Hacienda La Puente Unified School District

Transcription

DISTRICT PROFILE
Hacienda La Puente Unified School District Synergy Site Profile
Spring 2006
Compiled by The National Institute for Urban School Improvement
The mission of the National Institute for Urban School Improvement
( NIUSI ) is to partner with Regional Resource Centers to develop powerful networks
of urban local education agencies and schools that embrace and implement a
data-based, continuous improvement approach for inclusive practices.
Embedded within this approach is a commitment to evidence-based practice
in early intervention, universal design, literacy and positive behavior supports.
The Office of Special Education Programs ( OSEP ) , of the U.S. Department of
Education, has funded NIUSI to facilitate the unification of current general and
special education reform efforts as these are implemented in the nation’s urban
school districts. NIUSI’s creation reflects OSEP’s long-standing commitment to
improving educational outcomes for all children, specifically those with
disabilities, in communities challenged and enriched by the urban experience.
Great Urban Schools: Learning Together Builds Strong Communities
n a tion a l institute for urb a n sc h ool i m pro v e m ent
Introduction
The purpose of this profile is to report on the conditions that
exist at various levels of a school district with an eye toward their
influence on four outcomes across the Institute’s synergy sites:
• Increased numbers of students with disabilities served
effectively in general education settings
• Increased use of research validated culturally responsive
practices in early intervention, reading, behavior, and
universal designs for learning
• Increased numbers of inclusive schools with records of
effective, achievement oriented, culturally responsive
success with students with disabilities
• Increased numbers of effective, improvement strategies for
special and general education professional development
and technical assistance that are unified and coherent
across schools within large, urban school districts
To provide a cohesive framework for assessing these outcomes,
a systemic change model1 was developed that provides a way of
describing the work of school districts and schools, thus organizing
change efforts in ways that are meaningful and effective for all.
This unified system is based on the principle that each student
Systemic change framework
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w w w. urb a nsc h ools .org
The Policy
Environment
Complex state and national policy environments shape the
kinds of educational initiatives and reform efforts that are
possible in local situations. Two major policy initiatives that
impact state and local policy in the arena of disproportionality
are: The No Child Left Behind Act (NCLB), passed by Congress
and signed into legislation in spring of 2001, and the reauthorized
Individuals with Disabilities Education Act Amendments of 2004
(IDEA). The influence of federal policies on the educational
work and expectations of states cannot be understated. State
policies, as well as local education practices, must respond to
the intent and requirements of these laws. Educational content
standards, student performance, high stakes testing, state
performance reports, annual yearly progress, NCLB standards,
IDEA risk analysis and least restrictive environments for culturally
and linguistically diverse students are some of the indicators of
policy impacts. Creating culturally responsive educational
systems means providing a quality education for all students.
m
m
Culture of Change
and Improvement
Inquiry on School
and Schooling
s
District/
Community
Partnership
tie
Teaching Design
and Practices
ni
Student
Services
Governance
And
Leadership
u
Physical
Environment
and Facilities
represents a unique combination of abilities and educational
needs and may require individual assistance at varying times
during the school year in order to achieve important outcomes.
The key belief is that schools are organized around services, not
programs. In a unified educational system, human and other
resources are employed to provide a range of services in a range
of settings to students with unequal educational needs. Central to
this approach is accountability for all students: children in poverty,
children with disabilities, children with Limited English Proficiency,
children from diverse ethnic and cultural backgrounds, and
assurance that all students are being appropriately and effectively
educated. For a unified system to be successful, educators must
believe not only that all students can learn but also that teachers
are capable of teaching all students. As a result, the lines between
regular education, special education, Title I, bilingual education,
migrant education, vocational education, and other categorical
programs become blurred and eventually reformed in ways that
may not be specifically calculated. Furthermore, these programs
become unified in a new educational system anchored by student
content, performance, and skill standards that are embraced by
local communities and families while informed by national and
state standards, curriculum frameworks, and assessment strategies.
d
c
o
1
Ferguson, D., & Kozleski, E.B., & Smith, A. (2003). Transformed, Inclusive Schools: A
Framework to Guide Fundamental Change in Urban Schools. Effective Education for
Learners with Exceptionalities, 15, Elsevieer Science, 43 - 74.
Gre at Urban Schools : Le arning Together Builds Strong Communities
3
40 Key Requirements of NCLB Standards
and Assessments
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Reading Standards
Mathematics Standards
Science Standards
Annual Assessments in Reading
Annual Assessments in Mathematics
Assessments in Science
Assessment of English Language
Proficiency
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•
•
•
•
•
•
Inclusion of LEP Students
Inclusion of Students with Disabilities
Inclusion of Migrant Students
Single Accountability System
•
•
•
Includes Graduation Rates and
Additional Indicator
•
Based on Separate Math and Reading
95% of Students in all Subgroups
Assessed
School Recognition
School Restructuring
Corrective Action for LEAs
Criteria for Supplemental Services
List of Approved Supplemental
Monitoring of Supplemental Services
Implementation of Supplemental
Criteria for Unsafe Schools
Transfer Policy for Students in Unsafe
Transfer Policy for Victims of Violent
Crime
•
•
•
•
Objectives
•
Rewards and Sanctions
Schools
•
Accountability for All Subgroups
Primarily Based on Academics
Public School Choice
Services
•
•
Annual Determination of Adequate
Yearly Progress (AYP)
Technical Assistance
Providers
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All Schools Included
Continuous Growth to 100%
Timely Identification
Services Providers
•
State Report Card
Proficiency
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•
•
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Highly Qualified Teachers Definition
Test for New Elementary Teachers
Highly Qualified Teacher in Every
Classroom
•
•
The Community
Subject Matter Competence
High Quality Professional Development
Disaggregating of Results
The Institute’s partner school systems are located in the states
of Illinois, California, Colorado, Florida, New York, District of
Columbia, Wisconsin, Tennessee and Nevada. According to
ECS2, two of these states, California and Colorado, have 100%
of the key NCLB requirements currently in place. ECS’s
analysis indicates that Illinois and New York now have nearly
100% of their requirements in place compared to 16 out of 40
requirements in place last year. Nevada, Wisconsin, Tennessee
and Florida have approximately 97% of the requirements in
place on ECS’s rating scale. The District of Columbia, in the
difficult situation of being both a state and a school district
simultaneously, has the fewest elements in place — 21 out of 40
elements according to ECS’s analysis. Understanding this policy
environment is important to the work of the National Institute
since many of the features of NCLB support whole school
improvement efforts but may, because of their local interpretation
or the degree of compliance that already exists, constrain the focus
of resources and effort. Further, the reauthorization of IDEA 2004
and the uncertainty associated with potential policy shifts there
make the special education environment blurry.
Another important part of the policy environment is the degree
to which the accountability system in states may be said to have
high stakes implications for students (i.e., graduation from high
school depends on performance on standards based assessments)
and teachers, schools and districts (i.e., funding and evaluations
of staff are connected to student performance on these tests).
The National Board for Educational Testing and Public Policy
(http://www.bc.edu/research/nbetpp/statements/nbr1.pdf,
2003) recently categorized states by these two indices. The
National Institute’s synergy sites were categorized in the
following way: (1) high stakes accountability for students,
teachers, schools and districts: California, Florida, Nevada, New
York, Tennessee and Texas; (2) high stakes for teachers, schools
and districts but moderate stakes for students: Illinois; (3) high
stakes for teachers, schools and districts but low stakes for
students: Colorado, and (4) moderate stakes for teachers, schools,
and districts but high stakes for students: Wisconsin. Information
for District of Columbia was not available in this study
Hacienda La Puente is located within the core of a 40-mile-radius,
encompassing Los Angeles, Orange County, and the Inland Empire.
Incorporated in 1957, it was developed to provide a center for
industry and commerce to the surrounding communities.
La Puente Valley attracted numerous settlers during the 1840s
with the Gold Rush and again in the 1870s with railroad lines.
By the early twentieth century the region was known for its
abundance of citrus, walnut, and avocado crops, and maintained
its agricultural character, mixed with growing industrial
development of oil, banking, and communications-through the
middle of the twentieth century. After World War II, the region
underwent a building boom that eventually edged out crops in
favor of development, and today is mostly residential in nature.
There have been several attempts to incorporate both, though
by 2001, these attempts had not been successful.
The District
3
The Students The Hacienda La Puente Unified School
District is one of the largest suburban school districts in
California. During 2004-2005, the District served more than
2
3
Education Commission of the States (ECS). Retrieved on April 5, 2006, www.ecs.org.
The following information on Hacienda La Puente Unified School District was
retrieved from the Hacienda La Puente Unified School District website, http://www.
hlpusd.k12.ca.us/webapps/portal/frameset.jsp, and from the California Department of
Education website, http://www.cde.ca.gov/, between the dates of March 21, 2006 and
April 13, 2006.
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78,800 students; nearly 25,000 pre-K-12 and 30,000 adult
education students in the diverse communities of City of
Industry, Hacienda Heights, La Puente, portions of Valinda, and
West Covina. The District also has the largest correctional
education program in the nation, serving an additional 33,000
students at eight correctional facilities throughout Los Angeles
County. The students of Hacienda La Puente span a diverse
community and encompass a wide range of income levels, ethnic
backgrounds, and educational experiences.
Of the 24,955 pre-K through 12th grade students enrolled in 20042005, 73.3% (18,280) were Hispanic, 2.7% (671) were African
American, 8.1% (2,041) were White, 2.0% (491) were Filipino,
and 13.8% (3,445) were Asian. The total enrollment of pre-K
through 12 decreased slightly from 25,499 in 2003-2004.
Special Education Enrollment by disability,
2004-2005
disability
Number
Mental Retardation
184
Ha r d o f He a r i n g
6
Deaf
0
Sp e e c h o r L a n g u a g e I m pa i r m e n t
538
V i su a l I mpa i r m e n t
10
Em o t i o n a l d is t u r b a n c e
97
O r t h ope d i c I m pa i r m e n t
61
Pre-K-12 Student Enrollment, 2002-2005
ethnicity
2002-2003
2003-2004
2004-2005
O t h e r h e a l t h I m pa i r m e n t
95
American Indian
or A laska N ative
107
(0.4%)
109
(0.4%)
93
(-0.40%)
Sp e c i f i c Le a r n i n g D is a b i l i t y
1,260
D e a f Bl i n d n ess
0
Asian
3,705
(14.7%)
3,600
(14.1%)
3,445
(13.8%)
M u l t ipl e D i sa b i l i t y
4
Pacific Islander
110
(0.4%)
113
(0.4%)
127
(0.5%)
A u t ism
134
Tr a u m a t i c B r a i n I n j u r y
8
Fili p ino
554
(2.2%)
528
(2.1%)
491
(2.0%)
17,908
(71.1%)
18,515
(72.6%)
18,280
(73.3%)
To t a l
2,397
H isp anic
African American
700
(2.8%)
709
(2.8%)
671
(2.7%)
White
2,041
(8.1%)
1,881
(7.4%)
1,801
(7.2%)
Total
25,184
25,499
24,955
Exceptional Students In 2004-2005 the number of
students enrolled in special education was 2,397. The largest
group of special education students were those classified as
having a Specific Learning Disability (1,260 students).
2005 State Testing Result data is recorded in aggregated form
and disaggregated by ethnicity and special populations. It is not
clear if special population groups, economically disadvantaged,
limited English proficiency, or students with disabilities, are
discrete numbers or if there is crossover. In other words, we
cannot say that limited English proficiency students are not
included in special education numbers. The disaggregated data
does not separate out regular students from special populations.
According to 2005 State Testing Results for Hacienda La
Puente Unified School District, of the 1,538 students with
disabilities that were tested only 11.8% (182) of those are
meeting or exceeding standards in English-Language Arts and
of the 1,533 students with disabilities tested in math, 16%
(245) are meeting or exceeding standards in math.
5
Hacienda La Puente Unified School
District Testing Results for Adequate
Yearly Progress, 2005
Group
Economically Limited
Disadvantaged English
Proficiency
Students
with
Disabilities
Number
T e sted in
E nglishL anguage
A rt s
8,811
% scoring
at or
above
p roficient
in E nglishL anguage
A rt s
30.50%
25.40%
11.80%
8,809
4,683
1,533
37.50%
36.60%
16%
Number
T e sted in
M ath
% scoring
at or
above
p roficient
in M ath
4,686
1,538
Total Graduation Rate The graduation rate for Hacienda
La Puente Unified School District rose from 87.6% in 2004 to
89.3% in 2005. The graduation rate for special education
students was 65% in 2005.
Graduation rate, 2004-2005
year
percent
2004
87.6
2005
89.3
The Staff The district is governed by a five-member board of
education and employs approximately 1,500 certificated and 1,200
classified employees.
At the start of the 2003-2004 school year, 39% of core academic
classes in Hacienda La Puente Unified School District were taught
by highly qualified teachers.
The Schools The district offers a comprehensive education
program for students from preschool to adult. The Hacienda
La Puente Unified School District is dedicated to maximizing
the talents, interests, and abilities of all its students, enabling
them to meet the challenges and opportunities of a changing
world. The district also maintains an Administration Center,
an Instructional Services Center, a Student Services Center, a
Multilingual Assessment Center and a Curriculum Lab.
The Hacienda La Puente Unified School District has 19 K-5
elementary schools, 5 K-8 schools, 5 middle schools, 4
comprehensive high schools, 1 alternative high school, an
orthopedic unit for the physically handicapped, and an
extensive child development and adult education program.
The district also maintains an Administration Center, an
Instructional Services Center, a Multilingual Assessment
Center, a Professional Library, and a Curriculum Lab.
Elementary classrooms are self-contained and opportunities
for team teaching are available. Middle schools offer both
core and departmentalized scheduling. Classrooms are
departmentalized for students in grades 9-12. Band, chorus,
drama, journalism, and other student activities are also
provided. A number of supplemental programs enhance the
district’s basic classroom curriculum. These programs include:
special education, English language development, gifted and
talented education, counseling, school improvement, and
compensatory education programs.
In recent years many school districts have implemented
forms of school-based, shared decision making in their efforts
to improve results for all students. Shifting of accountability
to schools has had a profound impact on the work of central
district administrators. With schools as the critical customers
of district work, central administrators have had to
reevaluate their organizational and collaborative work
structures to ensure that they provide the support that
schools needs to improve results for all students.
This shift in relationship between schools and central
administration has been difficult to negotiate both at the
organizational and at the individual level since it requires a
reconceptualization of the formal and informal power structures
within the district. One way of thinking about the functions of
central administration is provided by the systemic change
framework which organizes the work of schools into seven key
areas: (1) systemic infrastructure, (2) culture of renewal and
improvement, (3) inquiry on schools and schooling, (4)
organizational support, (5) resource development and allocation,
(6) student services, and (7) district and community partnerships.
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Systemic Infrastructure
HLPUSD School Board, 2005 - 2006
The bureaucratic structure supports the work of schools, facilitating
communication, networking, resource acquisition, entrepreneurship,
and innovation (i.e. matrixed organizations, data systems, feedback
loops, communication across and within levels).
Sandy Johnson
Joseph Chang
Rudy Chavaria
Norman Hsu
Anita Perez
The Hacienda La Puente Unified School District Board of
Education espouses that the success of every student is the drive
of the district. Based on this, the goals of the district are:
Goal 1: All students in HLPUSD will succeed in meeting
high standards and achieving at high academic levels.
Goal 2: The HLPUSD will provide a supportive and
innovative learning environment rich in the visual and
performing arts and a challenging course of study to meet
the unique needs of every student.
Goal 3: The HLPUSD will attract and retain quality
personnel who demonstrate strong, positive leadership that
promotes a culture of collaboration and teamwork and creates
an environment in which all stakeholders feel respected,
valued, and are dedicated to every student’s success.
Goal 4: The HLPUSD will efficiently expend and
effectively maximize all resources to fulfill educational
priorities while sustaining and maintaining long-term
financial stability.
Goal 5: The HLPUSD will provide its students and employees
with safe, orderly and clean schools and district sites.
Goal 6: The HLPUSD will continue to develop, sustain,
recognize, and promote programs of excellence and strong
partnerships with parents and the community which result
in high levels of success for all students.
Dr. Edward Lee Vargas is the Superintendent of the Hacienda
La Puente Unified School District. During Dr. Vargas’ tenure
in HLPUSD, the Board of Education has adopted and
implemented the above goals and a strategic plan that has
shaped the District’s forward thrust on all students meeting
high standards and achieving at high academic levels. Student
achievement continues to exceed County and State averages;
business services and finances in the District are in solid
financial footing; a 100 million dollar facilities improvement
program is on course, along with new District wide facilities
Master Plan underway. One of Dr. Vargas’ achievements is that
Superintendent of Schools
Dr. Edward Lee Vargas
the first new K-12 school since the District was unified in
1970 opened in the spring of 2005 — the same year the
District celebrated its 35th anniversary.
HLPUSD is leveraging the Internet to enhance governance
and provide a basis for better communication with the
public while increasing process efficiency and
minimizing cost. The new eGovernance initiative will
replace the old method of compiling, printing, binding and
distributing a limited number of paper meeting documents
with electronic distribution. By making meeting agendas and
supporting documents available on the Internet, it will be
possible to distribute documents associated with a meeting
more quickly and efficiently.
For this district, electronic distribution will not only save
time and resources, it will also provide unprecedented public
access to information that Board of Education members use to
make decisions. Through the district’s web site, the public
can view the agenda and the supporting documents associated
with the meeting. This will allow interested parties to review
and print the information prior to the meeting. After the
meeting, the individuals can review the agenda items and see
what action was taken by the board complete with voting. All
documents associated with the meeting are automatically
archived and can be accessed by meeting date or by using the
comprehensive search feature.
In the future, the same technology will also be used to
publish the Board of Education Policies and Administrative
Regulations of the district on-line. Currently, paper versions of
the manuals are distributed and maintained throughout
the district. Members of the community can review the
policies and procedures at any school district location. By
publishing the policies and regulations on-line, the district will
assure that personnel and community will have access to
current information.
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Inquiry on School
and Schooling
Educators, families, and students are engaged in ongoing reflection
and practiced-based inquiry in classrooms and schools (i.e. classroom
practices that support learners with diverse abilities, backgrounds and
languages, data policies and procedures, school improvement).
The California Department of Education’s (CDE) re-release
of 2002-03 testing data reported compiled scores from each
school during administration of STAR (Standardized Testing
and Achievement) and CAHSEE (California State High
School Exit Exam). Test scores are tallied in such a way as to
show whether individual schools met Annual Yearly Progress
(AYP) criteria. Of HLPUSD’s 34 schools, 95 percent met
their API targets. Those that fell short of their goals have
aggressive plans in place to improve their scores. Collectively,
the District showed continued growth with a 34-point
increase in API scores. Five schools in the District scored more
than 800 in API scores, and 100 percent of the District’s K-8
schools achieved their AYP growth targets. Of the District’s 34
schools, all but four schools met or exceeded the required
percent of students scoring at “proficient or above” in math.
The district feels that the schools that fell short of the
required percent of students scoring “proficient or above” in
English Language may be a reflection of the high numbers of
English Language Learners in the District.
Organizational Support
Thoughtful supports provide coherent, continuous opportunities
for improved practices (i.e. professional development, reporting
to parents and community, mentoring).
In Hacienda La Puente, staff development is continuous throughout
the year. Site staff development is ongoing, with many schools
participating in a weekly early release day. District and site support
programs are provided for teachers new to the district.
Resource Development
and Allocation
Districts strategically and flexibly develop and allocate resources to
support the work of schools (i.e. special projects and initiatives, equity
among schools, externally funded projects [private, demonstration,
corporate]).
The Hacienda La Puente Unified School District is putting
a measure on the ballot to generate funds that will be
used to improve the school buildings in the district.
Measure A is a general obligation bond initiative that will
generate $100 million to repair and upgrade schools in the
Hacienda La Puente Unified School District. Measure A
funds must be used exclusively on local school improvement
projects and every school in the District will receive repairs
and upgrades. This is the first bond ever put on the ballot
by the Hacienda La Puente Unified School District.
Revenue and Expenditures, 2004-2005
REVENUE
To t a l N e t Re v e n u e
$19,818,452
EXPENDITURE
C e r t i f i e d sa l a r i es
$10,859,187
C l assi f i e d sa l a r i es
$1,714,460
Em pl o y e e b e n e f i t
$3,986,478
B o o k s a n d suppl y
$265,209
S e r v i c es, O t h e r ope r a t i n g
e xpe nses
$1,710,818
C a pi t a l o u t l a y
$32,300
To t a l B u d g e t e d Ex pe n d i t u r e
$19,818,452
District and Community
Partnerships
Healthy, productive partnerships exist among community,
government, colleges and universities, and schools to further the
renewal and improvement of schools (i.e. existing partnership,
teacher preparation and induction).
HLPUSD has established several partners to serve on their
Technology Advisory Committee: administrators, teachers,
clerical staff, parents, students, and employee organizations from
8
across the district. Their Local Education Agency, Cal Poly
Pomona will also be invited as a consultant to this committee. In
addition to these groups, various community agencies, non profit
groups and business, such as the La Puente City, Texas A&M
University, Verizon, Cisco Systems, Apple Computers, and Dell
Computers have been very supportive in the planning and
implementing of the district’s technology goals, and have been
invited to participate in the Technology Advisory Committee.
This ongoing committee will provide continual input and support
as technology is integrated across the curriculum and will be a
valuable resource in evaluating technology use district wide.
Culture of Renewal
and Improvement
There’s a culture that supports growth and development personally, professionally, and organizationally. Risk taking and
failure are seen as opportunities for growth (i.e. district vision, risktaking climate, district standards, investment in collective &
individual, professional development).
The Hacienda La Puente Unified School District’s Educational
Technology Master Plan is composed of activities and strategies
to guide the district for the next 3 - 5 years. The district’s
Educational Technology Plan is based on the philosophy that
educational technology must be used to support the
instructional program in order to prepare students for the 21st
century. The implementation of educational technology must be
rooted in curricular and pedagogical models designed to ensure
educational opportunities for all students to achieve optimally.
The rapidly and continually changing world requires a change in
the current educational system from one that is designed for an
industrial age to one that will prepare students for the challenges,
changes, and adjustments in the technology age ahead.
The Hacienda La Puente Unified School District’s vision for
educational reform seeks to leverage the best teaching practices
from educational research, resources from the private sector,
and advancing power of network technologies to aggressively
attack the achievement gap and ensure that every child has
access to an extraordinary education. As this vision has
developed over the past five years, HLPUSD has established a
consortium of dedicated partners, conducted a series of
successful projects in technology integration and staff
development, adopted a strong focus on basic skills, and
developed a state-of-the-art broadband network. This
foundation and planning now provide the framework which is
designed to produce top quartile student performance using
unprecedented curriculum, professional development and
networking to dramatically impact teaching and learning for all
students from pre-kindergarten through adult education. HLP
has a history of innovation and leadership, especially in the area
of educational technology. In 1989, the district created the
vision for a broadband network capable of transmitting video, a
far more complex requirement than considered by any other
district at the time or even today. Through strategic fiscal
policies and an aggressive vision, the district continues to set
precedents, as it currently supports the largest ATM
(Asynchronous Transfer Mode) network in the country. National
recognition includes a recent Computerworld Smithsonian
Award in the field of Education and Academia, as well as
numerous Apple Distinguished School awards.
NIUSI District
Partnership, 2005-2006
School Year
Hacienda LaPuente and the National Institute have
collaborated on several levels to bring services to Hacienda
LaPuente Unified School District. In collaboration with
NIUSI, Hacienda LaPuente Unified School District has
identified 14 NIUSI Schools. Professional development in
co-teaching was provided for several of their schools.
Creating the Profile
A variety of sources informed this profile. Some of the
information about the district came from the district’s website,
which provides a broad spectrum of information. Additionally,
websites of the California State Department of Education and
Education Commission of the States were consulted for
current information. National Institute staff, Barbara Sparks,
Mackenzie Meredith, Jeff Richmond, and Swati Jain developed
and updated information as necessary. Elizabeth Kozleski
created the original structure of the profile and wrote the
introduction for the document.
9
gREAT URBAN SCHOOLS:
v
Produce high achieving students.
v
Construct education for
social justice, access and equity.
v
Expand students’ life opportunities,
available choices and community contributions.
v
Build on the extraordinary resources that
urban communities provide for life-long learning.
v
Use the valuable knowledge and experience that
children and their families bring to school learning.
v
Need individuals, family organizations and communities to
work together to create future generations of possibility.
v
Practice scholarship by creating partnerships
for action-based research and inquiry.
v
Shape their practice based on evidence of what
results in successful learning of each student.
v
Foster relationships based on care,
respect and responsibility.
v
Understand that people learn in different
ways throughout their lives.
v
Respond with learning
opportunities that work.
DISTRICT PROFILE
National Institute for
Urban School Improvement
arizona state university
po box 872011
tempe, arizona 85287-2011
Phone : 480.965.0345
Fax: 480.965.4942
Email: niusi @ asu.edu
www.niusileadscape.org
Funded by the U. S. Department of Education
Office of Special Education Programs
Award No. H326B020002
Project Officer: Anne Smith

Hacienda La Puente Unified School District

Transcription

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