through the School Board for necessary projects. The job of Superintendent is one of intense responsibility and obligation. The salary is calculated at $65,000 on top of the appropriate pay for a teacher of equal experience and degrees earned. The philosophy of having several channels for curriculum and discipline stems from the belief that categorizing and prioritizing issues within the school building greatly assists in making the school function more effectively. The pay scale of the administrators reflects the belief of the Southwestern School District that to be an effective administrator, one must understand the issues of the classroom. To be able to understand the issues of the classroom, one must have had thorough experience in the classroom setting. The pay structure of administrators reflects the requirements of the job, but also the importance of having relative classroom experience.

CURRICULUM

The Southwestern School District is built on the beliefs that students are growing into complete,

proactive members of society. They are to be recognized as individuals and treated as such. Each student shall be presented with the opportunity to explore their academic possibilities to the fullest extent. They will be presented with positive experiences - both in and out of the classroom - that shape the individuals into productive members of society. The curriculum of the Southwestern School District challenges each student to advance through a rigorous course of study, through out-of-classroom experiences, and through close contact with faculty and support staff. The students begin in elementary school, with the basic subject material English, Math, Social Studies, and Science - and are also exposed to Reading and Writing classes with the focus of creating thoroughly literate students who are capable of getting the most out of their education. The students will also be enrolled in Computer, Music, Art, Language, and Physical Education classes in order to develop them as a whole being, not just an academic. The curriculum of the students will be well-balanced, and filled with supplemental materials and resources. Southwestern School District puts an extensive amount of time and energy into recruiting and training teachers in the Elementary schools. Each school is staffed with teachers who attend Professional Developments and seminars based on Reading and Writing strategies. There are Reading Specialists in each elementary, focusing on children who are struggling, as well as enriching those who are showing advanced skills. Teachers have Holistic Accountability meetings, making sure that each child is being challenged in all areas of their study. In grades 1-5, each student receives a basic foundation of English, Mathematical, Science, and History skills. They focus on the importance of how to learn, how to read effectively, how to dissect material, and how to critically think. Though these formative years are important for a student to be exposed to subject-specific material, the Southwestern School District believes it is important for students to be exposed to the inner workings of the academic process, and not just focus on memorizing material. When the students advance to the middle schools, the Southwestern School District believes it

is vital that each student begins thoroughly understanding material, and the realistic applications of that material. To this end, all students take the same courses, which stress hands-on approaches to concepts. Because of the application-based nature of the courses, all of the students get more than just facts and figures from the material. This approach, the Southwestern School District believes, also helps to keep all students on the same page, creating strong ties between textbook knowledge and real-life situations for the students. There are reading specialists in each building to make sure that students who need extra immersion or assistance are able to get what they need and move on with their education with a positive attitude and strength. During middle school, the students take English 1-3, Course I and II Mathematics followed by Pre-Algebra, two courses of General Science followed by Science Skills and Reasoning, and the package of World Geography, World History, followed by United States History. All of the courses that the students take during middle school allows them ample preparation time to understand the major concepts upon which they will build throughout high school. The students also take Physical Education, Computer, Art, and Music. Students are able to experience a curricula of Art and Music while in the middle schools, while in the high school they are able to focus more on Language and explore Art and Music as electives. Much like the elementary curricula, the middle school academic vision focuses on creating students who are thoroughly prepared for the challenges of high school. At the end of their eighth grade year, the students all take a course knowledge and aptitude test. This test is focused not so much on checking to see if the students are able to memorize formulas and historic dates, but making sure that they have gained the critical thinking skills they will need for the next level of their education. This test also helps to identify students who, upon entering ninth grade, would be well-suited for honors coursework, and also those students who would benefit from coursework that will help them to more thoroughly develop their critical thinking and analyzing skills. The test is not the be-all, end-all for students who are identified as either advanced or remedial. Each student meets with a counselor at the high school and explores the options available for their program

of studies while at the high school. Upon entering Southwestern High School, each student attends a three-day orientation called Greyhound Kickoff. This time period allows the students to meet their classmates, faculty and staff, get acquainted with the facilities, and, most importantly, be introduced to the academic and extracurricular aspects of high school life. Each student meets with the scheduling staff to determine based on test scores, grades, and interests what the most productive classes would be for the first-year high school student. Each student is required to take English 9, Biology, State History, Algebra I, and Physical Education 9. Each student is also enrolled in Student Resource Time, (SRT) a study-hall type of environment where they are able to focus on the academic rigors of high school. The student has two blocks left where they may decide what type of Elective classes they would like to take. The Diploma Requirements each have different end goals, so the students need to work toward those goals in hopes of attaining an education that is appropriate for them. At the end of their high school career, no matter what the Diploma track, the students are required to have passed several standardized tests. The students are required to pass proficiency tests for English 11, Biology, United States History, Algebra II, and Health. The students have the ability to take these courses (along with most other courses) during the regular school year or during Summer School. The standardized tests, however, are only given three times a year - September, January, and April. The students will pass these tests sometime before their graduation date. If the test is taken in April, the scores will be back by mid-May. The grading scale for the elementary schools is based on Holistic Accountability. Each student will be promoted when all teachers involved feel that the student has grasped the necessary concepts and critical thinking skills for that specific area. The child must be on grade-level with basic area skills and cognitive abilities. Once the children reach the middle and high school, there is a specific grading scale. The grading scale is based solely on letter grades, which are based on percentage cut-offs. The grading

scale for middle and high school is as follows: A = 100 - 93 B = 92 - 85 C = 84 - 77 D = 76 - 70 F = 69 and below In middle schools, students must pass the assignments and tests with at least a 70% average to pass the tests. In high school, the students must have the necessary credits for their specific diploma. If they fail a required course, they can take it during a Summer School session. They must pass a prerequisite course before they can move on to advanced courses. Therefore, it is necessary for students to stay on track with their academics, as it is very easy to fall behind with a single failed course. Throughout their education in the Southwestern School District, students are encouraged to focus on how to learn, not what to learn. Because we recognize the time in school for young people to grown into individuals instead of simply storing up information, we take the education of children very seriously. Developing productive members of society is not simply a far-off star we shoot for, but a realistic goal that we work toward throughout a child's educational journey.

COMMUNITY INVOLVEMENT The Southwestern School Community is very important to the effectiveness of the schools. The

community offers support, feedback, and a critical component in the development of the students. The community is encouraged to be involved in every way possible - from membership in the PTSA to a ticket-taker at a football game to adopting a classroom to participating in the school fair to watching Commencement ceremonies in May. Community involvement is necessary because the student body, parents, and teachers all come from the surrounding community. If you are not a student or a parent yourself, you are undoubtedly involved in some way, so it is essential for you to be involved in the issues of the Southwestern School District. Some of the biggest events in the Southwestern School Community are sporting events. In the fall, the community comes together Friday nights and Saturday afternoons for football and soccer games. In the spring, lacrosse and track take center stage. In recent years, the stadium and the turf have had intense wear. The strong winter storms have damaged the Mondo surface on the track, caused some structural damage to the stadium seating, and caused the turf on the field to be sparse and ineffective. By fixing these issues, though seemingly simply cosmetic, the Southwestern School District, along with the entire community, will greatly benefit. Sporting events played on an all-purpose astroturf means that games won't have to be cancelled for rain delays, elongating or even manipulating seasons for sporting teams. New stadium seating would also include handicap-accessible ramps, a new concession stand, a scorer's box, and a new audio system. The games would be enjoyable in newer, cleaner seating. Fixing the track would mean better performance and safer conditions for athletes. All of these cosmetic issues combined, if fixed, would mean many things for the entire community of the Southwestern School District. The athletic events would bring more money into the school community because of increased attendance from better, safer, cleaner, and newer facilities. The ability to host city- and even state-wide athletic events would bring large amounts of revenue into the school community. Having a stadium in such condition would also mean that events like Commencement could be held on-campus, instead of a distant location. This keeps the feeling of the

school community close to home. The Southwestern School District is proposing a $35 million dollar bond to renovate the stadium facilities and grounds of Southwestern High School. The bond will pay for new stadium seating, new all-purpose astroturf, and a new Mondo covering for the track. Additionally, the stadium will be made handicapped friendly, the throwing circles and jump pits for track will be re-paved and also covered with astroturf, and there will be bleachers installed next to the field for the teams. These improvements will benefit all members of the Southwestern School District community, as well as generations to come.

RECREATIONAL FACILITIES The Southwestern School District has seven different campuses, each with educational and

recreational space. The educational facilities are extremely important to the students' ability to learn, but the recreational spaces are just as important to be able to give them children a healthy way to exercise their minds and bodies. In an effort to manage the recreational facilities of each campus, there is a systematic inventory of the materials and equipment of each school. The four elementary schools - Woodbrook, Mohawk Hills, Springridge, and Cherry Tree - each have playgrounds that have been kept up-to-date since their original constructions, spanning from 1960-1972. Each year the playground equipment is inspected for safety regulations and any necessary construction modifications. Each playground space is fundamentally the same, composed of several sets of swings, a large jungle gym, several balance bars, and a few other recreational activities. Each elementary school has two basketball courts outside, along with four-square and a kickball court that has been painted on the side parking lots. The parking lots are re-paved every three years, along with the rest of the city streets on the rotating schedule. The playgrounds are covered with recycled tire rubber, making them safe for children. Any issues that are found with the playground equipment are immediately taken care of - either by removal or repair. Each year, an inventory is taken of the playground equipment, and if any improvements are deemed necessary, the proposition will go before the Southwestern School District School Board. Each elementary school has a basic indoor gym. The floors are covered in Mondo surface, keeping the children safe, and keeping upkeep to a minimum. The gyms all have two indoor basketball courts, bleachers, locker rooms, a separated multi-purpose room, and an audio system for programs and athletic events. Each year, along with the playground, the gymnasium is inspected for signs of wear, and any necessary repairs are made. Equipment is kept in safe, working condition, and when repairs are needed or equipment must be replaced, a proposition is put before the Southwestern School District School Board. The two middle schools, Creekside and Washington, have similar, yet more extensive recreational facilities. Both schools have, as do the elementary schools, sets of swings. The middle

schools, however, do not have the jungle gym or any of the other climbing equipment that the elementary schools have. They have, instead, four-lane outdoor tracks, covered in a combination of Mondo and concrete. Both schools have two gated tennis courts, two basketball courts, and a small football field. Though both schools have a football field, they play games at Southwestern High School's field for "home" games, and at other venues for "away" games. The track, basketball courts, and tennis courts are checked annually for any signs of disrepair or safety concerns. Any repairs that need to be made to the facilities are put into a proposition and taken before the Southwestern School District School Board. Creekside and Washington, because of the larger number of students, have larger gymnasiums than the elementary schools. Each middle school has a gym with two basketball courts, a volleyball court, and numerous pull-out bleachers. There are also two additional recreational all-purpose rooms at each of the middle schools, one covered in Mondo (intended for gymnastics and wrestling) and one with a simple concrete floor. The gymnasiums are located on the ground floors of the middle schools, on the same wings as the cafeterias. The facilities are checked along with the outdoor facilities each year, and if any repairs are deemed necessary, they are brought before the Southwestern School District School Board. Southwestern High School is a sprawling campus, with several different buildings. The recreational facilities - both outdoor and indoor - are located on the north side of the campus. Southwestern has an eight-lane, regulation track, covered in a combination of Mondo and concrete. The track is complete with throwing circles and jump pits. The football field is located inside the track, and is surrounded by a stadium that can hold (including both Home and Visitor sides) over 2,500 spectators. The soccer team also uses the football field, which is covered in turf kept by the maintenance staff. The jump pits, track, turf, and throwing circles are checked thoroughly after each season, and checked after major weather conditions to make sure everything is safe and in working order. The high school also has four tennis courts, which are gated and open to the community when

not in use by the Physical Education classes or the tennis team. As the campus is situated on the backside of Waterson Creek, the wooded area makes a perfect cross country and recreational trail. If any issues are found with the outdoor facilities, a proposition is taken before the Southwestern School District School Board for repairs. The high school has a Varsity gym, a field house with three basketball courts, three multipurpose rooms, a weight room, and a swimming pool. The facilities are kept up with the help of the janitorial and maintenance staff. Inspections are made monthly on the equipment and facilities in order to ensure safe conditions for the students and athletes alike. If any repairs or construction is needed, a proposition goes before the Southwestern School District School Board. The recreational facilities throughout the Southwestern School District are in place for the safe exercise of the students. All the facilities are kept up-to-date, safe, and in proper working order so that they might be there for students and the community to enjoy for years to come. With the help of the community and the guidance of the Southwestern School District School Board, the recreational facilities continue to be a meaningful way for the students of Southwestern to develop and grow safely.

TEACHERS The Southwestern School District places a lot of responsibility on the role of the teacher in the

school community. The teacher is looked to as the sole provider of education and growth in the child for the time period that they are in the classroom. Outside the classroom, the teacher is charged with the responsibility of helping to shape the student into a productive member of society. The duties of the teacher are far-reaching, and the Southwestern School District takes pride in having dedicated, passionate, and knowledgeable teachers. The location of the nearby college helps to facilitate the hiring process of teachers in the Southwestern School District. College students enrolled in the Education Program are able, upon completion of a successful semester of student teaching in the Southwestern School District, to obtain a job with the district, with a $5,000 bonus awarded upon the completion of two years of teaching. This allows the school community to retain quality, knowledgeable teachers, allows the new teachers to become acquainted with the school system, and also provides incentive to reduce shortage in the teaching community. The Southwestern School District also offers a competitive salary, with base pay for first-year teachers starting at $35,000, with additional pay raises for experience and degrees earned. Coaching, supporting extracurricular organizations, and tutoring are paid positions that teachers are encouraged to fill. By doing so, they gain additional professional experience and invest themselves more into the school community. For each additional year of experience, the teachers gain an additional $1,000 of salary and for each additional degree they earn an additional $3,000. In each of the schools, the student:teacher ratio is no greater than 25:1. The classes are, in general 16:1 or less, but once students enter the high school, they have a block for Student Resource Time. These study halls are defined by alphabetical order, and the class sizes range from 20-25, depending on grade level. These larger class sizes are allowed because the SRT block period is not for instruction, but for individual classwork and one-on-one tutorial with teachers. The large class size, in this situation, does nothing to harm the environment in which the students learn. Each year, the teachers of the Southwestern School District sign a contract for 190 working

days. 180 of those days are instructional days, and 10 of those are days set aside for Professional Development. If these professional development days are not fulfilled by the teacher, they have 30 days to complete them through make-up work, or they face the possibility of not having their contract renewed. Renewal of contracts will be offered July 1 of each academic year, and each teacher must sign the contract by July 30 of that same year, or they will be placed on substitute status until the situation is handled. Hiring of new employees must go before the Southwestern School District School Board for approval before the contract may be put into effect. For this purpose, the schools must make every possible effort to identify and interview for open positions before July 30 and offer positions to tentative employees. The School Board reviews the applicants in a called legislative Board meeting as soon as the applicants are reviewed. There is a rolling acceptance of applicants, with the understanding that until the contract is approved, the teacher will be on substitute status. Any termination of employment must also go before the School Board. The employee in question must have had advance notice or warnings, except in the case of a criminal charge or a witnessed offense that violates policy and procedures of the Southwestern School District. Termination of employees must be brought before the Board to guarantee fair practices in the workplace. The Southwestern School District is a place for professional development and advancement, and not one for personal politics. Only by bringing termination cases against Southwestern School District employees to the School Board can there be a fair and justified procedure. The first hearing shall take place in a legislative session, then the information will be presented in a public session, along with the verdict by the School Board. In the case of hiring and termination procedures, the Superintendent may not overrule the vote by himself. Professional developments will take place on agreed-upon dates and will involve different areas. Most of the professional developments for the high school will focus all subject teachers on their own material and issues at hand. In the middle schools, the professional developments will run by

grade level, and in the elementary schools, they will be professional development for the entire body of teachers. Professional development is something serious in Southwestern School District, and not something that is done quickly or easily. It is based on giving teachers different skills, refining old ones, and bringing new information and research to the Southwestern professional atmosphere. Teachers will be evaluated on a semester basis. They will have one announced formal evaluation, and three unannounced informal evaluation. The formal evaluation will be performed by the Assistant Principal in charge of Curriculum and Instruction will perform the formal evaluation. the building Principal, the Assistant Principal in charge of Discipline and one co-worker will perform the informal evaluation. The informal evaluations are simply for the professional development of the employee, whereas the formal evaluation can be reflective of the professional performance of the teacher. If the first evaluation is unfavorable, there will be a meeting scheduled for the employee and the administrative staff to sit together and discuss issues. The employee will then be required to informally evaluate other teachers and turn in lesson plans for a set period of time (normally 3 weeks). When the next evaluation is performed, the employee should have a favorable evaluation. If there is still an issue with the second formal evaluation, there shall be an Employee Improvement Action Plan put into place. If the problems persist and are of a severe nature, the employee will be recommended for termination to the Southwestern School District School Board. Though teachers are extremely important to the Southwestern School District family, they must fulfill their obligations in order to stay in such a positive standing within the school community. Teachers have the ability to shape the next generation of our community, and this is not a responsibility to be taken lightly. The Southwestern School District prides ourselves in having the best teachers in the state, and we look for this proud tradition to continue for years to come! TECHNOLOGY The Southwestern School District prides itself on being able to provide our children with the

best possible educational experience. Our curriculum is based on learning experiences for children, in and out of the classroom. Though many different methods of instruction are used by the teachers, the Southwestern School District still believes in the power of the teacher as an individual. Each classroom has a computer for the teacher to use for grades, curriculum, and instruction. The elementary school has two computer labs of 20 computers for the students to use. In the middle and high school there are also two computers in each classroom for students to use during homeroom and SRT or for class assignments and projects. Each department has two LCD projectors, and can use them for instruction, assessments, and presentations. The library of the middle and high schools have computer labs with 30 computers for the students to be able to use for research and classwork. The schools have a copier machine for each department in the high school, while in the middle and elementary schools, there is a bay of several copiers that teachers can use, or have one of the secretaries use for them. There are also several ScanTron machines in each school so that teachers can effectively expose their children to standardized tests. Due to the composition of the school (91% on free or reduced lunch), the technology of the school is taken care of by Title I funding. During the next several years, Southwestern will start the introduction of Smart Boards in the classroom. The Smart Boards, the training for teachers, and any additional necessary resources will be taken care of by Title I funding, and a portion of the District budget, as approved by the School Board and the community.